Instruction: Answer the following questions based on your understanding of your study.

Provide answers to each question in a complete thought.

Answer briefly. Write N/A for parts that are not applicable.
CHAPTER 1
Questions: Answer:
What is the research topic? The relationship of auditory learning style on students’ reading comprehension.
What is the problem?
The main reason that triggered us to conduct this study is to address the problem of our students who lack adequate
skills in reading. As a result, Filipinos are considered to have low comprehension. As we resorted to many factors
affecting their reading comprehension, we viewed learning style as one of the factors, considering that intensive
reading of plain text and books is found boring and ineffective in the way 21st-century learners acquire knowledge. It
is important for this problem to relate to the nature of students' ways of learning to come up in an effective way in
improving their reading experiences to achieve skills and the ability to comprehend meaningful information.

Why is the research timely We see the importance of this research as it will benefit most 21st century learners in improving their reading
or important? experience to achieve significant comprehension. Since they are digitally inclined, we anchor it as a way to stimulate
their cognition by aiding their auditory. Moreover, our target is to provide innovative teaching practices and
appropriate learning and reading materials that teachers need to be employed in today's educational context to help
students with diverse learning styles maximize their skills and preferences in interpreting and acquiring knowledge.
Why is there a need to look The Philippines scored the lowest in reading comprehension among 79 countries in the 2018 Programme for
for a solution to the International Student Assessment (PISA). It is alarming and an indicator that our educational system needs to address
problem? this problem by recalibrating our system of teaching. To help the educational community, we conducted this research
to share our knowledge and whatever the findings may be as part of an initial solution to prevent illiteracy. Addressing
this problem is necessary, especially to help the teachers equip themselves to employ teaching strategies in reading
that are innovative to increase the students' ability to comprehend text, considering their different preferences. One
arising solution that we pre-determined is the use of audio-assisted reading, as, according to numerous studies,
hearing sounds increases one’s ability to distinguish between different sounds and understand the patterns of
language. As a result, they are likely to give their attention and mind to comprehending text into meaningful
information.
What is the aim and The purpose of this study is to determine the impact of Auditory learning style on the reading comprehension of the
objectives of the research? students, which attempts to answer the following questions: (1) how may auditory learning style be described as a
strategy in developing the students’ reading performance in terms of audio learning style and reading comprehension?
(2) Does auditory learning style impact the student's reading comprehension?

Objectives:
1. To identify the level of comprehension among students who have to enhance their reading performance
2. To evaluate the relationship of the audio learning style on students' reading comprehension
3. To share knowledge with an emphasis on improving the reading experience of the students, based on the
findings

Where and when does the According to UNICEF, by 2030, ensure that all youth and a substantial proportion of adults, both men and women
problem arise? achieve literacy and numeracy. The problem arises when the students do not have the capacity to read and
comprehend text. So that, there are some students who need audio to clearly understand what is written, it is called
an auditory learners.
Who does the problem Learning styles are found to be affected by the student's learning behavior in gaining information about learning.
affect? Besides listening skill reading is included as a receptive skill, where the skill is used to retrieve information from the
discourse that people see or hear (Harmer, 2001: 199). For this reason, reading becomes one of the most important
skills in learning English which many students are not mastering yet in gaining and comprehending information of a
text, especially in their reading achievement. For many language learners, reading is ranked first among the academic
skills that they wish to gain mastery over (Grabe&Stoller, 2001; Richards and Renandya, 2002). Reading
comprehension is a good way to let people think seriously about the exact aim of what they are reading.
What attempts have been The teacher should pay more attention to students who have an auditory learning style because they can learn faster
made to solve the problem? by using verbal discussions and listening to what the teacher says. In other words, the teacher should try to always
involve students who have the auditory style to participate well in any discussion both inside and outside the
classroom.
What will happen if the There would be a possibility to lessen the improvement of students' reading comprehension. It would be possible that
problem is not solved? the students who are auditory learners continue to struggle to comprehend text without hearing and listening to the
text aloud.
Who will feel the The person who is an auditory learner feels the consequences in the reason that they rely on speaking and listening as
consequences? their primary way of learning. Many auditory learners may experience challenges when instructions or information are
given in written form but can clearly understand them when the information is auditory.
Does the problem have This study has similar issues in the problem of this study; Kanar (1995) argued that auditory learners like listening and
wider relevance (e.g. are speaking, have compatible personalities. And have difficulty in following written instructions. They have to listen to an
similar issues found in other explanation and bear it to understand and learn. These people do not necessarily paint in their minds as visual learners
contexts)? do, on the contrary, they filter through the ability to listen and replicate incoming information. They are good at telling
stories and solving problems in a “talk way: Further, they prepare grade notes and then listen to them, remembering
details to previous discussions, asking questions and volunteering to the class, and whispering now information on
their own.

What is the overall purpose The overall purpose of this problem is to provide a formative principle of how learning style preference specifically
of the problem? It is very the auditory learning style makes an impact on students' reading comprehension.
significant to note that the
researcher must be totally
aware of the purpose of the
research problem.

What is the theoretical Multiple Intelligences and Learning Style Theory by Howard Gardner serves as the foundation in this study which aims
foundation of the research? to determine the scope and limits of truth with regards to his theory. These bits of intelligence, he said, are people's
ways of processing information. He claims that we all have these bits of intelligence that are symmetric to our
strengths or abilities, but that the levels of intelligence vary based on one's culture and experiences. Furthermore, he
explained the Learning Styles Theory, which focuses on the way we process information using our senses. Unlike the
multiple intelligences theory, which allows us to have multiple intelligences, in this theory, one individual is aptly
preferred on one approach range of tasks, either visual learner, an auditory learner, or tactile learner, as a result, an
individual learns the most on one learning style.
What are the variables used Independent Variable: Auditory Learning Style
in the study?
Dependent Variable: Learner's Reading Comprehension

What is the paradigm used Independent Variable → Dependent Variable is the paradigm used in this study.
in the conceptual
framework?
Explanation of the Considering that this study is descriptive-correlational, the IV- DV paradigm will be used to observe if there are
conceptual framework constant changes to the dependent variable. The paradigm will allow the researchers to investigate and
summarize to what extent auditory learning have a relationship to the reading comprehension of the students.

What is/are your SOP? Statement of the Problem

1. How may the respondents’ be described in terms of:
1.1 Auditory learning style
1.2 Reading performance?
2. Does auditory learning style have a relationship with students’ reading comprehension?

What is/are your The auditory learning style does not have a relationship with the students’ reading comprehension
hypothesis/hypotheses?
What are the This study is expected to provide a concrete understanding of the teaching field in terms of employing teaching styles
significances/contributions and strategies which affect the learner's reading progress. It is significant for the school, teachers, students, and
of your study? researchers in providing effective teaching and learning strategies.

What are the terms you are Here are a few terms that have been used in this study:
using in your study and how
do you define them?
Auditory learning - a style of learning in which an individual learns most efficiently through hearing and listening.
Comprehension- the action or capability of understanding something.
External factor-are things outside a business that will have an impact on its success. Their impact can be positive or
negative. A business cannot control external factors
Reading Comprehension - the ability to process text, understand its meaning, and integrate with what the reader
already knows.
Systematic Method-searching, selecting and managing the best available evidence for research, according to a
defined, planned, and consistent method... this should be applied to all types of reviews including data.

The terms have been defined by how it is being used in chapters.

CHAPTER 2
Are there related studies or
literature that support each
of your SOP? If there are,
state at least three per SOP.
1. SOP 1 1. How may the respondents’ be described in terms of:
1.1 Auditory learning style
1.2 Reading comprehension?

Insights The Effects of Auditory Learning Strategy on Learning Skills of Language Learners (Student's View)
Filiz Kayalar and Fethi Kayalar (October, 2017)

The auditory learning technique allows the learner to learn best by listening or communicating verbally. Auditory
learners do a good job of recalling what they hear when learning knowledge through auditory representation. The
students' perspectives on auditory learning and teaching strategies in the classroom were evaluated and compared
using a qualitative research method. The study was conducted in the cities of Tekirda and Erzincan with the
participation of fifteen university students. This paper focuses on language learners' perspectives and practices in
order to raise teachers' knowledge of auditory learning and teaching in the classroom.

It implies that the learning style of the learners must be considered all the time in order for them to achieve the target
of a certain course which is to learn effectively. Giving lectures, exercises, and practices that are relevant to the
learning style of the learners is very significant, especially in languages courses. It is vital that the diversity of the
learning styles of the students be determined in the teaching process and language teachers must appreciate the
differences in learning style, therefore the taught will be in a balanced way in relevant to their range of learning style.
Insights The Effect of Audio Books on Reading Comprehension and Motivation
Nancy A. Thooft, November 2011

In this study, the researcher stated his problems, with an emphasis on how audiobooks versus traditional print books
affect students' reading comprehension and motivation, and why teachers are not uniformly in favor of utilizing
audiobooks as an instructional aid. The researcher conducted his study to answer the following questions, in which he
chose English Language Learners, Special Education students, and some teachers as respondents. He gathered his
data with two instruments: a survey and an interview for students' perceptions on the usage of audiobooks in relation
to their motivation, and a questionnaire administered to teachers' perceptions. Furthermore, the researcher employs
an Accelerated Reader Program in which the students must meet point goals. This ARP helps to evaluate the students'
reading comprehension. According to the findings, the usage of audiobooks has a significant impact on the students'
reading comprehension scores, providing sufficient proof that it also motivates them to read. As a result, educators
agree to the merits and disadvantages of using audiobooks as part of a comprehensive reading program. Furthermore,
the study found that the usage of audiobooks was beneficial in incorporating them into reading programs as well as
discovering ways to promote and use them as an effective teaching tool.

As we used to be storytellers when we were in first grade and even competed in memorizing and reading contests, it
became a struggle to critically think because our reading skills were inadequate as a result of focusing only on mastery
and not comprehending the meanings of what we read. Moreover, we never enjoyed reading growing up since our
attention spans were so short, at only 15 minutes, and it was impossible for us to get through even half of a book.
Growing up, however, as a result of our drive to find ways to increase our reading ability, we discovered, by chance,
that we learned most efficiently through auditory means. In agreement with the study, comprehension, learning style,
and motivation were shown to be the most important factors in determining whether or not someone has high
reading skills. According to research, English Language Learners and special education students show a significant
impact when using audiobooks. Furthermore, it would be a big contribution if the educational community began to
find methods like that teacher who integrates audio-assisted reading by implementing it as an effective and engaging
instructional tool for the reading performance of her students.
Understanding the Level of Students' Reading Comprehension Ability
Noermanzah Noermanzah (May 2020)
Universitas Bengkulu

Text reading comprehension is a fundamental skill in the Indonesian Subject Curriculum. The results of the
observations show that reading comprehension is still low, particularly reading comprehension of the meaning and
context of a text. As a result of these issues, research on the level of reading comprehension of grade VII students at
SMP Negeri 06, Rejang Lebong, is required. The purpose of this study was to describe the level of reading
comprehension ability and the causes of students' misunderstanding on reading text material in grade VII of SMP
Negeri 06 Rejang Lebong. This study employs a mixed-method design. The participants in this study were 28
seventh-grade students from SMP Negeri 06 in Rejang Lebong. Tests, observations, interviews, and documentation
were used to collect data. The information was analyzed both qualitatively and quantitatively. The data validity test is
carried out using member checking, which is aided by a language validator and triangulation. The findings revealed
that students were not used to reading texts and that there were still those who were not fluent readers.

Levels of Reading Comprehension in Higher Education: Systematic Review and Meta-Analysis

Cristina de-la-Peña and María Jesús Luque-Rojas (04 August 2021)

The objective of this research was to determine through a systematic review and meta-analysis the proportion of
university students who have an optimal performance at each level of reading comprehension. A systematic review of
empirical studies has been limited from 2010 to March 2021 using the Web of Science, Scopus, Medline, and
PsycINFO databases. Two reviewers performed data extraction independently. A random-effects model of
proportions was used for the meta-analysis and heterogeneity was assessed with I2. To analyze the influence of
moderating variables, meta-regression was used and two ways were used to study publication bias. Seven articles
were identified with a total sample of seven of 1,044. The proportion of students at the literal level was 56% (95% CI =
39–72%, I2 = 96.3%), inferential level 33% (95% CI = 19–46%, I2 = 95.2%), critical level 22% (95% CI = 9–35%, I2 =
99.04%), and organizational level 22% (95% CI = 6–37%, I2 = 99.67%). Comparing reading comprehension levels, there
is a significantly higher proportion of university students who have an optimal level of literal compared to the rest of
the reading comprehension levels. The results have to be interpreted with caution but are a guide for future research.

Many scholars and teachers, even during basic education, reiterate that a foundation must be established among the
students, much like acquiring the macro skills. It is crucial to know that in order to achieve mastery, students must first
acquire the basic concepts necessary to achieve comprehension. It allows students to become familiar with how the
words become a sentence, and to read and define them literally, at least. However, if the students only rely on their
basic level of understanding, they often have difficulties in making inferences and interpreting the underlying
information of the written text. Nevertheless, right after the students learn the phonics and fluency, if they are situated
 in the habits of reading, it will possibly broaden their vocabulary, which is useful in order for them to do tasks that
require high levels of comprehension, for they will have the ability to easily and efficiently read the text for meaning.
2. SOP 2 2. Does auditory learning style have a relationship with students’ reading performance?
Insights Student’s Reading and Listening Comprehension Based on their Learning Styles
Titing Magfirah (February, 2018)

The purpose of conducting this study was to examine the correlation between learning styles and reading
comprehension of the eighth-grade students of SMPN 4 Pallaga Gowa in the academic year 2016-2017. This study
used a quantitative method and causal-comparative design. The instruments of this study were a learning style
questionnaire, reading comprehension test, and listening comprehension test. Among 99 students who have been
given questionnaires, the result revealed that there were 25 visual learners and 26 auditory learners.

Many students have noticed that when they try to learn something new in the classroom, some of them prefer to learn
by listening carefully to the teacher who talks about information, or perhaps they prefer to read about the information
given by the teacher. It shows that each student has a different way of responding to new information in the context
of learning. In agreement with the study, learning style is the factor affecting reading comprehension because the
students who have learning style effectively will not necessarily have bad achievement in reading and listening.

Insights The Effect of Reading Teaching Material for Different Learning Styles in Improving Students’ Reading Comprehension
Zul Astri, Isnaeni Wahab (November 2018)

This study aims to investigate the effectiveness of reading teaching material for different learning styles and in
improving students’ reading comprehension. The respondents of this study were 24 students of the English Education
Department Universitas Muslim Maros (UMMA) Yapim. Students were grouped based on the result of their pre-test
and post-test in reading comprehension. In identifying students’ learning styles, researchers used questionnaires,
interview and classroom observations, and reading comprehension tests as a research instrument.

Learning style is not really concerned with what the learners learn, but rather how they prefer to learn the material.
Each student has his or her own best way to learn something. Some students may rely on visual images, others prefer
listening to music while learning. According to the findings of the study, the students’ improvement in reading
comprehension using the reading teaching material has a significant improvement for all learning styles such as visual
and auditory learning style.
Insights Audio Books Impact on Students’ Reading Experiences
Anne W. Hartell (2018)

The purpose of this study was to investigate the impact of audiobooks on students’ reading experiences in a public
elementary school in rural upstate South Carolina. It was conducted to address the problem of practice reported by
teachers as low motivation and engagement during independent reading in classrooms that contributed to negative
experiences during independent reading. This action research study utilized interviews, a focus group, a survey, and
classroom observations to gather qualitative data on the reading experience before and after the introduction of
audiobooks from three resources.

When we were little, our mother used to tell us that reading books may help us gain knowledge and wisdom. So, as
we grew older, we believed that reading would help us become more knowledgeable about things. However, when
we read the entire research, we noticed that students have varying opinions on reading books. Reading books may be
pleasurable for some people, but it is not for everybody. As a result, understanding the various factors that impact
students' reading perceptions can aid us in providing better reading experiences for them. This study revealed that
using audio learning resources may or may not influence students' perceptions of reading. However, in some way, it
can provide them with a better reading experience.

CHAPTER 3
What is the type of research The type of research we will use is quantitative research design for the data that we will be collecting is quantifiable
you will use? and there is a need of performing statistical, mathematical, or computational techniques to interpret the data
systematically.
Who will be your The respondents participating in this study are from Bachelor of Secondary Education Major in English and Science of
respondents? Describe Eduardo L. Joson Memorial College.
them.
How did you get the number To calculate the number of respondents, G*Power is a tool to be used also to compute statistical power analyses and
of your respondents? effect sizes.
How will you collect your
data?
1. Stage 1 The data collection will begin with asking permission from each respondent before the researcher conduct the survey
question.
2. Stage 2 The research aims and questionnaire will be briefly explained to respondents to demonstrate how they can contribute
to this study and educational purposes.
3. Stage 3 All the survey questionnaires will be distributed through a Google form.
4. Stage 4 If needed, researchers will also contact the respondents by messenger for follow-up and ask additional questions.
5. Stage 5
What statistical tool/s are Pearson's correlation coefficient or Pearson’s (r)
you using to test each
hypothesis? Explain why.
1. Hypothesis 1 Pearson's correlation coefficient is a test statistic that determines the statistical relationship, or association, between
two continuous variables. Because it is based on the method of covariance, it is known as the best method of
measuring the association between variables of interest. It reveals the magnitude of the association, or correlation, as
well as the relationship's direction.
2. Hypothesis 2
3. Hypothesis 3
4. Hypothesis 4
5. Hypothesis 5
What is/are the
instrument/s you will use in
your research? Describe
each part.

1. Part 1 Survey Questionnaire- it will be available in two forms: typewritten and audio recorded. This adapted survey
questionnaire will be used to determine the respondent’s learning style.

2. Part 2 Reading Comprehension Standardized Test- This will be administered to test the respondent’s reading performance
concerning their level of comprehension.

3. Part 3
4. Part 4

REFERENCES (APA Format)

1. Reference 1 Anne W. Hartell. 2008. Audio Books' Impact on Students' Reading Experiences.
2. Reference 2 Cotter Jennifer. August 2012. Understanding the Relationship between Reading Fluency and Reading Comprehension:
Fluency Strategies as a Focus for Instruction
3. Reference 3 De-la-Peña, Cristina and Luque, -Rojas, María. August 2021. Levels of Reading Comprehension in Higher Education:
Systematic Review and Meta-Analysis
4. Reference 4 Isnaeni Wahab, Zul Astri. November 2018. The Effect of Reading Teaching Material for Different Learning Styles in
 Improving Students’ Reading Comprehension
5. Reference 5 Kayalar and Kayalar. October 2017. The Effects of Auditory Learning Strategy on Learning Skills of Language Learners
(Student's View)
6. Reference 6 Magnifah T. 2018. Students' Reading and Listening Comprehension Based on their Learning Styles. International Journal
of Education
7. Reference 7 Noermanzah. May 2020. Understanding the Level of Students' Reading Comprehension Ability
8. Reference 8 Thooft, Nancy A. November 2011. The Effect of Audio Books on Reading Comprehension and Motivation
9. Reference 9
10. Reference 10