THE BENEFITS OF READING YOUNG ADULT FICTION TO THE DECISION-

MAKING SKILLS OF THE GRADE 12 STUDENTS IN DIVINA PASTORA

COLLEGE.

A Research Presented to:

Mr. Aldrin Joseph D. Ricio

Names of Group

members

HUMANITIES AND SOCIAL SCIENCES

 CONTENTS

Chapter I – The Problem and its Setting

Introduction

Statement of the Problem

Paradigm

Conceptual Framework

Hypothesis of the Study

Significance of the Study

Scope and Limitations of the Study

Operational Definition of Terms

Chapter II –Review of Related Literature

Chapter III – Research Methodology

Research Method

Research Locale
 Sample and Sampling Procedures(optional)

Construction and Validation of Instruments

Research Instrument

Data Gathering Procedure

Chapter IV - Presentation, Analysis and Interpretation of data

Chapter V - Summary of Findings

Conclusion

Recommendations
 CHAPTER I

INTRODUCTION

Young adult fiction (YA fiction) is a category of fiction

commonly known as Teen fiction. The stories under the category

are written for readers ages 12-18 years old. Similar to adult

fiction, it has variety of genres such as friendship, first

love, relationships, identity, paranormal, adventure, mystery and

young adult experiences. Young adult fiction books started from

Young Adult Library Services Association (YALSA), an organization

where the category began to grow and expand throughout the time.

According to YALSA, the association connects and unites

stakeholders from the areas of education, libraries, research,

out of school time, youth development and more to improve and

provide resources to the libraries in order to expand their

capacity to support teen learning, enrichment and also foster

healthy communities. With the goal, purpose and mission to assist

libraries in alleviating the challenges encountered by the teens

and lend a hand to help them meet their needs in finding and

discovering the path to a successful and fulfilling lives.

 Furthermore, young adult fictions are written to connect and

fill the gaps between children and adult books. This category is

made specifically for the target audience, teenagers. The authors

created protagonists ages 15-19 for the readers to relate

primarily through the concerns, motivations and inner thoughts of

the characters in the story. However, it does not limit the

readers to browse and pick stories in line with their age since

the adults appears to be fond of young adult books. When

adolescence period approaches, teens began to experience

different changes physically, sexually, cognitively, socially,

and emotionally that inspires the association to focus on teens.

The growth of each individual requires different strategic

approaches for them to understand, adjust and cope up with the

situations that will depend on the numerous decisions and choices

they will make.

According to a study, it is questioned if adolescents are

developmentally competent to make decisions about different

risks. In principle, barring temptations and situations with high

rewards and individual differences may reduce self-control (i.e.,

under ideal conditions), adolescents are capable of rational

decision making to achieve their goals. With their passion and

interests, the enjoyment and moments with peers, at

uncontrollably moments,
in unfamiliar situations, when weighing risks and benefits favors

bad long-term outcomes, and when behavioral inhibition is

required for good outcomes, adolescents appear to reason more

poorly than adults do. Brain maturation in adolescence is

incomplete and requires more time to widen and grow. Impulsivity,

sensation seeking, thrill seeking, depression, and other

individual differences interprets how they handle things that

contributes on their decision-makings. (Farley & Reyna,2006)

This is the sole reason why the researchers conducted this

study to determine the benefits of reading young adult fiction to

the decision-making skills of the grade 12 students in Divina

Pastora College.
STATEMENT OF THE PROBLEM

The main objective of this study is to determine the benefits

of reading young adult fiction to the decision-making skills of

the grade 12 students in Divina Pastora College. The main problem

here is that the students may have poor decision-making skills

which may result to an unwanted outcome that can affect them in

different aspects. Having young minds and lack of experience may

hinder them in situations where they should make a choice.

Reading provides lots of knowledge that can benefit the readers

in many ways. This study will determine the benefits of reading

young adult fiction to the decision-making skills of the students

that hopefully may refrain them from poor outcomes, help them to

improve and develop their decisions.

Objectives of the Study:

1. Describe the socio-demographic characteristics of

respondents in terms of:

a. Age;

b. Sex;
 c. Parental Support;

d. Parents Occupation

e. Parents marital status;

f. Annual family income.

2. Determine the decision-making skills of Grade 12 students in

terms of:

a. Interpersonal relationship

b. Intrapersonal relationship

c. Social pressure

d. Cognitive Ability

e. Academic Ability

3. Determine the importance of reading comprehension skills of

the teenagers.

4. Determine the benefits of reading young adult fiction to the

respondents in terms of decision-making skills.

INPUT
Profile of the respondents:
Age
Sex
Parental Support
Parents Occupation
Parents Marital Status PROCESS
Annual Family Income
- Creating and
distribution of
survey questionnaires
- Gathering data

Determine the decision-making skills of Grade 12 students in terms of:

Interpersonal relationship
Intrapersonal relationship
Social pressure
Cognitive ability
Academic Ability

3. Determine the importance of

reading comprehension skill of teenagers.

4.Determine the benefits of reading young adult fiction to the respondents in terms

RESEARCH PARADIGM Figure 1. Research Paradigm.

 Figure one (1) shows the Research Paradigm of the study. It

consists of the Input-Process-Output showing the connection of

each other. The Input includes the determination of the profile

of the respondents in terms of age and sex; parental support;

parents’ marital status; annual family income. The decision-

making skills of the students in terms of intrapersonal and

interpersonal skills; social pressure; cognitive ability and

academic ability. The importance of reading comprehension skill

of teenagers.

On other hand, the Process consists of Data Gathering

Procedure which is the creation, distribution and collection of

data. For the Output, the study aims to provide final results and

to hold research presentations about the conclusions, findings

and recommendations.

CONCEPTUAL FRAMEWORK

This study will indicate the socio-demographic

characteristics, the benefits of reading young adult fiction to

the decision-making skills of the students, and other variables

related to the study.

HYPOTHESIS OF THE STUDY

1. If the study could identify the benefits of reading young

students, we may be able to understand why they are fond of

reading this category of books. We can also include why they made

different decisions that are resulted into a bad condition for

them. It can be because of their decision- making skills,

intrapersonal and interpersonal relationships and reading

comprehension skills specifically if they consider the morals of

book that they read when they making a choice.

2. If they could determine the benefits of young adult fiction to

the teenagers, reading can be more interesting for them. Through

the study we can also promote the importance of reading and

improves their growth as a person who decide about their

different aspect in life.

3. If the study could determine the benefits of reading young

adult fiction, we could use that information to enlighten and

orient the grade 12 students that reading would help them

increase their decision-making skills and refrain them from

deciding without rational and proper thoughts about situation.

SIGNIFICANCE OF THE STUDY

This study expects to endow several contributions to following

different individuals, groups or organizations.

Students/Teenagers. This study will benefit the

students/teenagers because they will be aware that reading may

help them improve their decision-making skills and apply the

lessons they learned when they are making decisions.

Parents. They will be sure that their son/daughter learns and

benefit from reading. Also, it can make them assure that their

child can make better decisions.

Teachers. It will also benefit the teachers because they can

learn from the study and also use it as an example in teaching,

like how reading can benefit his/her students.

School Staffs. This study will benefit not only the teachers

as well as the faculty and staffs. The study will provide

awareness to them when they are making decisions for the school,

specifically for the sake of the students.

 Readers. The readers either teens or adults will be more

interested in reading when they learn about its benefits in

decision-making. Having the knowledge will help them improve and

develop their life choices.

Writers and Authors. This study will inspire them to create

and write more stories for the teenagers by knowing that their

works may help an individual in making decisions.

People in the Community. This study will benefit the community

because the people will be aware that books can help an

individual make better decisions which will foster a healthy

community.

Future Researchers. This will serve as the reference for the

same field of study as their basis. This study will be helpful as

they gain knowledge and information in browsing; they can also

expand the information they had found in this study to expand

their research.

Researchers. It will help them enhance their vocabulary and

will let them apply what they will learn in the research process.

They may be more interested in reading and develop the decisions

that they will make in the future specially as teenagers.

SCOPE AND LIMITATIONS OF THE STUDY

The study compile with the researchers started last January

2021 up to April 2021. Senior High School, Grade 12 students of

Divina Pastora College are the respondents of this research

study. This research is all about the benefits of reading young

adult fiction to the decision-making skills of the students. Some

of the variables were considered in studying the profile of the

grade 12 students in Divina Pastora College.

The study was limited to the resulted data gathered from the

selected respondents. The respondents were grade 12 students from

different strands, HUMSS, ABM and STEM students in Divina Pastora

College.

OPERATIONAL DEFINITION OF TERMS

Academic ability - is the degree of competence in educational

activities, in subjects such as Mathematics, Science and English.

Age - The length of time an individual has lived or thing has

existed.
 Annual family income - Money received or earned by a family

yearly. It is the total or summation of the family’s financial

income.

Cognitive ability - Involves the ability to reason, plan,

solve problems, think abstractly.

Decision Making- An action or process of making decisions,

especially important ones.

Fiction - It is a literary work based on imagination rather

than on fact, like a novel or short story.

Interpersonal - relating to relationships or communication

between people.

Intrapersonal - occurring within the individual mind or self-

intrapersonal concerns of the age.

Parent’s marital status - Refers to a way in which parents are

identified as either married, separated, or widowed.

 Parent’s occupation - Refers to parent’s job or profession. It

is the main work undertaken by the parents/guardian; this is also

their source of income.

Reading Comprehension - is the ability to process text,

understand its meaning.

Refrain - Stop or not let oneself do something.

Sex - The category in which human or living things are

divided, either male or female.

Young Adult - a person in their teens or early twenties.

 CHAPTER II

REVIEW OF RELATED LITERATURE

The review of related literature covers the impact of

procrastination to the academic performance of a respondent. The

related literature provides a fundamental background for the

discussions and considerations in finding the present study.

Socio-demographic Characteristics

The socio-demographics are the characteristics of the

respondent namely age, sex, parents’ occupation, parents’ marital

status and annual family income. It is important to include the

socio-demographic characteristics to learn about the respondent’s

backgrounds that may be the reason why they started to read young

adult fictions.

Age

Young adult fiction are books made and written generally for

readers with the age of 12 to 20 years old. It may also include

books primarily written for adults but which have appeal to

younger readers.
Sex

According to Muursepp and Uusen (2012), there are differences

between boys and girls in many aspects of reading habits and

preferences. A stereotypical conception about reading shows

opinion that reading mostly refers to fiction. Teenagers do not

read enough literature for them to be labeled as bad readers

especially the boys who tend to read lesser than girls. Boys

identified themselves as average or poor readers as they spend

less time with reading mostly when the books are long and written

with small letters. Concurrently, boys and girls appear to rather

read by computer.

Parental Support

As stated by Klauda and Wigfield (2011), students perceived

support for recreational reading from their mothers, fathers, and

friends. The study determined their level of enjoyment in reading

with multiple reading-supportive behaviors. A graded multiple

regression analysis shown that perceived parent and friends

motivation contributed uniquely to the prediction of multiple

dimensions of self-reported reading motivation and frequency,

controlling for reading achievement, gender, and grade level. It

appeared that children mostly gain or experience most of reading-

support from their mothers rather than their father or friends.

There were few differences in perceived reading support, reading

motivation, or habits by gender or grade level. The findings of

this study widen and explains the role of parents relations to

the children’s experiences of parental support for reading with

reading motivation and activity, which has largely focused on

preschool and primary-grade children, to older children. Having

parental support on an individual’s reading interest at an early

age may boost their enthusiasm to look through different literary

works like fiction and continue their passion in reading when

they enter the adolescence stage.

Parents Occupation

Equipping students with the capability to perform

considerate decision-making is a key competence to elaborate

socio-scientific issues. Particularly in the socio-scientific

context of sustainable development, decision-making is required

for the processing of information and the implementation of

sustainable action. (Garrecht C., Brackermann, T. & Harms, U.,

2018) this means

that a parent’s occupation is playing a big role in the decision-

making skills of an adolescence. As a parent, the way they

educate their children regarding matters is also based on their

occupation. They tend to have strong influence if they have a

high standing in terms of socio-economic status thus a big impact

to other parent’s children.

In addition, reading young adult fictions might have a big

impact to the decision-making skills of a young individuals as it

can influence the mind of a child especially the male ones.

According to Journal Research on Libraries and Young Adults

(2015), “All adolescents, and especially those who struggle with

reading, deserve opportunities to select age-appropriate

materials they can manage and topics and genres they prefer since

academic textbook will be boring when it comes to their age.

Since a young adult fiction is somewhat normal in this

generation, a parent who have a grade 12 children will most

likely got influence base on what they read.

Parents’ Marital Status

 Teenagers needs to think rationally and effectively in making

decisions. Their decisions also depend on how they handle the

situation mentally, emotionally and physically. They’re

experiencing problems externally and internally which seeks an

enough solution to be solved. Teenager’s interest may also be

influenced by the people around them. According to Pappa (2013),

parents’ marital status has connection on and various dimensions

of psychological well-being of adolescents in Greece. The study

selected respondents from family with divorced parents and intact

family. The results indicated that adolescents from divorced

families had poorer academic performance and more internalizing

and externalizing problems than their counterparts. Furthermore,

positive parents-child relationship appears to have great

contribution to the adolescence’s mental health. The parents’

relationship after divorce was also associated with the subjects’

mental health and more specifically with internalizing and

externalizing problems.

Nowadays, the condition of parents’ marital status plays a

great role for child development. Specifically, divorce and

remarriage have an impact on children adjustment (Chalachew, A.S.

& Lakshmi,
V. H., February 2013). Some of the teenagers are tend to be

sensitive and very fragile. The common reason for this is family

problems. One of the major factors that can affect a teenager’s

decision–making skills is the family. A complicated marital

status of one’s parents can sometimes bring them pain and

distress. it explains how parents’ relationships may influence an

adolescence choice.

Based on how well a family relation is, knowledge that will be

shown to the children will be either good or not. Thus, it can

also help to develop someone’s decision-making skills as both

parents can guide the student to their success in this matter and

there is also a possibility that they might ruin it if the family

itself is not in good relationship.

Annual Family Income

To know how reading young adult fiction affects to annual

family income in terms of buying books and magazines.

A considerable literature has focused on the effects of

parental background on outcomes for their children such as

cognitive skills, education, health and subsequent income (for a

review, see Black

and Devereux, 2011). Parents may affect the behavior and

decisions taken by their children through genetic transmission,

preferences, or/and environment – put simply, more educated and

richer parents can provide a “better” environment for their

children, which creates an inequity which is the focus of sizable

policy attention (see for example McLachlan et al.,2013).

The nature of the policy interventions to address this

inequity depends critically on the nature of the

intergenerational transmission mechanism, and the extent to which

the relationship is causal. In particular, it has proven

difficult to determine whether the transmission mechanism works

through inherited genetic factors or environmental factors and,

to the extent that it is the latter, what is the relative

importance of parental education and income? Moreover, the link

between the schooling of parents and their children could be due

to unobserved inherited characteristics rather than a causal

effect of parental education or income per se in household

production. This issue is explored in detail in the review by

Björklund and Salvanes (2011).

An example of the importance of maternal education on child’s

outcome is provided in Currie and Moretti (2003), who found a

positive relationship between maternal education and their

child’s birth weight, which is a strong predictor of child

health. The existence of such effects provides an important

argument for subsidizing education, especially in households with

low income and/or low educated parents. Indeed, there may be

multiplier effects since policy interventions that increase

educational attainment for one generation may create spillovers

to subsequent generations. The literature is not entirely

consistent but it is generally believed that, while raising the

education of mothers and fathers has broadly similar effects on

household income, the external effects on children associated

with parental education are larger for maternal education than

for paternal, because mothers tend to be the main provider of

care within the household.

The decision-making skills of the respondents in terms of:

Interpersonal relationship

Fong, K., Mullin, J. B., & Mar, R. A. (2013), stated that

interpersonal relationship of an individual is important and

might also be an inspiration or influence to them in making

decisions, not only for themselves but also for the people that

they have a
strong relationship or connection with. Previous studies have

found a positive relationship between exposure to fiction and

interpersonal sensitivity. However, reading different genres of

fiction do not guarantee how an individual express his or

herself. The study looks through four fiction genres: (i.e.,

Domestic Fiction, Romance, Science-Fiction/Fantasy, and

Suspense/Thriller) A survey is conducted, measuring the lifetime

print-exposure or reading with an interpersonal sensitivity task.

Some, but not all, shows that browsing fiction genres has a great

connection to the measure of their interpersonal sensitivity.

Furthermore, after controlling for personality, gender, age,

English fluency, and exposure to nonfiction, only the Romance and

Suspense/Thriller genres remained significant predictors of

interpersonal sensitivity. The findings of this study demonstrate

that the influence of fiction books to the readers still depends

or vary on its genre.

Intrapersonal relationship

Intrapersonal aspect also has a role in decision-making and

reading interest of an individual. This makes scenarios occur at

a person’s mind when he/she decides. Knowing or being curious

about
oneself is an important factor in making a decision. According to

Demetre, Litman & Robinson (2016), intrapersonal Curiosity (InC)

involves inquisitively introspecting to better understand one’s

inner self higher interpersonal curiosity scores explains lacking

of self-knowledge, heightened sensitivity to others’ expressions,

a greater tendency to know and explore one-self even more,

increased distress, and more concern about how to best cope with

worry over self-relevant threats.

Social pressure

To identify how reading young adult fiction affects social

pressure or socialization.

Teenagers are exposed to different pressure coming from the

people around them, mostly from their family and peers. At times,

their decisions depend on their friends and family’s choice or

desire. According to (Albert, Chein, & Steinberg, 2013), Based on

laboratory studies, it shows that age differences in risk

perception and reasoning shifted their focus to the influence of

social and emotional factors on adolescent decision making.

Adolescent risk-taking tendency depend or relates to the part

from
a maturational gap between early adolescent remodeling of the

brain’s socioemotional reward system and a gradual, prolonged

strengthening of the cognitive-control system. Adjustments are

normal at the developmental stage where teenagers seek

belongingness in different aspects and discovers new interests.

The study determined that at the adolescence stage, teenagers

mostly spend their time with their peers which results to peer-

related stimuli may sensitize the reward system to respond to the

reward value of risky behavior. As the cognitive-control system

gradually matures throughout the development of adolescents,

their capacity and growth to coordinate affect and discern to

exercise self-regulation, even in emotionally arousing

situations.

White (2014), indicated on a study the nature of parent-

adolescent communication and its role in the process of

adolescent decision-making. Barnes and Olson’s (1985) Parent-

Adolescent Communication Scale (PACS) and Moos and Moos’ (1976)

Family Environment Scale (FES) were administered to measure the

quality of communication within 76 family systems. Parents or

family influence may create pressure on an adolescent’s decision-

making since it can also benefit or affect their family’s

condition. The
individual may choose a decision for the good sake of his/her

family or a situation that will benefit the whole. The complex

dynamics of parent-adolescent communication suggest that mothers’

and fathers’ perceptions of and influence on family processes are

distinctive and disparate.

Cognitive Ability

According to Frederick (2005), As a simple measure of one form

of cognitive ability, this paper proposes a three-item "Cognitive

Reflection Test" (CRT)-the ability or disposition to focus on a

question and avoid reporting the first answer that comes to mind.

The author will demonstrate that CRT scores are predictive of the

kinds of decisions that are prominently featured in decision-

making theory studies, such as predicted utility theory and

prospect theory. Indeed, often the relationship is so strong that

the preferences themselves behave effectively as manifestations

of cognitive capacity, an empirical finding that calls for a

theoretical explanation. The author explores the relationship

between CRT scores and two significant features of decision-

making: time preference and risk preference. The CRT scores are

then compared with other cognitive ability or cognitive "style"

measures. The CRT scores show a significant difference between

males and females, and the article explores how sex differences

in time and risk preferences are related to this. The final

segment explores the perception of associations between

cognitive capabilities and features of decision-making.

Academic Ability

According to (Ivey & Johnston 2013), this research explores

the expectations of students about the effects and processes of

engaged reading in classrooms that emphasize involvement through

self- selected, self-paced reading of compelling young adult

literature. The primary data were 71 student interviews at the

end of the year, accompanied by teacher interviews at the end of

the year, biweekly observational data, on-the-fly conversations

with students, and video/audio reports of book discussions

prompted by students. An inductive study yielded 15 key outcome

categories, including improvements in the personalities of

students, in their sense of agency, and in their relational,

spiritual, and intellectual lives. Via 317 causal statements made

by students in interviews, the network of associations between

the processes and results is

studied. Lastly, a case study demonstrates the cascading and

reciprocal impact of engaged reading on the growth of one student.

Importance of student’s reading comprehension skills

Reading comprehension has a big role for the teenagers who has

the interest and passion in reading as well as for their

decision- makings. It seems like the way of how a reader digest,

understand and explicit the story.

According to Christ, Kendeou & McMaster (2013), reading

comprehension is multidimensional and complex. The continues

challenges children, adolescents, and even adults face with

reading comprehension seeks concerted efforts to develop

assessments and identify sources of difficulties, to create and

provide instructional approaches to prevent or ameliorate these

difficulties. With those difficulties, proper and carefully made

study to understand the core components and processes within

reading comprehension.

Determine the benefits of reading young adult fiction to the

respondents in terms of decision-making skills.

 According to Medaille (2012), study found that young teenagers

derive numerous benefits from pleasure reading. From an

educational perspective, pleasure reading helps improve literacy

and thinking skills, and helps young teenagers clarify and

explore career goals. Fictional books have different genres and

different story lines where the readers may learn values and

morals, which they can apply in their life choices at numerous

situations. Also, these books are written commonly in English

that might educate and improve the reader’s English knowledge

especially how their grammar and understanding. From a social

perspective, pleasure reading helps young teenagers understand

historical and current events; these stories contain events that

may expand the readers knowledge about the past not only in our

country but also about the world. It helps them develop

compassion and empathy mostly when they understand how a person

actually feels through the point of view of the characters in the

story. Fiction empowers them to develop and act on their beliefs,

and helps them to understand the consequences of risky behaviors.

From a personal perspective, pleasure reading provides young

teenagers with entertainment, relaxation, reassurance, a creative

outlet, and a means of escape. Reading develops their imagination

and makes them travel or explore

through their minds. Reading for pleasure provides a means of

everyday life information seeking for young teenagers. It helps

them improve skills and learn about themselves, their

relationships, and their values, all of which help them to make

the transition to adulthood

 CHAPTER III

Research Methodology

This chapter presents the method of research used in the

study. It also deals with the techniques used in gathering data,

sources of data, as well as the sample and sampling procedure.

The process of the study will start in selecting the appropriate

respondents which can relate in the study which is about the

benefit of young adult fiction to an individual’s decision-

making. When the respondents are chosen the answer will be

gathered through a survey questionnaire, pen and paper and also a

recorder. These techniques and procedures intend to get the

primary sources from the respondent and other information based

on the respondent’s answers. An analysis will be based on the

respondent’s answer and the answers will also be used to identify

the causes and effect of reading young adult fiction to determine

its benefits in decision- making.

Research method

This research adapts the descriptive method which is used for

the description, recording, analysis and interpretation of the

present nature, composition or process of phenomena (Calderon,

2012). This research study is a case study; a type of qualitative

research. Most specifically the researchers gathered data through

an online survey form with the selected Grade 12 students of

Divina Pastora College.

Research Locale

This study will be conducted in Divina Pastora College. The

respondents are the Grade 12 students in Senior High School

department. The respondents will also answer the survey

questionnaires his/her desired place and time.

Figure 2. Vicinity Map of Divina Pastora College –

San Vicente, Gapan City, Nueva Ecija.

Sample and Sampling Procedures

The purposive sampling, also known as decision, selective or

subjective sampling is a form of sampling in which the

researcher relies on his or her own judgment when selecting

population participants to participate in the sample. The

selection of sample has a profound effect on the ultimate

quality of the research. In this study, the number of female

respondents is possibly greater than male. According to CEOD

library, girls are twice as likely to read fiction for

enjoyment. The selected respondents are from Senior High School

who have passion for reading that may also experiences

difficulty in making decisions because they're based on what

they have learned in reading.

The population of the study will be based on the number of

Grade 12 students in the planned locale. The researchers used

the Slovin’s formula: n=N/1=Ne², to get the sample size.

Wherein, 134 students among the 201 students will serve as the

respondents.

n = Sample size
N = 201 (The total population of Grade 12 Students)

e = 5% or 0.05 (The Margin of error)

n = N

1 + Ne²

n = 201

1 + 201 (0.05)²

n = 133.77703827 or 134 in total

Data Gathering Instrument

In order to gather the data in this study, the researcher used

questionnaires. Which are distributed through an online form as

well as pen and paper to fully gather and understand the

information given by the respondents.

Construction and Validation of Instrument

Questionnaire Survey forms was used in data gathering to

determine the fiction to the decision-making skills of the

students. According to the website smartsurvey;co.uk, online

survey are great option for the people who conducts studies
especially researcher. It shows that this method is less time

consuming, low-cost, faster data collection and convenient in

transferring the data and information.

The researchers constructed their questionnaire based on the

possible reading strategies and techniques, the advantage and

disadvantage and the respondent decision making skills. They

ensured that there were enough items that covers all the aspects

of the study that specifically focuses on the problem and

possible answer of the questions under the statement of the

problem. Also, they are guided by Ms. Claudine Bagajo, their

subject teacher, on how to prepare effective questions.

The questioner was presented to the subject teacher for the

permission to gather the data from the respondent since the

teacher had no questions regarding the items included in the

survey questionnaire, it was completed.

Data Gathering Procedure

In this research the researchers used some procedures that is

appropriate in our research. We are in currently facing the

pandemic so the researchers used an online gathering technique.

The approval of the respondents is secured and he/she is the one

who decided to answer the survey in his/her desire place and free

time. The researchers search in the internet and paraphrase some

data so it may become more knowledgeable. The researchers also

put the links where they got some data.

 Chapter IV

Presentation, Analysis and Interpretation of Data

This chapter presented the findings of the study based on the

questions prepared in Chapter III and the data gathered from 56

students who returned the survey forms out of 134 Grade 12

students in Divina Pastora College who served as the respondents.

It also presented the analysis and interpretation of the

findings.

1. Profile of the Respondents

Data on the profile of the respondents as to age, sex, and

educational attainment are presented below.

1.1 Age

Table 1
Age of the Respondents

Age Frequency Percentage (%)

16 1 1.8%

17 23 41.1%

18 30 53.6%

19 2 3.6%

20 above 0 0%
 56 100%

This table shows the age of the respondents. It was shown in

the table that 30 or 53.6 percent of the respondents were within

the age of 18, 23 or 41.1 percent of the respondents were within

the age 17, 2 or 3.6 percent of the respondents were within the

age 19, and 1 or 1.8 percent of them were within the age of 16

Since the majority of the respondents were with the age of 18,

It implies that the respondents are within the age of adulthood.

1.2 Sex

Table 2
Sex of the Respondents

Sex Frequency Percentage (%)

Female 38 67.9%

Male 18 32.1%

Prefer not to say 0 0%

56 100%

This table shows the sex of respondents. It is revealed in the

table that 38 or 67.9 percent were female while 18 or 32.1

percent
were male. The data imply that females are dominant than the

males, that proves the study that women read young adult fictions

more than men.

1.3 Grade Level and Strand

Table 3

Grade level and Strand

Grade level and Frequency Percentage (%)

Strand

12-HUMSS 21 37.5%

12-STEM 24 42.9%

12-ABM 11 19.6%

56 100%

This table shows that 24 or 42.9 percent of the young adult

fiction readers are 12-STEM, 21 or 37.5 percent are 12-HUMSS while

11 or 19.6 percent are 12-ABM. It shows that most of the

respondents who read young adult fiction comes from 12-STEM strand.

1.4 Parents Marital Status

Table 4
 Parents Marital Status

Parents Marital Frequency Percentage (%)

Status

Married 26 46.4%

Single 30 53.6%

Widowed 0 0%

56 100%

Table 4 shows the marital status of the respondents’ parents.

It is shown in the table that 30 or 53.6 percent of the

respondents have single parent, 26 or 46.4% have married parents

while there is no respondent who have widowed parent.

1.5 Parents Educational Attainment

Table 5

Parents Educational Attainment

Parents Educational Frequency Percentage (%)

Attainment

Elementary Graduate 4 7.0%

 High School 26 46.5%

Graduate

College Graduate 26 46.5%

56 100%

Table 5 shows the educational attainment of the respondent’s

parents. It is revealed in the table that both high school

graduates and college graduates acquire 26 or 46.5 percent while

4 or 7.0 percent of the respondent’s parents are elementary

graduates. The data imply that high school graduates and college

graduates’ parents are equal or has the same number.

1.6 Parents/Guardian’s Job

Table 6

Parents/Guardian’s Job

Parents/Guardian’s Job Frequency Percentage (%)

Architect and 3 5.4%

engineering

Arts, culture and 1 1.8%

entertainment
 Business, Management 12 21.5%

and administration

Community and Social 0 0%

service

Communications 0 0%

Education 4 6.0%

Science and Technology 1 1.8%

Instillation, repair 2 3.6%

and maintenance

Farming, Fishing and 7 14.2%

Forestry

Government 3 5.4%

Health and Medicine 3 5.4%

Law and Public Policy 2 3.6%

Sales 5 8.2%

Overseas Filipino 7 14.2%

Workers

Others 6 8.9%

56 100%
 Table 6 shows the job of the respondent's parents. The data

revealed that 12 or 21.5% of the respondent's parents are working

in the field of business, management and administration. The job

field “Farming, Fishing & Forestry” and the “Overseas Filipino

Workers (OFW)” obtained 7 or 14.2 percent of the data. Other jobs

including drivers and the unemployed parents have 6 or 8.9

percent,

5 or 8.2 percent works in the field of sales, 4 or 6 percent in

Education, “Architecture and Engineering”, “Government”, and

“Health and Medicine” has the equal data of 3 or 5.4 percent,

“Installation, Repair and Maintenance” as well as “Law and Public

policy” have 2 or 3.6% while the field of “Arts, Culture and

Entertainment” and “Science and Technology” have 1 or 1.8% of the

data regarding the job of the respondent's parents. The data

imply that most of the respondent's parents work within the field

of business, administration and management.

1.7 Parents Monthly Income

Table 7

Parents Monthly Income

 Parents Monthly

Income (amount of Frequency Percentage (%)

money earned)

3,000 – 5,000 6 10.8%

5,000 – 10,000 10 17.9%

10,000 – 15,000 16 28.6%

15,000 – 20,000 10 17.9%

20,000 above 14 25.0%

56% 100%

The table revealed the monthly income of the respondent’s

guardian/parents. It shows that 6 or 10.8 percent has a monthly

income of 3,000-5,000, 10 or 17.9 percent earns 5,000-10,000, 16

or 28.6 percent answered 10,000-15,000, 10 or 17.9 percent has a

monthly income of 15,000-20,000 while 14 or 25 percent have

20,000 and above.

The table shows that most of the respondent’s parents earned a

monthly income of 10,000 – 15,000 a month which is shown on the

table having the 16 or 28.6 percent.

2.0 Reading Context

These are the situations related to the habit of reading

young adult fictions.

2.1 Reading Preference

Table 8

Reading Preference

Reading Preferences Frequency Percentage (%)

Online (Using 46 82%

gadgets and

applications)

Offline (Books) 10 18%

56 100%

Table 9 shows the reading preference of the respondents. It is

revealed in the table that 46 or 82 percent of the respondents

prefer to read online using their gadgets and applications on it

while 10 or 18 percent prefer to read offline with real books.

The data imply that most readers prefer reading young adult

fictions online than offline or with an actual book.

2.2 Applications used when reading online

Table 9

Applications for reading online

Applications used: Frequency Percentage (%)

Social Media

Platforms 1 2.1%

Wattpad 35 77.5%

Google (sites) 3 6.1%

Webtoon 3 6.1%

Manga zone 3 6.1%

Lezhin (comics) 1 2.1%

46 100%

Table 9 shows the applications mostly used by the readers who

prefer to read online. It is revealed in the table that 35 or

77.5 percent of the readers read YA fictions on the application,

Wattpad, 3 or 6.1 percent reads at Webtoon, also 3 or 6.1 percent

reads at Manga zone, as well as Google sites who also has 3 or

6.1 percent while social media platforms such as Facebook and

twitter
has 1 or 2.1 percent and the Lezhin (comics) too has 1 or 2.1

percent.

Since the application Wattpad has 35 or 77.5% of the data

above, it appears to be the app often used by the respondents in

reading young adult fictions.

2.3 Genres often read

Table 10

Genres often read

Genres Frequency Percentage (%)

Historical Fiction 13 23.2%

Horror/Mystery/Thriller 28 50%

Fantasy 25 44.6%

Classics 8 14.3%

Romance 37 66.1%

Contemporary Fiction 4 7.1%

Chick Lit 4 7.1%

Humorous stories 4 7.1%

Science Fiction 19 33.9%

Adventure 19 33.9%
 TOTAL 161 (56) 287% (100%)

The table shows the genres often read by the respondents. The

question is not limited to 1 answer, it is answered by 56

respondents which explains why 161 or 287 percent is the result

of the data in total which is equivalent to 100%. It is revealed

in the table that 37 or 66.1 percent often read romance, 13 or

23.2% answered historical fiction, 28 or 50% chose

horror/mystery

/thriller, 25 or 44.6% answered Fantasy, 8 or 14.3% answered

classics, 4 or 7.1% answered contemporary fiction, chick lit and

humorous stories while 19 or 33.9% likes to read science fiction

and adventure.

Since the data revealed that romance has 37 or 66.1% of the

whole, it is the most often read genre of the respondents.

2.4 Reading Influences

Table 11

Reading Influences
 Factors that Frequency Percentage (%)

influence the

readers to read.

Family/Peers 17 30.4%

Curiosity 24 42.9%

Boredom 24 42.9%

Interest 20 35.7%

Social media 3 5.4%

88 (56) 157% (100%)

The table shows what/who influenced the respondents to read

young-adult fiction. The question is not limited to 1 answer

each, it is answered by 56 respondents which explains why it has

88 or

157 percent results in total which is equivalent to 100%. It

revealed that 17 or 30.4% was influenced by their family/peers,

24 or 42.9% read because of curiosity, also 24 or 42.9% answered

boredom, 20 or 35.7% was really interested in reading while 3 or

5.4% was influenced by the social media.

The data shows that curiosity and boredom are the factors that

mostly influenced them to read young-adult fiction.

2.5 Reasons for reading young adult fictions

Table 12

Reasons for reading young adult fiction

Reasons for reading Frequency Percentage (%)

young adult fiction

It’s educational 13 23.2%

and full of lessons

I’m bored 10 17.9%

It helps me on 20 35.7%

making decisions at

real-life

situations.

It’s entertaining 25 44.6%

It lets me travel 15 26.8%

through the

imagination.

It helps me improve 17 30.4%

my skills

academically like

in English
 The stories are 18 32.1%

interesting and

meaningful

It eases my mind 17 30.4%

and relieves my

stress.

I have free time 8 14.3%

143 (56) 255% (100%)

This table shows why the respondents read young adult fiction.

The question is not limited to 1 answer each, it is answered by

56 respondents which explains why it has 143 or 255 percent

results in total which is equivalent to 100%. It revealed that 13

or 23.2% answered that its educational and full of story, 10 or

17.9% answered they're bored, 20 or 35.7% answered it helps them

on decision making at real, 25 or 44.6% answered its

entertaining, 15 or 26.8% answered it lets them travel through

their imagination,

18 or 32.1% answered the stories are interesting and meaning and

last 8 or 14.3% answered they have free time. Since the data

revealed that reading as an entertaining hobby/skill, it is the

reason why most of the respondents read young adult fiction.

2.6 Reading in a week

Table 13

Reading Schedule

Reading Schedule Frequency Percentage%

Once a week 18 32.1%

Twice a week 13 26.1%

Thrice a week 10 15.0%

Everyday 15 26.8%

56 100%

The table revealed how often the respondents read in a week.

The table shows that 18 or 32.1 percent only read once a week, 13

or 26.1 percent reads twice a week, 10 or 15 percent reads thrice

a week while 15 or 26.8 percent read YA fiction every day. The

data shown that most of the respondents read once in a week.

Table 13

ADVANTAGES OF READING YOUNG ADULT FICTION

A. ADVANTAGES Weighted Mean Interpretation

Reading…

1. Young adult fiction 3.46 Agree

has advantages and

disadvantages.

2. Has a lot of benefits 3.5 Strongly Agree

that can help that

reader in different

aspects?

3. Expand and provide 3.54 Strongly Agree

more knowledge to the

readers.

4. Helps the reader to 3.36 Agree

measure and decide on

their choices,

especially if a

character from a story

 experienced the same

situation.

5. Improves a student’s 3.5 Strongly Agree

skills academically

6. Online using gadgets 3.25 Agree

are more convenient

and low-cost.

7. Sharpen and stimulates 3.43 Agree

a person’s brain

activities.

8. Lessen stress and 3.39 Agree

eases a person’s

problem.

9. Improves a person’s 3.46 Agree

comprehension.
 10. Develops 3.54 Strongly Agree

vocabulary expansion

and creativity.

3.44 Agree

Table 14 shows the advantages of reading young adult fiction,

item 2, "has a lot of benefits that can help the in different

aspects", item 3, "expands and provide more knowledge to the

readers", item 5, "improves a student's skills academically" and

item 10, "develops vocabulary expansion and creativity" obtained

the highest weighted mean of 3.5 interpreted as strongly agree

while item 6, "online reading using gadgets are more convenient

and low-cost" acquired the lowest weighted mean of 3.25

interpreted as agree. Overall, respondents assessed the items on

advantages of reading young adult fiction with an average

weighted mean of 3.44 interpreted as agree.

According to Howard (2011), pleasure reading; reading which is

freely chosen and brings pleasure or satisfaction, appears to

 fulfill three broad functions: it enhanced academic performance,

social engagement and personal development. To sum up the idea,

the study learned that teenagers and adults uses reading as a way

of seeking information in their every lives. Reading results to

strong development and additional knowledge such as significant

insights into mature relationships, personal values, cultural

identity, physical safety and secure, aesthetic preferences and

understanding about the world which also guides the transition of

a person from childhood to adulthood.

Table 15

DISADVANTAGES OF READING YOUNG ADULT FICTION

B. DISADVANTAGES

Reading… Weighted Mean Interpretation

1. Has a lot of disadvantages? 2.52 Agree

2. Causes of worsen poor eyesight. 2.86 Agree

3. Can be a distraction. 2.48 Disagree

4. May lead to addiction. 2.82 Agree

5. May create unhealthy sleeping 3.09 Agree

routine and is time consuming.

6. Trigger’s procrastination. 2.91 Agree

7. Results in skipping meals that 2.88 Agree

creates unhealthy eating routine.

8. Causes the reader to have high 3.16 Agree

standards and expectations

because of what they read.

9. Lack of physical activity. 2.96 Agree

10. Cost too much expenses/money 2.80 Agree

spent in buying books.

2.85 Agree

Table 15 shows the disadvantages of reading young adult

fictions, item 8, "causes the reader to have high standards and

expectations because of what they read." acquired the highest

weighted mean of 3.16 interpreted as agree while item 3, "can be

 a distraction" obtained the lowest weighted mean of 2.48

interpreted as disagree. Overall, respondents assessed the

disadvantages of reading young adult fiction with an average

weighted mean of 2.85 interpreted as agree.

According to Mar, Oatley & Peterson (2009), fiction exposure

has performance or a part on an empathy task as well as social

support. In addition, Albrecht & Bellebaum (2020) concluded on

their study that empathy facilitates the formation of

expectations towards others.

3.0 Four Styles of Decision-making

These are the four style of decision-making determine through

the respondents in order to understand how reading YA fiction

impacted their decision-makings.

3.1 Directive Decision-making

Table 16

DIRECTIVE DECISION-MAKING

A. DIRECTIVE Weighted Mean Percentage (%)

1. You are deciding on your own 3.02 Agree

without asking for others opinion.

2. You decide on things based on/using 3.20 Agree

your own knowledge.

3. You’re using your experiences in 3.38 Agree

making decisions.

4. You think rationally before 3.34 Agree

making a decision.

5. You’re able to decide on 2.96 Agree

situations quickly.

3.18 Agree

Table 16 shows the directive decision-making, item 3, "You're

using your experiences in making decisions" obtained the highest

weighted mean of 3.38 interpreted as agree while item 5, "You're

able to decide on situations quickly" acquired the lowest

weighted mean of 2.96 interpreted as agree. Overall, respondents

assessed
 their directive decision-making with an average weighted mean of

3.18 interpreted as agree.

A study investigated the impact of significant life

experiences to the decision-makings of a person especially the

young adults. The results identified that life experiences appear

to have an important and concrete role in one’s future life

course (Aaker & Liu, 2007).

3.2 Conceptual Decision-making

Table 17

CONCEPTUAL DECISION-MAKING

CONCEPTUAL Weighted Mean Interpretation

1. You decide on things with 3.25 Agree

the use of your creative

thinking ability.

2. You prefer to collaborate 3.29 Agree

or ask for advices while

making decisions.
3. You consider different 3.79 Strongly Agree

perspective before making a

decision.

4. You’re an achievement-oriented 3.20 Agree

person and likes to decide or

choose things that will

accomplish a goal.

5. You’re considering and 3.20 Agree

thinking about your future

every time you make a

decision.

3.35 Agree

The table shows the conceptual decision-making of the

respondents, item 3, “you consider different perspective before

making a decision’ obtained the highest weighted mean of 3.79

interpreted as strongly agree, while item 4 acquired the lowest

weighted mean of 3.20 interpreted as agree. Overall, respondents

assessed the items on conceptual decision-making with an average

weighted mean of 3.35 interpreted as agree.

 According to (Flanagan, 2014), Technology and Identity in

Young Adult fiction is not a historical analysis or a survey of

plots; instead, it takes a more philosophical approach to

posthuman identity, the notion of dispersed and collective

agency, and the importance of embodiment in selfhood

understandings.

3.3 Analytical Decision-making

Table 18

ANALYTICAL DECISION-MAKING

B. ANALYTICAL Weighted Mean Interpretation

1. You carefully analyze the 3.41 Agree

situation and information before

making a decision.

2. You do not rush and take your 3.21 Agree

time dealing with

situations/problems which

requires your decision.

3. You ask for others opinion to 3.30 Agree

serve as a basis of your

knowledge.

4. There are times where you over 3.41 Agree

think while analyzing ideas and

possibilities.

5. You look and observe all 3.34 Agree

the possible ways, solutions

and ideas before finalizing

your decision.

3.33 Agree

The table revealed the analytical decision-making of the

respondents. The data shows that item 1, “You carefully analyze

the situation and information before making a decision.” And item

4, “There are times where you over think while analyzing ideas

and possibilities.” Obtained the highest weighted mean of 3.41

interpreted as agree while item 2, “You do not rush and take your

time dealing with situations/problems which requires your

 decision.” acquired the lowest mean of 3.21 also interpreted as

agree. Overall, the respondents assessed the items on analytical

decision-making with an average weighted mean of 3.33 interpreted

as agree.

According to Saaty (2020), fundamentals of decision-making and

priority with the analytic hierarchy process. A systematic

overview regarding the analytic hierarchy process and decision-

making are based largely on the author’s own thinking and study.

It contains advance mathematical theory as well as a wide range

of applications.

3.4 Behavioral Decision-making

Table 19

BEHAVIORAL DECISION-MAKING

C. BEHAVIORAL Weighted Mean Interpretation

1. You think/ consider other 4.91 Strongly Agree

people’s feelings before

deciding.
2. You arrange, organize and plan 3.21 Agree

when making decisions.

3. You prefer to make decisions that 3.29 Agree

will create peace and avoid

misunderstandings.

4. You think of your relationship 3.38 Agree

with others (family, friends

etc.) and make choices for their

sake.

5. You’re having difficulty in 3.16 Agree

deciding because you lack

confidence and trust on yourself.

3.59 Strongly Agree

The behavioral decision-making of the respondents was shown in

the table. The highest weighted mean is 4.91 interpreted as

strongly agree which is item 1, “You think /consider of other

people’s feelings before making a decision” while item 5,” You’re

having difficulty in deciding because you lack confidence and

trust on yourself.” acquired the lowest weighted mean of 3.16

interpreted as agree. The data on behavioral decision-making has

the average weighted mean of 3.59 interpreted as strongly agree.

According to Kalil, Mayer, & Klein (2020, while numerous

factors influence the relationship between adult and parental

outcomes, evidence indicates that parental decision-making is

critical. Applying behavioral science to the study of parenting

could trace the reason why parents chose to or (don’t choose) to

spend time, money, attention, or affection on their children.

 Chapter V

Summary, Conclusions and Recommendations

This chapter presents the summary of findings, conclusions

drawn and recommendations based on the findings and conclusions

of the study.

Summary of Findings

This study aimed to determine the benefits of reading young

adult fiction to the decision-making skills of the grade 12

students from Divina Pastora College.

The findings of the study are summarized as follows:

1. Profile of the Respondents

1.1 Age

Thirty or 53.6 percent of the respondents were within the age

of 18 while 1 or 1.8 percent of them were within the age of 16.

Since the majority of the respondents were within the age of

18, it implies that the respondents are within the late

adolescence.
1.2 Sex

From a total of 56 respondents, there were 18 (32.1%) males and

38 (67.9%) females. That proves the study that women read young

adult fictions more than men.

1.3 Grade level and Strand

Twenty-four or 42.9 percent of the young adult fiction readers

are 12-STEM. Meanwhile, 11 or 19.6 percent are 12-ABM. Therefore,

STEM students read young adult fiction the most.

1.4 Parents Marital Status

Thirty or 53.6 percent of the respondents have single parent,

26 or 46.4% have married parents while there is no respondent who

have widowed parent.

1.5 Parents Educational Attainment

Twenty-six or 46.5 percent of the respondent’s parents

graduated high school and also 26 graduated college while 4 or 7

percent of the respondent’s parents are elementary graduates.

1.6 Parents/Guardians job

 Twelve or 21.5 percent of the respondent's parents are working

in the field of business, management and administration.

Meanwhile, 1 or 1.8 percent of the parents work in the field of

“Arts, Culture and Entertainment” and “Science and Technology”.

The data stated that most of the respondent's parents work within

the field of business, administration and management.

1.7 Parents Monthly Income

Sixteen or 28.6 percent of the respondent’s parents earns

10,000-15,000 pesos in a month while 6 or 10.8 percent has a

monthly income of 3,000-5,000.

2. Reading Context

2.1 Reading Preference

Forty-six or 82 percent of the respondents prefer to read

online using their gadgets and applications while 10 or 18

percent prefer to read offline with real books. The data stated

that most readers prefer reading young adult fictions online.

2.2 Applications used when reading online

 Thirty-five or 77.5 percent of the readers read YA fictions on

the application, Wattpad while social media platforms such as

Facebook and twitter has 1 or 2.1 percent and the Lezhin (comics)

too has 1 or 2.1 percent.

Based on the data gathered, Wattpad is the app often used by

the respondents in reading young adult fictions.

2.3 Genres often read

Thirty-seven or 66.1 percent often read romance while 4 or

7.1% answered contemporary fiction, chick lit and humorous

stories. Therefore, romance is the genre mostly read by the

respondents.

2.4 Reading influences

Twenty-four or 42.9 percent read because of curiosity, also 24

or 42.9 percent answered boredom while 3 or 5.4 percent was

influenced by the social media.

This data shows that curiosity and boredom are the factors

that mostly influenced them to read young-adult fiction.

2.5 Reasons for reading young adult fiction

 Twenty-five or 44.6 percent read because it’s entertaining

while 8 or 14.3 percent answered they have free time.

Since the data revealed that reading as an entertaining

hobby/skill, it is the reason why most of the respondents read

young adult fiction.

2.6 Reading in a week

Eighteen or 32.1 percent read YA fiction once a week while 10

or 15 percent reads thrice a week while. The data shown that most

of the respondents read once in a week.

ADVANTAGES OR READING YA FICTION

For the respondents, items 2, "Has a lot of benefits that can

help that reader in different aspects", item 3 "expand and

provide more knowledge to the readers, and item 5, "Improves a

student’s skill academically and item 10, " Develops vocabulary

expansion and creativity" obtained the highest weighted mean of

3.5 interpreted as strongly agree while item 6 "online using

gadgets are more convenient and low cost” acquired the lowest

weighted mean of 3.25 interpreted as agree. Overall, respondents

assessed
the item on advantage with an average weighted mean of 3.44

interpreted as agree.

DISADVANTAGES OF READING YA FICTION

For the respondent, item a "lack of physical activity"

obtained the highest weighted mean of 2.96 interpreted as agree,

while item 3, "can be a distraction" acquired the lowest

weighted mean of

2.48 interpreted as disagree. Overall respondents assessed the

disadvantage with an average of weighted mean of 2.85 interpreted

as Agree.

3. Four styles of Decision-making

3.1 Directive decision-making

For the respondents, item 5,"you're able to decide on

situation quickly" obtained the highest weighted mean of 2.96

interpreted as agree, while item 1, "you are deciding on your own

without asking of others opinion" acquired the lowest weighted

mean of 3.02 interpreted as agree. Overall respondent assessed

the item on direct in decision making with an average weighted

mean of 3.18 interpreted as agree.

3.2 Conceptual decision-making

According to the respondents, item 3, “you consider different

perspective before making a decision’ obtained the highest

weighted mean of 3.79 interpreted as strongly agree, while item 4

acquired the lowest weighted mean of 3.20 interpreted as agree.

Overall, respondents assessed the items on conceptual decision-

making with an average weighted mean of 3.35 interpreted as

agree.

3.3 Analytical decision-making

For the respondent’s, item 1, “You carefully analyze the

situation and information before making a decision.” and item 4,

“There are times where you over think while analyzing ideas and

possibilities.” Obtained the highest weighted mean of 3.41

interpreted as agree while item 2, “You do not rush and take your

time dealing with situations/problems which requires your

decision.” acquired the lowest mean of 3.21 also interpreted as

agree. Overall, the respondents assessed the items on analytical

decision-making with an average weighted mean of 3.33 interpreted

as agree.

3.4 Behavioral decision-making

 Based on the respondent’s responses, item 1, “You think

/consider of other people’s feelings before making a decision”

obtained the highest weighted mean of 4.91 interpreted as

strongly agree while item 5,” You’re having difficulty in

deciding because you lack confidence and trust on yourself.”

acquired the lowest weighted mean of 3.16 interpreted as agree.

The data on analytical decision-making has the average weighted

mean of 3.44 interpreted as strongly agree.

Conclusion

Based on the findings of the study, the following conclusions

were drawn;

1. Since the majority of the respondents were within the age of

18 years old, it implies that the respondents who read young

adult fiction are within the late adolescence.

2. The readers of young adult fictions (often romance) are mostly

female STEM students ages 16-18 years old who prefers to read

online. They’re mostly raised by single parents who graduated

high school or college and works in the field of business,

administration and management.

3. The study found that grade 12 students’ who reads YA fiction

benefited in terms of their capacity and capability in decision-

making. Their curiosity in reading helps them to decide quickly,

improve skills academically, develop creativity, consider others

and analyze different perspective before making a decision.

Recommendations

In view of the study, the following recommendations are

suggested;

1. Students may…

a. look for room for improvements of their current and

future decision-makings.

b. improve their interest and passion in reading not only

fictions as well as different literary works.

c. establish good rapport with others in choosing decisions

in order to attain development in terms of attitudes and

personality.

2. School Administrators may…

 a. implement activities and programs to develop student’s

reading interests.

b. motivate students for them to know and value their

decisions.

c. establish strong relationship and guidance for their

students who aspires to be writers.

3. Future researchers may,

a. study and determine how student writers/authors improve

their decision-making.

b. study how visual art can enhance a person’s self-

expression and perceptions.

e. study how reading improves personality in terms of rational

thinking.

d. use the findings of this study as basis for further related

study.
Dear respondent,

The researcher request answer for the following questions

for their study entitled “The Benefits of Reading Young Adult

Fiction to the Decision-making Skills of the Grade-12 students in

Divina Pastora College”. Please answer the questions honestly. Be

assured that all of your answer will be treated with utmost

confidentiality.

QUESTIONNAIRE

1. Profile of the respondent

Direction: Please put a check mark (/) on the boxes before on

the statement appropriate to you.

Name (optional):

Age: 16

17

18
 19

20 above

Sex:

Female

Male

Prepare not to say

Grade level and strand:

12 – HUMSS

12 - ABM

12 - STEM

Parents Marital Status:

Married

Single

Widowed
Parents Educational Attainment

Elementary Attainment

High School Graduate

College Attainment

What is the occupation of your parents\guardian? Please select

on the job field below:

Architect and engineering

Arts, culture and entertainment

Business, Management and administration

Community and Social service

Communications

Education

Science and Technology

Instillation, repair and maintenance

Farming, Fishing and Forestry

 Government

Health and Medicine

Law and Public Policy

Sales

Others:

Parents\Guardian’s monthly income

3,000 below

3,000-5,000

5,000-10,000

10,000-15,000

15,000-20,000

20,000 above

D. Reading Strategies/Techniques

Put a check mark (/) to indicate your answer.

1. When you’re reading, you prefer to read?

 Online (through gadgets and applications)

Offline (books)

If you prefer to read online, what is/are the application/s

that you often use?

2. What are the genres that you often read?

Historical Fiction

Horror/Mystery/Thriller

Fantasy

Classics

Romance

Contemporary Fictions

Chick Lit

Humorous Stories
 Science fictions

Adventure

Others:

3. What or who influenced you to read young adult fiction?

Family/peers

Researcher

Curiosity

Boredom

Interest

Other:

4. Why do you read young adult fiction?

It’s educational and full of lessons

I’m bored

It helps me on making decisions at real-life

situations.
 It’s entertaining

It lets me travel through my imagination

It helps me improve my skills academically like

in English

The stories are interesting and meaningful

It eases my mind

I have free time

5. How often do you read in a week?

Once a week

Twice a week

Thrice a week

Everyday

III. Put a check mark (/) to indicate how much you agree or

disagree with the following statement.

1. Strongly Disagree
 2. Disagree

3. Agree

4. Strongly Agree

E. ADVANTAGES 1 2 3 4

Reading…

1. Young adult fiction has advantages and

disadvantages.

2. Has a lot of benefits that can help that reader

in different aspects?

3. Expand and provide more knowledge to the

readers.
4. Helps the reader to measure and decide on

their choices, especially if a character from a

story experienced the same situation.

5. Improves a student’s skills academically

6. Online using gadgets are more convenient

and low-cost.

7. Sharpen and stimulates a person’s brain

activities.

8. Lessen stress and eases a person’s problem.

9. 9. Improves a person’s comprehension.

10. 10.Develops vocabulary expansion and

creativity.

F. DISADVANTAGES 1 2 3 4
Reading…

1. Has a lot of disadvantages?

2. Causes of worsen poor eyesight.

3. Can be a distraction.

4. May lead to addiction.

5. May create unhealthy sleeping routine and is

time consuming.

6. Trigger’s procrastination.

7. Results in skipping meals that creates

unhealthy eating routine.

8. Causes the reader to have high standards and

expectations because of what they read.

9. Lack of physical activity.

10. Cost too much expenses/money spent in

buying books.
 DECISION-MAKING SKILLS IN TERMS OF STYLES

G. DIRECTIVE 1 2 3 4

1. You are deciding on your own without asking

for others opinion.

2. You decide on things based on/using your own

knowledge.

3. You’re using your experiences in making

decisions.

4. You think rationally before making a decision.

5. You’re able to decide on situations quickly.

CONCEPTUAL 1 2 3 4

6. You decide on things with the use of your

creative thinking ability.

 7. You prefer to collaborate or ask for advices

while making decisions.

8. You consider different perspective before

making a decision.

9. You’re an achievement-oriented person and

likes to decide or choose things that will

accomplish a goal.

10. You’re considering and thinking about your

future every time you make a decision.

H. ANALYTICAL 1 2 3 4

1. You carefully analyze the situation and

information before making a decision.

2. You do not rush and take your time dealing

with situations/problems which requires

your decision.
 3. You ask for others opinion to serve as a

basis of your knowledge.

4. There are times where you over think while

analyzing ideas and possibilities.

5. You look and observe all the possible ways,

solutions and ideas before finalizing your

decision.

I. BEHAVIORAL 1 2 3 4

1. You think/ consider other people’s feelings

before deciding.

2. You arrange, organize and plan when making

decisions.

3. You prefer to make decisions that will

create peace and avoid misunderstandings.

4. You think of your relationship with others

(family, friends etc.) and make choices for

their sake.

5. You’re having difficulty in deciding

because you lack confidence and trust on

yourself.
 REFERENCES:

http://www.ala.org/yalsa

https://journals.sagepub.com/doi/full/10.1111/j.1529-

1006.2006.00026.x

https://csulb.libguides.com/YAliterature

https://www.sciencedirect.com/science/article/pii/S1877042812055

966

https://journals.sagepub.com/doi/full/10.1177/1086296X11431158

https://d1wqtxts1xzle7.cloudfront.net/37973388/2161-0487-3-

110_1_.pdf?1435006134=&response-content-

https://journals.sagepub.com/doi/full/10.1177/0963721412471347

https://www.tandfonline.com/doi/abs/10.5172/jfs.2.1.41

https://www.mdpi.com/2071-1050/10/11/3876

https://www.researchgate.net/profile/Aemero_Asmamaw/publication/

320197896

https://www.aeaweb.org/articles?id=10.1257/089533005775196732
https://ila.onlinelibrary.wiley.com/doi/abs/10.1002/rrq.46

https://psycnet.apa.org/record/2013-32688-001

https://journals.library.ualberta.ca/eblip/index.php/EBLIP/artic

le/view/17440

https://journals.sagepub.com/doi/abs/10.1177/2372732215624707

https://izajole.springeropen.com/articles/10.1186/2193-8997-2-

8?fbclid
RESEARCHE RS

CHAPTER II

CHAPTER III

CHAPTER V
CONTRIBUT

CHAPTER IV
CHAPTER I
IONS:

Names of Introduc RRL - Research 1.4 1.1

Members tion Socio- Methodol
demograph ogy 1.5 1.2
Statemen i c
t of the Research 1.6 1.3
Character
Problem i stics Locale
2.1 1.4
&
Objectiv Age; Research 2.2 1.5
es Sex; Instrume
Parental nt & Advantag 1.6
Conceptu Support; Construc es
al tion and 1.7
Framewor Parents Validati Disadvan
k Marital on of tages 2.1
Status Instrume
3.1 2.2
Hypothes (1st nts
is of Paragraph 2.3
the ) Research
Study Question 3.2
Interpers naire
Signific o nal and 3.3
ance of Intrapers Sampling
the size 3.4
o nal
study relations (Slovin’
Conclusion
(half) h ips s
Formula) Recommenda
Social tions.
Pressur
e
 Importance
of reading
comprehens
ion skill

Benefits
of reading
young
adult
fiction to
the
respondent
s in terms
of
decision-
making
skills.

Research RRL – Research 1.7 Advantages

Paradigm Cognitive Instrume
Ability nt & 2.3 Disadvanta
Operatio and Construc ges
nal 2.4
Academic tion and
Definiti Ability 3.1
Validati 2.5
on of on of
Terms Instrume 2.6
nts
3.2
Research
Question 3.3
naire
3.4
Sampling
and
Sampling
 Procedur
es.

Scope Annual Data 1.1 2.4

and Family Gatherin
Limitati Income g 1.2 2.5
ons of Procedur
Social 1.3 2.6
the e
Study pressure
(1st
sentence)

Signific RRL – Research

ance of Parents Method
the Occupation
Study , Parents
Marital
Status
(2nd & 3rd
Paragraph)

Construc (Print)
tion and
Validati
on of
instrume
nts
(Revised
by
Mikaela
and
Andrea).

Research RRL (but

Paradigm not
(revised related to
by the study)
Andrea)

RRL Sex,
(We
revised
it)