Experimental Research in

Psychology

SIGNIFICANCE OF PICTURE BOOKS TO MEMORY LEVEL

Members:

BRAGADO, MARIA ANGELICA D.

CORONA, RINA ANGELA A.

GARVIDA, NATHALIE AIRA P.

GONZALES, SHAZNEI ERYIEL M.

LAZARO, CAROL ANNE M.

MALABAG, MICHAELA D.C

RAYMUNDO, FRANZ LOUIE L.

SUBMITTED TO:
MR. GERALD M. LLANES, RPm, LPT
 Significance of Picture Books to Memory

(1) Abstract:
This study investigates the significance of using images, specifically in a picture book
entitled “Sam’s fourth of July” to a person’s memory level. This study was conducted on 134
students of Pamantasan ng Lungsod ng Valenzuela, chosen by using a cluster sampling
technique. The researchers utilized 2 online forms, one with a full-text story and illustration
pictures of the story and a follow-up short quiz about the story. The researchers used SPSS,
Levene’s Test of Equality of Variances, and T-test for Equality of means with results showing
(P=0.105) which is more than (P=0.05). The findings of this study suggest that there are no
significant differences between using an illustration and using text only for retaining and
improving an individual’s memory level.

(2) Introduction:
Every day, as humans and members of a social society, we are exposed to a variety of
reading materials, including newspapers, journals, books, and various electronic texts. For
academics, the issue is clearly considerably more pressing; as part of their daily routines, they
must go over a variety of reading materials other than those indicated above: journal articles,
research papers, textbooks, e-mails, Internet texts, and so on. Contemporarily there are much
more pressing matters in the state of education. Nowadays, since the global pandemic Covid-19
struck the nations of the world, governments have implemented lockdowns. Therefore, face-to-
face learning has been replaced with virtual learning from lower to higher education. Since then,
multiple studies have been conducted questioning the effectivity of virtual learning. According to
Celline, (2021), The findings are generally in accordance with previous studies, indicating that
online learning leads in worse student performance than in-person coursework. Students who
are less intellectually prepared or who are seeking bachelor's degrees suffer the most
unfavorable consequences of attending online courses. Furthermore, according to Cellini &
Grueso (2021), the migration to online course taking during the epidemic resulted in lower
course completion rates. Sufficient data has been gathered to determine whether virtual classes
have an impact to academic performance. The researchers suggest that perhaps that now is the
time to opt for different techniques of learning virtually, such as different types of reading
materials to alleviate the decline in educational standard.

Moreover, in a study conducted by Ghazanfari et al. (2014) to optimize the contribution

of learners in the reading process, the instructor should provide students the chance to utilize
specific reading skills that allow them to participate actively in the process of decoding the text.
Visualization, or the capacity to perceive pictures in your mind while reading, is one of these
powerful reading techniques. Reading's true objective is comprehension of the text's content.
without comprehension, the reader cannot claim to have completed the process of reading.
Furthermore, comprehension is a necessary condition for the reader to remember the
information (Texas Educational Agency, 2002). In addition, reading and comprehension plays a
vital role in memory, reading and comprehensions serves as the one that acquires information
and decodes it for the memory. While memory refers to the processes that are used to encode,
store, retain, and later retrieve the information (Cherry, 2020)
 Lastly, as said earlier, visualization is a powerful strategy in reading that is much more
efficient in retaining information in the mind. And what better way to visualize than to have an
illustration while reading. According to Madden, (2000), The term "imposed" refers to drawings
or illustrations that are offered to accompany a reading selection. When someone (for example,
a teacher or a researcher) invites students to generate their own mental pictures to go along
with their reading, these are referred to as "induced" mental images (Smith, 1988). "Television
'imposes' pictures, whereas radio 'induces' them," Smith explains the distinction between the
two sorts of imagery. The style of visualization used in this study was imposed imagery, which
meant that the participants were provided picture books or short stories with appropriate
illustrations under the supervision of the researchers for the purpose of investigation.

Picture books
According to Ciecierski & Bintz (2015), Picture books are utilized with young children to
enjoy and learn to read. However, picture books also appeal to readers of all ages. This is for
the fact that picture books assist readers to become more involved and attentive regardless of
the text (Sulentic-Dowell, Beal, & Capraro, 2006). These picture books assist students in
gaining a greater grasp of the globe around them (Murphy, 2009) and making meaningful
connections to the content being studied (Taliaferro, 2009). Picture books are often accustomed
to catch students' attention (Routman, 2000) and may even be used as "way-in" books (Keene
& Zimmerman, 1997), offering unexpected interest in themes that might be worthwhile to
analyze further (Bintz, 2011). As a result, picture books are not lengthy yet features a lot of
appeal.

Memory
Our memory is defined as a storehouse wherein a discrete number of information are
stored and are later retrieved at will (Roediger, 1980, Zlotnik & Vansintjan 2019) In the book of
Radavnsky (2017), Memory refers to the mental process of encoding, retaining, and retrieving
environmental information. According to Squire (2009), the memory has three important
categories, which are the sensory, short term, and long term memory, where these kinds of
memory have different features for it to be used efficiently in storing that have we used with our
senses and what we have thought about.

Picture books and memory

In the study of Penglia & Puttasem (2017), it is included that picture books is an addition
to the number of ways to enforce a helpful approach of strengthening a student’s long term
memory. Use of images can help develop a student’s listening comprehension and reading
skills or can easily help explain complex topics as long as the image and the content of the text
must be overlapping or similar to each other for it to be effective and thus helping students to
retain the knowledge more effectively in the long-term and makes it easier for them to recall and
apply the lessons in worksheets and practical application (Carney & Levin, 2002).
 In addition, as Ciecierski & Bintz, (2015) stated picture books consist of illustration. But
why is illustration much memorable? According to Binti Salleh, (2005) The brain's processing of
images requires more attentional resources or effort. We spend more time looking at
illustrations or real-life items before naming them, so images are easier to recall. We spend less
time looking at individual words in phrases, so we just recall the essence of the sentences.
Illustrations are also more distinct and original than the words that describe them, making them
much more memorable. Furthermore, Hockley, (2008), stated that the essential premise shared
by all of the various explanations for the image superiority effect in recall is that the memorial
representation of pictures is in some way more sophisticated, unique, or significant than the
representation of words.
The purpose of this study is to discover whether picture books have significance to the
memory level of an individual. The researchers formed two hypotheses that were tested in the
study. First, there is significant difference between individuals reading books with pictures and
individuals who only read books with pure text to their memory level. Secondly, the researchers
hypothesized that there is no significant difference within individuals reading books with pictures
and individuals who only read books with pure text to their memory level.

(3) Method:
(a) Design:
The quasi-experimental design was used as the experimental method. This type of
experimental design includes a control group but no randomization. The researchers used a
non-equivalent control group, which means that the participants in this study were not assigned
to conditions at random; however, the resulting groups are likely to differ in some ways. As a
result, researchers consider them to be non-equivalent. The independent variable is: Picture
book, A picturebook is a multimodal text that relies on pictures and words to create meaning;
the interdependence of what the pictures show and the words tell distinguishes a picturebook;
for example, a picturebook "could not be read over the radio and be understood fully" (Mouro,
2016). In comparison to a fulltext, the researcher utilized a picturebook to exhibit in participants
to test their memory recall. Furthermore, the memory level is the dependent variable.
Declarative memory, also known as explicit memory, is a type of memory that may be managed
consciously, deliberately, and flexibly. Declarative memory necessitates some work and
planning, and we can use memory aids like mnemonics to help us recall information. The
researchers used this to determine the effects of pictures or illustrations on story recall.

An extraneous variable is any variable that you are not investigating but that may have
an impact on the results of your research study. The possible extraneous variables are the
mood, familiarity of participants to the story, noise, situational variables that may arise on their
ends, time of day of testing, Experiment environment or setting and temperature. In terms of
familiarity of participants in the story, the researchers chose a story in which the participants are
not familiar for them to have not any prior knowledge on the said story. Moreover, if there are
many possible extraneous variables, one way to control or to lessen this is to keep it constant
among all participants. Also, one method for controlling extraneous variables is to overcome this
through random sampling. In this study, researchers used simple random sampling. It does not
eliminate any extraneous variables; it simply ensures that they are equal across all groups. If
random sampling was not used, the effect of an extraneous variable on study results becomes
much more of a concern.

Participants were told that the information acquired during the interviews would not be
shared with anyone else and would not be utilized for anything other than this research. All
ethical criteria, guidelines, and protocols were followed with regard to participant permission,
confidentiality, privacy, and anonymity. To address this, informed consent was obtained from
each respondent and their decision to withdraw from the study at any time if desired was
respected. Citations were also employed by the researchers to avoid plagiarism, which is
defined as copying someone else's work or idea and passing it off as one's own. A citation,
according to Nordquist (2018), is a source used to clarify, illustrate, or substantiate a point in an
essay, report, or book.

(b) Participants:
The researchers have chosen 134 participants in accordance to the results using the
Slovin’s Formula. The researchers utilized cluster sampling as a sampling technique. Cluster
sampling is a probability sampling technique that is frequently used to examine huge
populations. Cluster sampling is a technique in which researchers divide a population into
smaller groups known as "clusters”, then draw a sample at random from these clusters
(Thomas, 2021). The researchers grouped the entire PLV third year population into their
respective courses which includes: Bachelor of Early Childhood Education, Bachelor of
Secondary Education Major in English, Bachelor of Secondary Education Major in Filipino,
Bachelor of Secondary Education Major in Mathematics, Bachelor of Secondary Education
Major in Science, Bachelor of Secondary Education Major in Social Studies, BS Civil
Engineering, BS Electrical Engineering, BS Information Technology, BA Communication Major
in Theater Arts, BS Psychology, BS Social Work, BS Accountancy, BS Business Administration
Major in Financial Management, BS Business Administration Major in Human Resource
Development Management, BS Business Administration Major in Marketing Management, and
BS Public Administration. The researchers then placed these 17 courses in a spinning wheel
where it landed on Bachelor of Science in Psychology, which has a total of 201 students from 5
sections. Slovin’s formula was used in order to determine a sample size within the chosen
population.

The chosen participants all fit the criteria which was also formulated by the researchers
which include; (1) the participants must be a third year student, (2) should be currently taking
tertiary education (college or university), and (3) currently a student of Pamantasan ng Lungsod
ng Valenzuela. The number of participants was decided in accordance to an article by Cohen et
al. (2007), which stated that experimental research requires at least 15 participants, with control
and experimental groups having at least 15 participants for comparison (Gall et al., 1996).
According to the Queensland Brain Institute (2018), the ability to recall new knowledge peaks in
the age of 20s and then begins to deteriorate substantially in ages of 50s and 60s, therefore the
researchers chose participants that are currently in their third year in college since most of the
students are aged 20. Moreover, a study by Murty et. al. (2009) suggests that there is a
decrease in the functioning of simple declarative memory as an individual grows older, which
further justifies the need to include younger participants in the present study that measures
memory.

The need to include that participant are currently taking tertiary education to the criteria
is based on a study by Recht & Leslie (1987) which suggested that increased knowledge results
in greater awareness of important elements in text and absorption of those ideas into a
summary of the said text. Moreover, texts at the tertiary level are far more complicated and
necessitate the use of sophisticated reading skills. Weak reading levels and having English as a
second language may give way to problems in an individual’s ability to follow written instruction
(Scott & Saaiman, 2016). Pamantasan ng Lungsod ng Valenzuela (PLV) offers 17 varieties of
courses and each of these courses include sections consisting of not less than 15 students
each. It gives a good source for study participants since it consists of a wide variety of
individuals.

(c) Materials:
Listed in this section of the study are all the materials, apparatuses, and instruments that the
researchers used throughout the study.

• Self-Developed Questionnaire- the researchers developed a 16-item questionnaire

that evaluates the memory level of the participants.

• Sam’s Fourth of July- it was written by Rus Buyok and illustrated by Arthur Lin. The
researchers used this story to assess the memory level of the participants.

• Retell Rubric- the researchers used the retell rubric in knowing the memory level and
ability to retell of the participants.

• Google Forms- the researchers used the google form, in administering the
questionnaire online. It was used by the researchers to collect the needed data in the
study. It was dispersed to the participants.

• Messenger- the researchers used the application “Messenger” in communicating with

the participants and the researchers.

• Gadgets- the researchers used different gadgets in order to obtain the needed data
and to finish the study accurately.

• Microsoft Excel- the researchers used this application to input the raw data collected.

• SPSS- Also known as Statistical Package for the Social Sciences, the researchers
used the said application to process the data obtain during data collection. It was also
used to compute the p-value, mean and standard deviation of the control and
experimental group.
 (d) Procedure:
The researchers provided English short story entitled Sam’s Fourth of July that was written
by Rus Buyok and illustrated by Arthur Lin. Researchers input the story through google forms.
Participants were divided into two groups and was given the short story. The illustrated short
story shows characters, events and settings. The experimental group were those who were
given the story with illustration, on the other hand, the control group received the story in a full
text. After the both groups read the story, they were required to answered the 16-item
questionnaire that the researchers developed wherein it evaluates the memory level of the
participants. Researchers also used the Retell Rubic, in which it will identify whether the
participants recall settings, events, characters and other details regarding the story also to see
how much they have remembered from the storybook that have been provided. In this
experimental method, the researchers can test a hypothesis and determine the causal
relationships between the two variables, the storybook and memory level. (Bevans, 2021). The
researchers used SPSS after the gathering, collecting, and organizing the data.

(4) Results
1. Memory Level
Using a Self-Developed Questionnaire validated by a psychometrician and the Retell
Rubric, researchers will discover the memory level of the respondents in experimental and
control group. Using the score sheet provided, the researchers tallied the scores. A score of 0-7
will fall under low memory level: score of 8-14 will fall under average memory level and a scores
15-21 will fall under high memory level.

Table 1: Memory Level of Respondents

Memory Level Experimental Control
High 46 40
Average 21 26
Low 0 1

Table 1 shows the memory level of experimental and control group. It shows 46 out of
the 67 respondents from experimental group showed high memory, while 40 out of the 67
respondents in the control group also showed high memory level, furthermore, 21 respondents
from experimental group showed average memory level and 26 respondents in the control
group also showed average memory level, and lastly 0 respondent in the experimental group
showed low memory level while 1 respondent showed low memory level in control group. Which
shows that both respondents from experimental and control group have similar memory level.
2. Mean of Experimental and Control Group
a. Table 2: Mean of Experimental and Control Group

Table 2 shows the mean of experimental and control group. The researchers used
SPSS in computing for independent t-test, the mean of experimental group is 15.94 while the
mean of control group is 15.14 which shows there is a slight difference between the two groups
in their productivity level.

3. Independent T-Test
Table 3: Result of Independent T-Test

Table 3 shows the p-value of .105 more than 0.05, which indicates that there is no significant
difference in experimental and control group with regards to their memory level. This then leads
to the acceptance of null hypothesis.

(5) Discussion:
This study had found out that there is no significant difference among the memory levels
of participants who have read the story "Sam's Fourth of July" with pictures and those who did
not. This means that the utilization of pictures and illustrations along with the text does not
contribute to the optimization of story recalling and memory. There was only a small difference
in the numbers of those who have high memory levels among the participants in the
experimental and the control group (E: 46; C:40), this goes the same way to those who scored
low (E:0; C:1). However, it is noteworthy that those who have scored average in the control
group were larger in numbers than in the experimental group (E:21;C:26). There are several
factors that may have affected the research, one factor that might have affected the results are
the existence of eidetic memory, Eidetic memory is a type of memory that preserves an
accurate, detailed pattern or perceives an image that is an exact replica of the original sensory
experience (Cobar, 2016). Some of the participants might have honed eidetic memory, which
made them more likely to remember what they have read than any other participants, whether
they are in the control or the experimental group. The researchers have failed to consider it a
factor due to the randomization of the participants for the experimental and control group.
Moreover, another factor that may have also affected the study is the number of participants.
Future researchers may utilize a larger group of participants and a wider scope. Lastly, the
length and the structure of the story might also be a factor. Sam’s Fourth of July is a picture
book that consists of only 15 pages with two to three sentences each page. A study by
(Thorndyke, 1977) indicates that structure and content both play essential roles in memory. The
structure of Sam’s Fourth of July makes the story clear to follow and understand, which may
have made it easier for the participants to remember.
The study's limitations are: First, the COVID-19 pandemic, in which physical contact is
still restricted to prevent a rapid increase in cases, the researchers were unable to administer
face-to-face tests, so they used online platforms such as Google Forms. Second, In terms of
answering the questionnaire, the surroundings of the participants while answering can be a
potential extraneous variable because this research is done in an online setting, so the
researcher has no control over what is happening around the participants while answering the
questionnaire. Lastly, there was also a time constraint when it came to conducting the research.
Because of these constraints, the study was limited to who are currently enrolled in a Third Year
Psychology program at Pamantasan ng Lungsod ng Valenzuela, and data was only collected
online. The current study is confident that the findings will be useful to future researchers in
improving and developing the same study that they will be conducting. Furthermore, the
researchers recommend that future studies be conducted face to face, as the current study was
conducted during the pandemic and the data collection procedures were done online. If future
researchers are given enough time to conduct the research, a longer time interval is also
recommended for more accurate and consistent results. Finally, it is expected that this study will
be beneficial to young adults, parents, society, and future researchers.
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(7) Appendix:

Informed Consent
Good day! We are BS Psychology students from Pamantasan ng Lungsod ng Valenzuela and
we are doing a research study entitled Significance of Picture Books to Memory Level. This
study is for third year college students currently enrolled S.Y. 2021 - 2022 at Pamantasan ng
Lungsod ng Valenzuela under the course of Bachelor of Psychology. The purpose of this study
is to discover whether there is a significance between picture books and memory level.

Since you met our criteria, we would like to invite you to join this research study that will require
at least 5 minutes of your time. During this time, you will read the story Sam's Fourth of July
written by Rus Buyok and then answer a set of questions regarding the story that you have
read.

There is no risk involved in this study except your valuable time. Your participation is highly
appreciated. Thank you very much!

Your participation in this research is completely voluntary. You may withdraw any time from the
study for any reason. You may also refuse to answer some or all the questions if you are not
comfortable answering them. Moreover, the information provided by you will remain confidential.
Nobody except the researchers will have access to it. Your name and identity will also not be
disclosed at any time. However, the data may be seen by an ethical review committee and may
be published in journals and elsewhere without giving your name or disclosing your identity

If you have any further questions, you may Maria Angelica D. Bragado, our group representative
at 09451937787 or at [email protected].
Sam’s Fourth of July (Picture Story)
Written by: Rus Buyok
 Sam’s Fourth of July (Full-Text Story)
Written by: Rus Buyok

Sam is a dog who loves the Fourth of July. This year, the town put him at the front of a
big parade. They dressed him up in a suit and hat with stars and stripes. He was so happy!
Everyone came out to see Sam. The town was filled with decorations. Sam led the big parade.
He barked along when the band played. He danced on his back legs. Everyone watched and
clapped. Sam ate some yummy hot dogs. He liked them so much that he begged for more. He
waved his paw to thank the soldiers in the army. The mayor even came out and shook Sam’s
paw. “What day in July is the birthday of the United States?” the mayor asked. Sam barked four
times for the fourth of July!
The parade followed Sam through the town. They were almost at the park where the
parade was to end. Suddenly, the fireworks went off. Sam didn’t like the fireworks. He ran home
to get away from them. The parade followed Sam all the way to his backyard. The fireworks
filled the night sky. Sam stayed in his doghouse until the fireworks were over. Then he came out
to eat some apple pie and ice cream.
 Validation Letter
January 8, 2022

EDUARD ALLEN F. MARCELO, RPm

Psychometrician
Recruitment officer
034 A. Marcelo Street;
Dalandanan, Valenzuela City

Dear Mr. Marcelo,

Greetings!

We are third year psychology students from Pamantasan ng Lungsod ng Valenzuela and we are
currently writing our Experimental research titled Significance of Picture Books to Memory Level
as part of our requirement in Experimental Psychology.

The purpose of this test is to discover whether picture books impact the memory level of an
individual. As a part of our validation procedure, we are humbly asking for your time and
expertise regarding the validation of our interview questions for this study. The interview is semi-
structured and open-ended to allow participants to provide a detailed description of their
experiences. We thank you in advance for giving us your suggestions and comments as to how
we can improve our interview questions.
 Self-developed Questionnaire Validation Form

Research Title: Significance of Picture Books to Memory Level

Researchers: Maria Angelica Bragado, Rina Angela Corona, Nathalie Aira Garvida, Shaznei
Eryiel Gonzales, Carol Anne Lazaro, Michaela Malabag and Franz Louie Raymundo (2022).

Name of Validator: Eduard Allen F. Marcelo, RPm

To the content validator: The researchers ask for your evaluation of the questionnaire to be
used in the data gathering for the study stated above. To prove its validity, you are requested to
give your honest assessment. Please check (✓) only one for each selection and leave a
comment on each question.

QUESTIONS ACCEPT REJECT REVISE REMARKS

1. In your own words, retell what was the
story is all about. ✓

2. What animal is Sam?

a. Rabbit
b. Dog
✓
c. Wolf
d. Cat

3. What did the town prepared?

a. Big parade
b. Memorial gathering
✓
c. Inauguration
d. New year’s celebration

4. What is the design of his hat?

a. Circles and stripes
b. Stars and checkered
✓
c. Circles and checkered
d. Stars and stripes

5. The town was field with ____________.

a. Decorations
b. Surprises
✓
c. Dancers
d. Lights

6. What did Sam wear during the event?

a. Tuxedo
b. Suit ✓
c. Polo
d. Blazer
7. Who led the event?
a. Sam
b. Mayor
✓
c. Soldier
d. The people

8. What did Sam ate and afterwards, he

begged for more?
a. Hamburger
b. Pizza ✓
c. Hotdogs
d. Mozzarella sticks

9. To whom does Sam waved his paw?

a. Pilots
b. Mayor
✓
c. Soldier
d. The people

10. Who came out and shook Sam’s Paw?

a. Pilot
b. Mayor
✓
c. Soldier
d. The people

11. How many times did Sam barked after

the Mayor asked, “What day in July is the
birthday of the United States?”
a. 3
✓
b. 4
c. 5
d. 6

12. Where the parade was about to end?

a. at the park
b. at the town center
✓
c. at the city hall
d. at the empty lot

13. What was Sam’s reaction after seeing

the fireworks?
a. He wagged his tail
b. He ran towards the people and gaze
✓
at it
c. He ran home to get away
d. He ran in circles to show excitement
14. Where did Sam stay while the fireworks
is not yet over?
a. Empty lot
b. Doghouse ✓
c. Park
d. Mayor’s house

15. What did Sam ate after the fireworks was

over?
a. Banana pie and salad
b. Apple pie and ice cream ✓
c. Pizza and Rice pudding
d. Cake and bread

16. Who was the author of the story?

a. Arthur Lin
b. Rocky Wayne
✓
c. Rus Buyok
d. Cynthia Lewis

General comments and suggestions:

All questions are just right. No need to change it because it is not that complicated. Hence, it is
more on what are those things that is included in the story.

Validated by:

Eduard Allen F. Marcelo,RPm

Signature over printed name

Date of validation: January 10,2022
 Self-Developed Questionnaire
1. In your own words, retell what was the story is all about.

2. What animal is Sam?

a. Rabbit
b. Dog
c. Wolf
d. Cat

3. What did the town prepare?

a. Big parade
b. Memorial gathering
c. Inauguration
d. New year’s celebration

4. What is the design of his hat?

a. Circles and stripes
b. Stars and checkered
c. Circles and checkered
d. Stars and stripes

5. The town was field with ____________.

a. Decorations
b. Surprises
c. Dancers
d. Lights

6. What did Sam wear during the event?

a. Tuxedo
b. Suit
c. Polo
d. Blazer

7. Who led the event?

a. Sam
b. Mayor
c. Soldier
d. The people

8. What did Sam eat and afterwards, he begged for more?

a. Hamburger
b. Pizza
c. Hotdogs
d. Mozzarella stick
9. To whom does Sam waved his paw?
a. Pilots
b. Mayor
c. Soldier
d. The people
10. Who came out and shook Sam’s Paw?
a. Pilot
b. Mayor
c. Soldier
d. The people

11. How many times did Sam barked after the mayor asked, “What day in July is the
birthday of the United States?”
a. 3
b. 4
c. 5
d. 6

12. Where the parade was about to end?

a. at the park
b. at the town center
c. at the city hall
d. at the empty lot

13. What was Sam’s reaction after seeing the fireworks?

a. He wagged his tail
b. He ran towards the people and gaze at it
c. He ran home to get away
d. He ran in circles to show excitement

14. Where did Sam stay while the fireworks are not yet over?
a. Empty lot
b. Doghouse
c. Park
d. Mayor’s house

15. What did Sam eat after the fireworks was over?
a. Banana pie and salad
b. Apple pie and ice cream
c. Pizza and Rice pudding
d. Cake and bread

16. Who was the author of the story?

a. Arthur Lin
b. Rocky Wayne
c. Rus Buyok
d. Cynthia Lewis
 Picked Participants (Experimental Group)
1. ABESAMIS, KHYLLE SOPHIA ANNE C. (BSP 3-1)
2. ALZATE, KATHLEEN ROSE D. (BSP 3-1)
3. ARCEGA, DANICA M. (BSP 3-1)
4. ASTILLERO, CHARIE-ANN C. (BSP 3-1)
5. BALUYOT, AIRRA LYEANNE A. (BSP 3-1)
6. BELANO, RHEALYN A. (BSP 3-1)
7. BUENCONSEJO, HENDRICZ T. (BSP 3-1)
8. CADANO, MA. FATIMA MAE F. (BSP 3-1)
9. CARIÑO, ALYSSA SHANE A. (BSP 3-1)
10. CRUZ, NICOLE ANDREA L. (BSP 3-1)
11. DELOS ANGELES, MARIEL S. (BSP 3-1)
12. DEMITION, KAY-ANN F. (BSP 3-1)
13. EDAGA, JOHN ANDREW T. (BSP 3-1)
14. AGAS, DANA MELEAH C. (BSP 3-2)
15. AMANCIO, PENELOPE G. (BSP 3-2)
16. ARCHIBAL, JAYRALD R. (BSP 3-2)
17. ASTRERA, MARIELLE T. (BSP 3-2)
18. BERNARDO, BILLY JHOE A. (BSP 3-2)
19. BURAC, EVELYN C. (BSP 3-2)
20. DEROÑA, MICCAELLA B. (BSP 3-2)
21. ENRIQUEZ, ALIANA JALYN Z. (BSP 3-2)
22. FELICIANO, AECY A. (BSP 3-2)
23. GABRIEL, RALEIGH AUBREY P. (BSP 3-2)
24. GARCIA, RAMELYN C. (BSP 3-2)
25. GONZALES, RHEALENE R. (BSP 3-2)
26. JARDELIZA, DIANAVE B. (BSP 3-2)
27. AJOS, HANNAH MARIELLA BRIONES (BSP 3-3)
28. AMPARO, ELOISA SANTIAGO (BSP 3-3)
29. BACANI, ANAMAE IGNACIO (BSP 3-3)
30. CABAHUG, JEWEL DEISSELIE RAE DELINO (BSP 3-3)
31. CALAGO, MISHUETTA KISHRELLE SAMSON (BSP 3-3)
32. CASTILLO, PATRICIA MAE MARCELO (BSP 3-3)
33. JIMENEZ, ANA ANGELINE JOVEN (BSP 3-3)
34. JOSE, ANGELICA JOY CADAYOG (BSP 3-3)
35. MELGAREJO, HARLY MAGDALUYO (BSP 3-3)
36. MUSA, AUREA JOYCE MATUS (BSP 3-3)
37. MONGAYA, JOY ANN GETIGAN (BSP 3-3)
38. SERZO, ELAINE MARIE EGUAC (BSP 3-3)
39. ONG, SHAYREE DIMPLES COLLANO (BSP 3-3)
40. ALCANCIA, LOUIE JAY PEÑA (BSP 3-4)
41. ANGELES, JULY JASFER FRANCO (BSP 3-4)
42. ARIOLA, SHAIRA MARIE SALONGA (BSP 3-4)
43. BRISENIO, MICHAELA (BSP 3-4)
44. CABALES, ROSE ANIE MAY SUA (BSP 3-4)
45. CANTOMAYOR, ROSE ANN MAE DANTE (BSP 3-4)
46. CLEMENTE, DANICA MAE ENRIQUEZ (BSP 3-4)
47. CORONEL, SOPHIA FRANCE (BSP 3-4)
48. DE LEON, EUNICE KAYE PATIAM (BSP 3-4)
49. DELA CRUZ, CZARINA KAYLA ZAPANTA (BSP 3-4)
50. DOMINGO, JOYCE KAREN LEDAMA (BSP 3-4)
51. DUNTON, NHIELSEA TOLENDRES (BSP 3-4)
52. ESCOPETE, KULWANT KAUR SILAN (BSP 3-4)
53. FELECIO,KATHLYN ANN (BSP 3-4)
54. ALONZO, JIEMYCAH (BSP 3-5)
55. APUYAN, MARY JOY (BSP 3-5)
56. ARROYO, MYLENE (BSP 3-5)
57. BAYTA, SHIERLYN (BSP 3-5)
58. BUENAFE, DESSEREE (BSP 3-5)
59. CABATO, TREXIELYN (BSP 3-5)
60. CARAOS, FRANCES NICOLE (BSP 3-5)
61. CORTEZ JR. JOSE (BSP 3-5)
62. DAQUIL, GRAVIEN (BSP 3-5)
63. DEMILLO, CATHLEEN VENICE (BSP 3-5)
64. DEOCAMPO, PHOEBELINE (BSP 3-5)
65. DURABLE, JOBELLE ANNE (BSP 3-5)
66. ESTILLORE, LOREN MAY (BSP 3-5)
67. EUMAGUE, COLLEEN (BSP 3-5)
 Picked Participants (Control Group)
1. FREMISTA, IRIS A. (BSP 3-1)
2. GARCIA, NICO LETTE C. (BSP 3-1)
3. GLORIA, CRISHA MAYCE C. (BSP 3-1)
4. HEPE, ANGELICA MARIE (BSP 3-1)
5. IDA, KATHYRENE M. (BSP 3-1)
6. JARDER, JESSICA S. (BSP 3-1)
7. LANDOY, MICA A. (BSP 3-1)
8. LLOBRERA, ROLDAN JAMES H (BSP 3-1).
9. MACALALAD, NICOLE C. (BSP 3-1)
10. MANIEGO, SHAIRA MAE C. (BSP 3-1)
11. MARSHALL, ETHAN KRISTOPHER G. (BSP 3-1)
12. MENDOZA, RHEA L. (BSP 3-1)
13. SARMIENTO, MERIE JANSSEN R. (BSP 3-1)
14. GONZALES, RHEALENE R. (BSP 3-2)
15. JARDELIZA, DIANAVE B. (BSP 3-2)
16. JAVELLANA, MARIA FATIMA M. (BSP 3-2)
17. LAURENCIANA, LEA P. (BSP 3-2)
18. LOPEZ, KARL ADRIAN B. (BSP 3-2)
19. MAHINAY, ROY (BSP 3-2)
20. MANUEL, HAZEL R. (BSP 3-2)
21. MARTIN, IRISH KATE A. (BSP 3-2)
22. MERCOLESIA, CAMILA L. (BSP 3-2)
23. MISA, MICHAELA M. (BSP 3-2)
24. MOSQUITO, JOHN ROY C. (BSP 3-2)
25. NACUA, KLYDE RAETRELL M. (BSP 3-2)
26. OCDE, JULIE ANN A. (BSP 3-2)
27. DELA CRUZ, AIRA JEAN BALTAZAR (BSP 3-3)
28. DUEÑAS, ERMA JOY ABAON (BSP 3-3)
29. FELICILDA, HAZEL ANNE ROCHA (BSP 3-3)
30. GERONIMO, JASMINE MARIE CARANTO (BSP 3-3)
31. MANUEL, JOSEPH ABRAHAM SANTOS (BSP 3-3)
32. RUIZ, CRISTINE KYLE NEPOMUCENO (BSP 3-3)
33. SAN DIEGO, ADRIAN DUQUE (BSP 3-3)
34. SANTOS, CRISTINE MAE DUMLAO (BSP 3-3)
35. TADENA, JECELINE MENDIORO (BSP 3-3)
36. TORRES, ARIADNA RHANE BORLASA (BSP 3-3)
37. LUMAQUE, GABRIELLE ASHLEY IBAY (BSP 3-3)
38. NAVARRO, AIVY RHEANELLE JIMENEZ (BSP 3-3)
39. YECYEC, JASSEL BARELA (BSP 3-3)
40. MALABON, ANA MAY SABARES (BSP 3-4)
41. MENDIOLA, MYLA CALLOS (BSP 3-4)
42. MIACO, EMILLE MELANIE GAGUI (BSP 3-4)
43. MONTES, SARAH ANGELIKA CAGAYAN (BSP 3-4)
44. NEPOMUCENO, IORI CANTILLON (BSP 3-4)
45. NICOLAS, MARIVIC AGAMATA (BSP 3-4)
46. ORTEGA, ALVERLYN (BSP 3-4)
47. PANALIGAN, MARIELLE BALORO (BSP 3-4)
48. QUINTO, ANGELOU PERMEJO (BSP 3-4)
49. RELLORES, JHESTINE MAE BERNABE (BSP 3-4)
50. SABADO, ANNE JANE MONICA MARCELO (BSP 3-4)
51. SAN DIEGO, GABRIEL GONZAGA (BSP 3-4)
52. SAPALARAN, ESTELLE SOFIA ARAÑA (BSP 3-4)
53. SIBONGA, REA ANGELICA RUBIS (BSP 3-4)
54. GARBO, MARIA CRISTINA (BSP 3-5)
55. GERSAVA, SHANI ROSEMARIE (BSP 3-5)
56. HERNANDEZ, ALLIAH KYRA (BSP 3-5)
57. LADION, GERALDINE (BSP 3-5)
58. LINGAD, ROCHELLE (BSP 3-5)
59. LOPEZ, FRANCIS MAY (BSP 3-5)
60. MACADAY, RICHELL (BSP 3-5)
61. MANANSALA, JERSON (BSP 3-5)
62. MARMOL, KAREN (BSP 3-5)
63. MENDIOLA, RONNA MAE (BSP 3-5)
64. MILCA, ERIKA LIZA (BSP 3-5)
65. MILOSANTOS, GLAIZA (BSP 3-5)
66. MORTILLA, MARK ANGELO (BSP 3-5)
67. NIPA, IAN EDUARD (BSP 3-5)
 RAW SCORES (CONTROL GROUP)

RESPONDENT QUESTION 1 QUESTION 2-16 TOTAL SCORE

1 0 6 6
2 4 12 16
3 0 14 14
4 4 14 18
5 2 11 13
6 4 14 18
7 4 15 19
8 0 13 13
9 6 14 20
10 4 14 18
11 0 14 14
12 0 14 14
13 4 15 19
14 4 12 16
15 0 11 11
16 0 14 14
17 2 13 15
18 0 15 15
19 2 14 16
20 4 13 17
21 2 9 11
22 4 12 16
23 6 11 17
24 4 15 19
25 4 14 18
26 2 10 12
27 0 10 10
28 4 14 18
29 2 14 16
30 2 15 17
31 2 11 13
32 2 12 14
33 2 13 15
34 4 14 18
35 0 13 13
36 2 14 16
37 6 15 21
38 2 12 14
39 0 15 15
40 2 15 17
41 2 15 17
42 2 15 17
43 2 10 12
44 0 13 13
45 0 10 10
46 2 14 16
47 2 13 15
48 4 15 19
49 6 14 20
50 2 13 15
51 6 13 19
52 0 9 9
53 4 13 17
54 2 11 13
55 0 14 14
56 0 15 15
57 0 13 13
58 4 10 14
59 0 13 13
60 2 14 16
61 2 13 15
62 2 15 17
63 2 11 13
64 2 15 17
65 2 11 13
66 2 11 13
67 0 13 13
 RAW SCORES (EXPERIMENTAL GROUP)

RESPONDENT QUESTION 1 QUESTION 2-16 TOTAL SCORE

1 0 15 15
2 6 14 21
3 4 13 19
4 4 15 19
5 0 14 14
6 2 13 15
7 6 14 20
8 6 15 21
9 6 14 20
10 0 13 13
11 2 10 12
12 2 10 12
13 4 15 19
14 2 14 16
15 4 12 16
16 6 15 21
17 0 13 13
18 0 15 15
19 4 13 17
20 2 12 14
21 4 13 17
22 6 10 16
23 2 12 14
24 4 14 18
25 4 14 18
26 4 15 19
27 2 10 12
28 0 10 10
29 2 11 13
30 2 12 14
31 0 15 15
32 2 15 17
33 2 14 16
34 4 10 14
35 0 11 11
36 0 11 11
37 2 15 17
38 4 13 17
39 4 14 18
40 4 14 18
41 6 14 20
42 2 10 12
43 0 15 15
44 4 13 17
45 2 12 14
46 4 12 16
47 6 15 21
48 0 14 14
49 0 13 13
50 6 14 20
51 0 11 11
52 2 11 13
53 4 14 18
54 4 14 18
55 2 14 16
56 2 13 15
57 4 12 16
58 4 11 15
59 4 15 19
60 6 15 21
61 2 10 12
62 4 11 15
63 4 12 16
64 2 13 15
65 2 15 17
66 2 15 17
67 0 15 15
SPSS RESULTS