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READING HABITS AND ATTITUDES OF GRADE 10

Chapter I

THE PROBLEM AND ITS BACKGROUND

Reading, more than decoding of letters and characters, is mainly the acquisition of

meaning from a written text (Sawyer, 2000). It is an essential tool for one’s lifelong

learning in order to cope with new knowledge in a changing world. It is a way that leads

men to a wealth of experiences that connect them in a way far beyond distance or time

(Chettri & Rout, 2013). Likewise, Panigrahi and Panda (1996 as cited in Busayo, 2011)

commented that reading also makes way for a better understanding of one’s own

experiences and it can be an exciting journey to self-discovery.

With regard to field trips and other educational experiences, students can learn

and understand better when they have read about a certain thing prior to experiencing it

(Sawyer, 2000). Reading can be considered the most gratifying learning experience as it

builds up one’s understanding and influences his/her feelings to see the world better.

Therefore, reading equips an individual for a better living (McRae, 1991). Likewise,

Akanda, Hoq and Hasan (2013) stated that the art of reading provides an individual with

a foundation of his understanding of life and with elements essential for his worldview.

Thus, for the overall progress of a person, reading is deemed essential.

Reading habit is referred to as the behavior expressing one’s desire and taste of

reading (Sangkaeo, 1999 as cited in Annamalai & Muniandy, 2013). It was also defined

by Acheaw (2014) as a planned pattern of study that has become consistent toward

understanding academic subjects and passing at examinations. Accordingly, reading habit

establishes the academic achievements of students. Further, Palani (2012) believes that

success in education requires successful reading habit. This also supports Covert’s (2009)
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READING HABITS AND ATTITUDES OF GRADE 10
statement that success in any area at each grade level relies heavily on reading, not

mentioning some studies telling the benefits of good reading habits in the development of

comprehension, fluency, verbal skills, content knowledge etc. that students can gain if

they spend leisure time in reading. In fact, Chettrie and Rout (2013) wrote that reading

holds the most significant place in education as a means of communication in a highly

literate society. McRae (1991) also affirmed that reading gives one a lasting pleasure

through life.

However, the students’ traditional perception is that reading is to study (McRae,

1991). They view reading as typically practical as it helps one get a job. These

statements reflect a skewed stand on students’ attitudes toward reading. Commonly,

children will only choose to read when they are given a chance while others rarely opt for

it in the availability of other alternatives (Graham & Kelly (1997). Moreover, according

to the National Association of Psychologists (2004), developing students’ attitudes to

reading, which may have a profound impact on his overall academic progress, is usually

overlooked.

McRae (1991) stated that students have been encouraged into the habit of reading.

Nevertheless, studies show that reading as a habit is in wane especially now that the

world is at the digital age. In this sense, more and more newspapers across Asia, Europe

and Africa had published interviews, opinions and reactions to studies, which tell that the

habit of reading specifically among students and youth is declining. Some of these put the

blame on the fast-paced technology while others put the account to the educational

system. One good example involving the educational system to this blame is the

statement of Bushman and Haas (2001) that the curriculum is commendably aimed at
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READING HABITS AND ATTITUDES OF GRADE 10
developing the love for reading but the curriculum designs have failed to do so. In

addition, they argued that students are supposed to read and enjoy this activity yet the

literature courses have accomplished the opposite effect.

In 2011, the campaign to celebrate the National Reading Month was declared in

all schools nationwide. This was aligned with the DepEd Memorandum No. 244 (2011)

imposing the institutionalization of Every Child a Reader Program (ECARP) which

demands to initiate programs aiming to increase the relevance of reading amidst the

growing reliance and inclination to on-line activities, and also to improve literacy by

making reading a shared physical experience particularly among the youth.

Literacy is one of the important subjects associated with reading since acquiring

an ability to read defines one’s literacy. The National Review of the Education for All

(2015) says that the Philippine education is improving and that the basic literacy among

adults is increasing. In 2001, the Philippine Statistics Authority released a data on the

Philippine simple literacy rate declaring that the rate of Filipinos who are able to read and

write and understand messages in any language or dialect had from 1989 to 1994.

Nevertheless, Region III, formerly second to NCR as the highest achiever in 1989, had

slowed down its improvement and was ranked down to third with a slower percentage

point of increase.

However, regardless of the existing campaigns in promoting literacy, issues and

concerns about reading remain researchable over the years. Reading habits and attitudes

among Filipino students have not been explored for a period of time notwithstanding

some publicized opinions and reactions about reading among the youth in this day and

age.
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READING HABITS AND ATTITUDES OF GRADE 10
Furthermore, it is necessary for parents and teachers to pay attention to the habit

that the children and adolescents (who experience different psychological changes)

develop and to influence positively their attitude toward significant learning activities

such as reading, particularly those who are under the stage of experiencing different

psychological changes, the adolescents.

Clark (2011) mentioned that the reading programs’ eagerness to create competent

readers tend to lead to creating alliterates, which refers to those who have the ability to

read but are not interested to do so. The researcher views that teaching reading would not

be successful or even be possible without a child’s will to do it which is something that

should not be taken for granted but rather be given more attention: As Mark Twain once

said, “A man who won’t read has no advantage over the man who cannot read.” Thus, it

is imperative to burrow deeper to the basic requirement before a child’s learning takes

place. Reading is an important skill needed for lifelong learning so it is necessary to

investigate further on the aspects of reading. Smith (2009) also suggested that more

studies about reading habits should be initiated.

Additionally, English is the area of discipline where reading is given emphasis.

Reading has also been associated with the students’ literacy development that is

necessary to their academic performance.

Hence, there is a need to investigate the relationship among the three variables: students’

reading habits, attitudes toward reading demographic factors and academic performance,

which will be of help in improving the status of reading among the youth today.
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READING HABITS AND ATTITUDES OF GRADE 10
Significance of the Study

Parents. This study will help parents instill in the minds of their children the

importance of reading habits and influence them to have a positive attitude toward

reading especially and eventually have higher academic achievements.

Teachers. Teachers, especially of English may refer to this study in their desire to

formulate new teaching strategies in teaching reading. Teachers as an influential authority

in school can also help students gain awareness on the benefits of developing reading

habits and be motivated to make reading a habit.

Administrators. This study may also be used by the Department of Education in

the implementation of activities during the National Reading Month for the promotion of

reading habits among Filipinos, addressing the need for functional and well-equipped

libraries in public schools, and promoting library visits among high school students.

This may also serve as a guide for curriculum developers in designing programs

that influence students to read.

CHAPTER II

Review of Related Literature and Studies

The ability to read is of paramount importance to shaping an individual’s route

through life, economic welfare and participation in wider society (Mullis et al., 2012).

As an important requirement in one’s literacy and academic achievement, the definition

of reading has undergone a number of expressions and modifications. However, these fall

only at one simple interpretation, similar to that of Fox (2001) who declared, that the

process of reading is complex as it does not merely involve pronouncing the words

correctly but is more of making sense and getting the message of the marks on a page or
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READING HABITS AND ATTITUDES OF GRADE 10
being able to make the print mean something. Likewise, Inderjit (2014) maintained that

reading is not simple in nature since it is not only about recognizing characters but more

importantly about understanding the meaning of the arrangements of these characters.

Reading serves as a foundation for one’s success not only in school but also in life as it

may give individuals not only knowledge, ideas or information but also skills and

relaxation of the mind (Inderjit, 2014). Cox and Guthrie (2001) wrote about the

contributions of the amount of reading both for school and for enjoyment and it is

generally affecting students’ achievements and knowledge of the world.

Reading habit means an individual’s constant reading in a critical manner, as a

result of considering this activity as a need to be met and a source of pleasure (Oguz et

al., 2009). Rog (2012) stated that the more an individual reads, the more he/she knows

about the world. In the same view, Palani (2012) stated that reading is essential in

creating the literate society in this world. It also shapes an individual’s personality and

helps one to develop the proper thinking methods and creating new ideas; hence,

affirming that the habit of reading links man to literacy.

The West Bloomfield Township Library (n.d) on its desire to encourage parents to

help children develop love for reading, specifically for information, wrote that reading for

information is a lifelong skill. Parents should help children learn how to get information

through reading or through exposing them to activities that will motivate them to read for

information; thus, promoting information literacy or IL, which according to the American

Librarian Association, could be acquired through learning how to learn. On their

definition, it was reiterated that information literate individuals are the ones who have

learned how to learn. Accordingly, if a child reads for information and learns from the
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READING HABITS AND ATTITUDES OF GRADE 10
information he reads, he is already considered information literate and have possessed

this skill that is applicable for his lifelong learning.

Moreover, reading habits are often associated with leisure reading. According to

the International Reading Association (2014), leisure reading (also known as recreational

reading, pleasure reading, free voluntary reading, and independent reading) is the

independent and self-selected reading of a continuous text for a wide range of personal

and social purposes which may transpire anytime in and out of school. Also, Mellon

(1990, as cited in Hassel and Rodge, 2007, defined leisure reading as the reading students

choose to do on their own, as opposed to reading that is assigned to them. The young

people who view reading as enjoyable and read daily are much more likely to succeed as

readers. As one of the bases, a U.S study by the National Center for Education Statistics

(2011, as cited in IRA, 2014) showed that high school students who are regular readers

scored significantly higher in reading than those who did not read for pleasure. Leisure

reading has also been found to be the most effective way of developing reading skills

which eventually results to better academic performance (Adetunji, 2007).

A lot more contributions of reading to academic success have been written in

informative blogs online as well as its benefits to individuals’ health like that of Rebuck

(2015) who found out that regular readers gain higher self-esteem and greater self

acceptance. Likewise, Grothaus (n.d) concluded from a research that reading can help

prevent depression and stress. According to Muawanah (2014), developing a habit of

reading among students provides a lot of great benefits. If accustomed as a daily activity,

reading helps students broaden their perspective, build expertise, speak with confidence

and comprehend with texts fluently and accurately. This statement was further
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READING HABITS AND ATTITUDES OF GRADE 10
strengthened by Acheaw (2014) who affirmed that students with good reading habits are

able to understand questions easily and better express themselves.

However, in spite of the abovementioned benefits, reading as a habit is currently

challenged. In fact, one of the core issues being debated in the contemporary scene is the

changing state of reading and its fate in the digitalized world (Lauristin & Vihalemm,

2014). The related literature about reading habits generally reflect its benefits and

importance but many of the studies reviewed revealed negative findings; the habit of

reading is continuously on a decline. Some of which affirmed that reading as a habit of

students is currently challenged by the fast-paced growth of technology. For example,

Igbokwe and Obidike (2012) enumerated the different causes of the changing reading

habits. These are television watching, browsing the Internet, playing with funky handsets

and non-stop exchange of SMSs which are evidently influenced by technology. This was

supported by the findings of Annamalai and Muniandy (2012) that students have low

interest in reading and do not enjoy it as they are more into other activities related to

technology. Palani (2012) also argued that people, both young and old, found enough

time to read before the advent of TV. English schools also insisted on having their

students more reading time but these have become a thing of the past since reading habit

has lost its essence for both the young and the old as they are glued to TV. Moreover, in a

study conducted by Adetunji (2007), the findings revealed that students are more inclined

to using electronic facilities which gives a negative impact to their academic

performances and thus, suggested that students should spend more time reading instead

of watching videos to improve reading habits and academic performance. He further

explained that students in secondary usually consider reading as an academic task and
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READING HABITS AND ATTITUDES OF GRADE 10
neither for knowledge nor for pleasure. Consequently, even to students who have the

social reading skills do not maximize the activity of reading for self and social

development. Inderjit (2014) also found out that many of the young visit libraries only

during examinations and in times of need. Akanda et al. (2013) stated that this decline in

the reading habits is most noticeable among young people as they are the ones most

influenced by the emerging digital technologies especially the Internet and TV-based

entertainment.

It has been widely known that the act of reading improves learning and is deemed

essential for school success but on the other hand, as children enter adolescence, the time

they spend leisure reading dramatically drops which causes their reading skill to suffer.

Students’ reading proficiency would probably decline too if they would not choose to

read during their leisure time (Covert, 2009).

In line with this, Aselin (2004, as cited in Schwanenflugel & Knapp, 2015) stated

that there is an increasing number of alliterates – people who can read but choose not to.

Pehlivan, Serin and Serin (2010) found out that candidate teachers, who are supposed and

are expected to model love for reading, have low or insufficient reading habits.

Akanda et al. (2013) believes that the gradual decline of reading habits commonly

occurs not only in the developing countries but also in the developed ones. Even so, the

studies reviewed were limited to some parts of Asia such as Japan, Indonesia, India,

Malaysia, and other Middle East Asian countries as well as in some countries of Africa,

Europe and USA. Evasco and Capalihan, (n.d) conducted a study in the Philippines

focusing on elementary pupils’ reading habits and its positive influence on reading skills.
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READING HABITS AND ATTITUDES OF GRADE 10
On the other hand, Krashen and Von (2002, as cited in Krashen (2006)

contradicted the public opinion about the decline in interest in reading as the children

grow older. They reiterated that older children and adolescents have other interests and

have more time pressure than the younger ones but the interest in reading remains strong.

Likewise, Karim (2006) declared that students spend significant amount of time reading

and that it [reading] has become a major activity during leisure time.

Moreover, 72% of the respondents in the study of Hassel and Rodge (2007) were

engage in reading as a leisure activity. This finding is consistent with the other studies of

adolescent reading.

Attitude may be defined as a behavioral product as a consequence of numerous

experiences with events or ideas (Cothern & Collins, 1991). Alexander and Filler (1976,

as cited in McKenna et al., 1995) suggested that reading attitude is a system of feelings

about reading which may be the reason for a learner to approach or avoid a reading

situation.

In an attempt to devise a survey questionnaire for measuring reading attitudes,

Smith (1988 p. 177 as cited in McKenna and Kear, 1990) said that “the emotional

response to reading is the primary reason most readers read and probably the primary

reason most non-readers do not read.”

Sainsbury and Clarkson (2008) correlated attitude toward reading with the idea of

intrinsic motivation in forms of positive and negative self-concepts as a reader. In its

report, it was supposed that attitude to reading is as vital as the acquisition of reading

skill.
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READING HABITS AND ATTITUDES OF GRADE 10
“Becoming a skilled reader requires learning that written material can be

interesting”. (Anderson ,1985 p. 18 as cited in McKenna & Kear, 1990).

In a closely related view, Cambria and Guthrie (2013) explained that reading

requires the skill and the will. The latter pertains to motivation, which is related to the

students’ enjoyments, wants and behaviors surrounding reading which is the most

important part of reading. A student may be capable to read but cannot be considered a

reader if he has no will to do it [reading].

Motivation plays an important role in the reading process. Cox and Guthrie

(2001) found out that motivation determines the amount of reading for enjoyment.

Likewise, Schwanenflugel and Knapp (2015) affirmed that intrinsic interest is one of the

most powerful factors impacting motivation to read especially for leisure.

However, between the sides of reading, it is the motivation part that is neglected.

(Cambria and Guthrie, 2013).

Moreover, Yamashita (2013) mentioned that researches have attempted to clarify

the impact of extensive reading on L2 development but the affective domain of reading is

rarely explored. Classroom reading instruction is generally centered in specific skills such

as pronunciations and vocabulary building (Joseph, 2004). Consequently, the

development of positive reading attitude is often disregarded.

Students had moderate level of reading attitudes (Gokhan, 2012). Conversely, in

the findings of Lanying (2005), students have positive attitude toward reading. Likewise,

Seitz (2010) stated that students have positive attitudes toward reading yet reading

attitude is a multi-faceted subject, which is challenging to assess, since it is still possible

that students may lose engagement in the absence of support. It is therefore viewed that
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READING HABITS AND ATTITUDES OF GRADE 10
positive reading attitude is not enough. Furthermore, Krashen (2007) concluded that

reading per se may not be enough to assure getting into the highest levels of L2

competence.

Thus, although schools tend to focus more on increasing students’ reading skills,

helping students to come to value reading is an equally important goal (Schwanenflugel

& Knapp, 2015). It is also important to find new ways to instill the love for reading and

improve reading habits (Akanda et al., 2013).

In a survey on reading habits conducted by Clark and Foster (2005), girls enjoyed

reading more than boys. They are likely to read more frequently than boys do. Girls are

also more enthusiastic when it comes to activities about promoting reading. PIRLS report

(2001) affirms that girls outperformed boys in reading achievement. Likewise, Oguz,

Yildiz and Hayirsever (2009) found that females slightly read more than males do. In a

study focusing on reading and gender, Uusen and Müürsepp (2012) revealed that boys

consider themselves poor readers and read less voluntarily, compared with girls. They

spend less time in reading and do not like to read long books especially those with small

letters. Hassel and Rodge (2007) on adolescent’s leisure reading also reported the same

result, in favor of girls. Lastly, the study by Kaur, Rasiah and Nagaratnam (2011)

revealed that boys dislike reading and were not interested with learning. On the other

hand, the findings of Karim (2006) showed that boys read more than girls. The mentioned

studies reviewed reveal gender differences, but according to Logan and Johnston (2010),

theoretical explanations on gender differences remain inconsistent. In fact, Smith (2009)

found no significant difference between males and females in terms of the time they spent

on reading.
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READING HABITS AND ATTITUDES OF GRADE 10
Significant difference in terms of reading attitudes and economic status was

found, in favor of upper social status (Gokhan, 2012). Aramide (2015) found out that

family income and father’s occupation are background factors that influence reading

habits among secondary school students.

Fox (2011) reported that illiteracy within this generation could possibly vanish if

parents understood the huge benefits of reading aloud to their children. Parents’

responsibility in involving their children to reading starting at their young age is

important to children’s literacy.

Family environments influence the students’ acuity toward reading whether

positive or negative (Muawanah, 2014). Parents play a vital role in the development of

children’s attitude toward reading. Children normally view their parents not just as role

models but also as experts and the information and values they share considerably shape

the development of their children’s attitudes. If a parent shows positive attitude toward

reading, the children may likely demonstrate similar attitude (Joseph, 2004). Larrañaga

and Yubero (2005, as cited in Gaona & Gonzales, 2011) mentioned that developing

reading habits is a socialization process established by the learning that happens in

different contexts, mainly with the family and in school.

According to Gokhan (2012) children’s attitudes toward reading differ

significantly across parents’ educational attainments and family income. In another study,

Chiu and Ko (2006) cited that mothers’ education is related to children’s reading attitudes

and behaviors since they tend to develop positive reading attitudes and to read more

frequently. Kaur et al. (2011) also reveal that parents’ educational level plays significant

role in developing students’ reading habits. However in Smith (2009), parents’ education
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READING HABITS AND ATTITUDES OF GRADE 10
levels do not influence students’ reading habits. Wollscheid (2013) explained that the

education of parents is weak to influence children’s reading habits; it is rather the

parent’s practice when it comes to reading that influences children’s reading habits.

Reading is often associated with intelligent students. Gaona and Gonzales (2011)

reported that academic performance is significantly correlated with some components of

reading habits such as attitudes toward reading. In this study, the researchers regarded

attitudes as one of the components under reading habit.

Bastug (2014) found that reading attitude has a significant relationship with

academic performance. Likewise, Sam (n.d.) cited that there is a moderately strong

positive relationship between reading attitudes and students’ score in English subject

examination.

On the other hand, Lukhele’s (2012) study revealed no relationship between

reading attitudes and reading achievement; rather, it showed significant relationship

between reading ability and academic performance. This proved that positive attitude to

reading does not assure actual reading behavior based on Matthewson model of reading

attitudes.

Clark (2011) argued that the culprit for readicide [killing reading] is the usual

school or teacher practice to prescribe books that is allowable within the child’s level

when the reality is that these reading materials often do not encourage students but coerce

them to do so. Students can become bogged down and bored with the books that do not

gratify their personal interest but are approved by the reading programs; are contrast to

the reading programs’ aim, and do not encourage students to widen their reading horizons
 15
READING HABITS AND ATTITUDES OF GRADE 10
(Clark, 2011). This was supported by Pandian (1997) as he argued that the educational

system focus primarily on coaching students for school-work and passing examinations.

Conceptual Model of the Study

Independent Variables

D
E Reading
Dependent Variable
Habits
M
O
G
R ACADEMIC
PERFORMANC
A
E IN ENGLISH
P
H
I Reading
Attitudes
C
S

Figure 1: Model of Reading Habits and Attitudes Correlated to Academic Performance.

Conceptual Framework

Figure 1 presents the two variables – reading habits and reading attitudes.

Reading habits would include whether the students have developed reading habits or not,

how they practice reading as a habit and their reasons for doing so or not while reading

attitudes would include positive or negative attitudes toward reading.

Moreover, determining the demographic profile of the students (such as gender,

socio-economic status and parents’ educational attainment) was done in order to find out

if students’ reading habits and attitudes toward reading are significantly different across

gender, socio-economic and parents’ educational attainment groups.

Lastly, the study discovered the correlation of the two independent variables with

the academic performances of the students which is the dependent variable in the study.
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READING HABITS AND ATTITUDES OF GRADE 10
Theoretical Framework

To read properly with understanding is an ability that is not easy to acquire

(McRae, 2008). This might be a reason why scholars debate on which among the

approaches to teaching reading is more effective. On the other hand, people forget the

most essential part of teaching reading which is instilling to the young minds the

importance and love for reading, what it brings to one’s life and why they should read

(Graham & Kelly, 1997). This supports Cambria and Guthrie (2013) who mentioned that

students may read for enjoyment, but they are not dedicated and unaware of the

importance of reading. Thus, it was concluded that motivation, which is the most

important part when it comes to reading, is neglected.

The most achievable way of promoting reading among secondary students is to

inspire them to enjoy reading (Yamashita, 2013).

Hence, there is a need for further studies dealing with the affective domain

including students’ emotional and behavioral responses toward reading.

The effective way of learning how to take delight in reading and knowing how to

value it is anchored on the theory that learning is more likely to occur through a habit

formation caused by repeated practice as explained by the law of exercise of Edward Lee

Thorndike’s behaviorist theory. Likewise, the reading attitudes maybe connected to the

students’ experiences which may have influenced their views. In the same manner,

Thorndike’s behaviorism (developed by John Watson) explains the retention of the

behavior that elicit positive responses and the ejection of behavior that draws negative

response.
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READING HABITS AND ATTITUDES OF GRADE 10
In this view, the exploration of the given variables may help generate suggestions

on practicing reading habits and improving the status of reading today. Enhancing the

teaching-learning process and giving focus on the importance of reading to knowledge

acquisition could probably have a positive effect on students’ academic performance,

especially in English.

Statement of the Problem

This study mainly focuses on examining the reading habits and attitudes of Grade

10 students of Sto. Niño High School and their correlation with the students’ academic

performance in English.

Specifically, it sought answers to the following research questions:

1. How may the reading habits of the Grade 10 students be described?

2. How may the reading attitudes of the Grade 10 students be described?

3. What are the students’ academic performances in English?

4. Does reading habit vary across gender, socio-economic status and parents’

educational attainment?

5. Does reading attitude vary across gender, socio-economic status and parents’

educational attainment?

6. Does Grade 10 students’ reading habit correlate with their academic

performance in English?

7. Does Grade 10 students’ reading attitude correlate with their academic

performance in English?

8. Which of the variables highly predicts academic performance in English?

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READING HABITS AND ATTITUDES OF GRADE 10
Hypotheses of the Study

Based on the research problems, the following hypotheses were tested.

1. Reading habits do not vary across students’ gender, socio-economic status and

parents’ educational attainment

2. Reading attitudes do not vary across students’ gender, socio-economic status

and parents’ educational attainment.

3. Reading habits do not significantly correlate with students’ academic

performance in English

4. Reading attitudes do not significantly correlate with students’ academic

performance in English

5. The factors of reading habits and attitudes do not significantly predict

students’ academic performance in English.

Definition of Terms

Academic Reading. Reading for academic purposes, usually assigned by teachers

or is required in the module or in the curriculum.

Academic Performance. Students’ accomplishments in school, based on their

recorded achievements and progress report card.

Leisure reading. This type of reading is also considered recreational reading, free

voluntary reading, or non-academic reading or reading that is voluntarily done without

purpose and usually happens during free time especially outside the school.

Reading attitude. One’s feelings or views, whether positive or negative, toward

reading.
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READING HABITS AND ATTITUDES OF GRADE 10
Reading habits. Students’ developed repetitive practice of reading whether for

academic or for leisure purposes.

Scope and Delimitation of the Study

This study mainly focused on the reading habits and attitudes of the Grade 10

students enrolled during the second semester of the school year 2015-2016 at Sto. Niño

High School, Sto. Niño, Baliwag Bulacan. It sought to find significant differences in both

variables across the students’ demographic profile (such as gender, socio-economic status

and parental educational attainment). Further, this study attempted to find correlation of

students’ reading habits, reading attitudes and demographic profile with their academic

performances in English and to determine which of these variables predicts academic

performance in English.
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READING HABITS AND ATTITUDES OF GRADE 10
Chapter II

METHOD

Methods and Techniques

This study is descriptive-correlational in nature. It employed the survey method to

probe the reading habits and attitudes of the students, their academic performance in

English and their demographic profile including gender, parents’ educational attainment

and socio-economic status.

Instruments

The researcher used two survey questionnaires to obtain the necessary data. A

survey questionnaire of reading habits adapted from the study of Muawanah (2014) was

used to determine the students’ reading habits. This consists of a five-point Likert scale

indicating frequency (always, often, sometimes, seldom and never) with questions based

on the indicators of reading habits, as followed in various related researches from

different countries. Indicators include frequency of reading, amount of books, academic

and non academic reading and reading motivation for academic environment and reading

motivation in the family which was formulated based on Gaona and Gonzales’ (2011)

theory on reading habit aspects.

On the other hand, to determine the students’ attitude toward reading, the Rhody

Secondary Reading Attitude Assessment (RSRAA) was used to assess the level of

students’ responses based on positive and negative attitudes toward reading. The RSRAA

uses four-point Likert scale which has a good construct validity and with the test-retest

reliability coefficient of .84 (Rhody & Alexander, 1980). It is composed of 25 easily

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READING HABITS AND ATTITUDES OF GRADE 10
understandable questions which revealed the secondary respondents’ attitudes toward

reading.

Participants of the Study

The participants in the study covered the grade 10 students (consisting of 52 boys

and 67 girls) of Sto.Nino High School enrolled during the school year 2015-2016.

Data Processing and Statistical Treatment

The researcher administered the questionnaires and guided the students in

answering the survey properly to assure reliability of responses. Once the necessary data

were completed, the data were assessed with the following statistical treatment.

1. Descriptive statistics (mean and standard deviation) were used to measure the

reading habits and reading attitudes of the students and their demographic

profile based on their responses.

2. The study made use of ANOVA to find out if there are significant differences

on the students’ reading habits and attitudes across their demographic profile

(gender, socio-economic status and parent’s educational attainment).

3. Pearson Product Moment Correlation was used to correlate the students’

reading habits, attitudes and academic performance.

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READING HABITS AND ATTITUDES OF GRADE 10
4. Lastly, to check which of the two independent variables highly predicts

academic performance in English, the data were assessed through multiple

regression analysis.

The data were computed using Statistical Package for Social Sciences (SPSS).
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READING HABITS AND ATTITUDES OF GRADE 10
Chapter III

PRESENTATION, ANALYSIS AND INTERPRETATION

This chapter deals with the presentation of data, analysis and interpretations of the

results of the study. The data are presented through tables and the details from related

studies reviewed were also revisited to support the findings of the present study. The

discussion primarily focused on determining the reading habits and reading attitudes of

the grade 10 students. Then the two variables were tested if each is influenced by the

students’ gender, their parents’ educational attainment and their socio-economic status.

The discussion also included the correlation of reading habits with academic performance

in English and of reading attitudes with academic performance in English. Further, the

results of the regression analysis to identify which variable highly predicts academic

performance in English are also presented. Significant findings of the study would be

used to promote and develop good reading habits among secondary students, encourage

students’ positive attitudes toward reading and enhancing their academic performance in

English.

The Respondents’ Gender

The respondents’ genders were determined since the study aims to find significant

difference on the students’ reading habits and attitudes across gender. Some studies found

out significant gender differences on both factors of reading habits and attitudes where

boys read more than girls. However, other studies report that girls consider reading
 24
READING HABITS AND ATTITUDES OF GRADE 10
activities more positively boys. However, it was reviewed earlier that there are studies

saying that reading habits and attitudes do not vary across gender.

Table 1

Gender of the Respondent

Gender F %
Male 52 43.70%
Female 67 56.30%
Total 119 100 %
The first table summarizes the gender of respondents who were able to return a

valid survey response. There were more female respondents (56.30%) than males

(43.70%).

Table 2

Respondents’ Mother’s Educational Background

Mother's Educational Background F %

College graduate 9 8%

College Undergraduate 17 14%

High School Graduate 43 36%

High School Undergraduate 16 13%

Elementary Graduate 23 19%

Elementary Undergraduate 8 7%

Blank 3 3%

Total 119 100%

Table 2 shows the educational attainment of their mothers where the number of

high school graduates is notably the highest (36%), followed by elementary graduates

(19%), college undergraduate (14%) and high school undergraduate (13%). It could be
 25
READING HABITS AND ATTITUDES OF GRADE 10
seen that only a few (8%) of the respondents’ mothers were able to finish college. Also a

few of the respondents’ mothers were not able to finish elementary level (7%). Three of

the respondents did not indicate their educational attainment.

Table 3

Father’s Educational Background

Father's Educational Background F %

College graduate 8 7%

College Undergraduate 13 11%

High School Graduate 36 30%

High School Undergraduate 20 17%

Elementary Graduate 23 19%

Elementary Undergraduate 13 11%

Blank 6 5%

Total 119 100%

Table 3 summarizes the educational attainment of respondents’ fathers. Almost

one third (30%) of the respondents’ fathers were high school graduates. Only 7% were

college graduates.

The study sought to find out if the students’ reading habits and attitudes were

correlated with parents’ educational attainment because it is believed that parents play a

vital role on the child’s reading habits and attitudes (Joseph, 2004; Muawanah, 2014 &

Wollscheid, 2013).

Table 4

Respondents’ Socio-Economic Status

 26
READING HABITS AND ATTITUDES OF GRADE 10

Family income Income Class F %

118,350 - 157,800 Upper income (not rich) 0 0%

78,900-118-350 Upper middle income 3 3%

31,560-78,900 Middle class 9 8%

15,780-31,560 Lower middle income 16 13%

7,890-15,780 Low income (not poor) 57 48%

7,889 and below Poor 34 29%

Total 119 100%

Table 4 shows that majority of the grade 10 students in SNHS belong to a lower

socio-economic status with 48% of the total number of respondents come from families

with low income (not poor) and 29% considered themselves poor. On the other hand,

13% of the respondents belong to the lower middle class and only 8% fall under middle

income class. Very few respondents (3%) belong to upper middle income and none of the

respondents’ families belong to the upper income. The classifications of the family

income class were based on the 2012 Family Income and Expenditure Survey (FIES),

Philippine Statistics Authority (Albert, Gaspar & Raymundo, 2015).

Students’ Reading Habits

This reading habits were identified through a 5-point Likert scale questionnaire

measuring the frequency of the readings that they do in terms of number of books,

academic reading, non-academic reading, reading frequency, reading motivation for

academic environment and reading motivation in the family (based on Gaona and

Gonzales’ indicators of reading habits). Descriptors were also set to describe the students

reading habits based on the following:

 27
READING HABITS AND ATTITUDES OF GRADE 10
1. Never -The person never reads, does not allot any amount of time in reading and

does not prefer reading as a leisure activity at all.

2. Seldom -The person reads rarely which may be for a specific purpose but does not

prefer reading much

3. Sometimes - The person reads only when there is a chance but does not prefer

reading much. The readings done may be for academic or for leisure purposes.

4. Often- The person reads frequently and when given a chance which could be for

both academic and non-academic purposes and prefers reading as a habit.

5. Always- The person reads constantly and habitually at a particular time in a day

or during free time to the extent that reading has been a part of a routine.

Table 5:

Reading Habits of Grade 10 Students

Reading Habits F %

Always 0 0%

Often 20 17%

Sometimes 70 59%

Seldom 29 24%

Never 0 0%

Total 119 100%

Mean: 2.92 SD: .57

Table 5 shows that none of the respondents developed the most frequent and

regular reading habit or always. Only 17% have developed a moderately habitual reading

(often). It is notable that most of the respondents 59% answered sometimes. Overall, the
 28
READING HABITS AND ATTITUDES OF GRADE 10
mean score (2.92) of the Grade 10 students’ reading habits fall under sometimes. This

means that these students read only when there is a chance but do not prefer reading

much. The readings that they do may either be for academic purpose or for leisure.

Interestingly, it could be noted that, none of the respondents answered (never). As based

on the students’ responses, they read books but less frequently and not regularly during

free time. The readings that they choose are often affected by the thickness of the book

and font size. When it comes to reading for academic purposes, most of them do not

practice reading in advance. Also a very few of them visit the library to check out for

books, which may be caused by: (1) conflict with their schedule because they are only

given few minutes of break; (2) scarcity of available materials; (3) the school library was

just put up in the present school year and that the school has not yet given emphasis to the

promotion of visiting the library since it has just started; and (4) there is no full time

librarian to assist them. It also appeared in the responses that students’ reading habits is

also affected by the price of the books and the motivation they get from the family.

The results supports the earlier findings that the young are less enthusiastic about

library visits (Akanda et al., 2013) and that students were not engaged in frequent reading

and that reading has lost its essence, especially to the youth (Annamalai & Muniandy,

2012); Palani, 2012); Igbokwe& Obidike, 2012); Akanda et al., 2013). Since it appears in

the results that a smaller percentage of the grade 10 students have developed a reading

habit while the largest percentage of them have not, it could affirm the statement of

Schwanenflugel and Knapp (2015) that there is an increasing number of alliterates who,

although know how to, do not read.

 29
READING HABITS AND ATTITUDES OF GRADE 10
On the other hand, it contradicts the opinion of Krashen and Von (2002) that

adolescents’ interest in reading remains strong despite the presence of other interests.
 30
READING HABITS AND ATTITUDES OF GRADE 10
The Reading Attitudes

The respondents’ reading attitudes were determined through Rhody Secondary Reading

Attitude Assessment, which is a 5-point Likert scale instrument containing 25 statements,

which describe the students’ attitudes toward reading. On items 4,5, 6, 7, 8, 10, 15, 17,

20, 22, 23, 24, and 25, a response of SA indicates a very positive attitude and should

receive a score of 5 while on the rest of the statements,

the response of SA indicates an extremely negative view and should receive a score of 1.

The students’ attitudes were investigated in consideration of the claims of

Yamashita (2013), Joseph (2004) and Cambria and Guthrie (2013) that attitude plays an

important role in the process of becoming literate but is often ignored, disregarded or

rarely explored.

Table 6

The Respondents’ Reading Attitudes

Reading Attitudes F %

Strongly Agree 0 0.00%

Agree 40 33.61%

Undecided 78 65.55%

Disagree 1 0.84%

Strongly Disagee 0 0.00%

Total 119 100%

Mean: 3.28 SD: 45

______________________________________________________________________
 31
READING HABITS AND ATTITUDES OF GRADE 10
Table 6 presents the average reading attitudes of the grade 10 students. None of

the students have a very positive attitude toward reading since none of them fall under the

score of 5. Thirty four percent of the respondents got the average score of 4 which

indicates that they have positive attitudes toward reading. A larger percentage of the

respondents (65.55%) were fall undecided. Only1 respondent has a negative attitude

toward reading. None of them showed an extremely negative attitude toward reading.

Overall, the students’ reading attitudes fall under the undecided state (m=3.28) which

means that they may regard reading either negatively or positively at times.

Similar to Gokhan’s (2012) findings, the results of the present study suggest that

students have a moderate level of attitudes to reading. However, since a large number of

the respondents were reported to have positive attitude, the findings affirm Seitz’s (2010)

that positive attitudes toward reading is a multi-faceted subject that is challenging to

assess.

Table 7:

Academic Performance in English of the Grade 10 Students

Grades Description F %

90-100 Outstanding 8 7%

85-89 Very satisfactory 50 42%

80-84 Satisfactory 36 30%

75-79 Fairly satisfactory 19 16%

 32
READING HABITS AND ATTITUDES OF GRADE 10

74 and below Did not meet expectations 6 5%

Total 119 100%

Mean: 83.41 SD: 4.88

Table 7 shows that 7% of the respondents were on the outstanding level or got the

grades 90 and above while majority (42%) of the grade 10 students had very satisfactory

academic performance in English. Further, 30% of them had satisfactory performance,

16% scored fairly satisfactory and 5% did not meet expectations. In general, the mean

score of 83.41 indicates that the grade 10 students had satisfactory academic performance

in English.

Table 8

Reading Habits and Gender

Reading habits and Mean

Sum of Squares Df F Sig.
Gender Square
Between Groups 0.577 1 0.577 1.781 0.185

Within Groups 37.921 117 0.324

38.499 118
Total

Table 8 shows that there is no statistically significant difference at the p<.05 level

in students’ reading habits across gender, [F(1,117)= 1.781, p=0.185 ]. This means that

the null hypothesis cannot be rejected; thus reading habit is not influenced by gender.

Previous studies reveal gender differences in reading habits but according to

Logan and Johnston (2010), theoretical explanations on these differences remain

 33
READING HABITS AND ATTITUDES OF GRADE 10
inconsistent. Moreover, the present study supports the findings of Smith (2009) that

gender has no influence on the reading habits of the students.

Table 9

Reading Habits and Socio-Economic Status

Reading habits and Sum of Mean

Socio-economic status Squares Df Square F Sig.

Between Groups 1.793 4 0.448 1.392 0.241

Within Groups 36.706 114 0.322

Total 38.499 118

It is evident in table 9, that there is no significant difference at the p<.05 level in

students’ reading habits for the six socio-economic status groups [F(4,114)=1.392,

p=0.241]. Therefore, the null hypothesis cannot be rejected; thus, reading habits are not

influenced by socio-economic status.

Contrary to the findings of the earlier studies which mentioned that there was

positive relationship between reading habits and socio-economic status, the present study

found no correlation between the two variables.

Table 10

Reading Habits and Mother’s Educational Attainment

Reading Habits and Sum of Mean

Mother’s Education Squares Df Square F Sig.

Between Groups 1.559 5 0.312 0.951 0.451

 34
READING HABITS AND ATTITUDES OF GRADE 10
Within Groups 36.08 110 0.328

Total 37.639 115

Table 10 shows that the mother’s educational attainment does not influence a

child’s reading habits (p=0.451). The null hypothesis that there is no significant

difference on students’ reading habits in terms of mother’s educational attainment

therefore cannot be rejected. The findings again opposed most of the related studies

reviewed, that mother’s education is essential on children’s reading as it is related to

children’s reading attitudes and behaviors. Nevertheless, it supports Smith (2009) that

parents’ educational levels do not influence students’ reading.

Table 11

Reading Habits and Father’s Educational Attainment

Reading habits and Mean

Sum of Squares Df F Sig.
fathers’ education Square

Between Groups 2.385 5 0.477 1.512 0.192

Within Groups 33.745 107 0.315

36.129 112
Total

Table 11 shows that there was no statistically significant difference at the p<.05

level in the students reading habits for the six father’s educational attainment groups

[F(5,107)=1.512, p=0.192]. This implies that the father’s educational attainment does not

influence the reading habits of the students. Thus the study fails to reject the null
 35
READING HABITS AND ATTITUDES OF GRADE 10
hypothesis which states that there is no significant difference between the students’

reading habits in terms of father’s educational background.

Results yielded on correlation between father and mother’s educational attainment

and students’ reading habits support the study of Smith (2009) that the reading habits are

not influenced by the parents’ educational attainment.

In Wollscheid (2013), the impact of parent’s education to the reading habits of

students is weak as compared with the influence of parents’ reading habits. Thus, it is the

parent’s practice that affects the child. This further affirms Larrañaga and Yubero (2005,

as cited in Gaona & Gonzales, 2011) in considering the development of reading habits as

a socialization process determined by learning that takes place mainly within the family

and in school. That is, it is not the parents’ educational attainment that influences a child

to read but rather, their guidance and monitoring of the students’ activities since there

could be parents who have attained high education level but lack involvement on their

child’s literacy development or do not even monitor their child’s habitual activities.

Conversely, there could also be some parents who had achieved low education levels but

have positively influenced their children to read a lot or to even practice the habit of

reading.

Table 12

Reading Attitude and Gender

Reading attitudes Mean

Sum of Squares Df F Sig.
and gender Square

Between Groups 2.53 1 2.53 14.053 0.000

Within Groups 21.062 117 0.18

 36
READING HABITS AND ATTITUDES OF GRADE 10
Total 23.592 118

Table 12 shows that a significant difference at the p<.05 level exists in terms of

on the students’ reading attitudes across gender [f(1,117)=14.053, p=0.000]. This implies

that the null hypothesis was rejected. Students’ gender influences their reading attitudes

in favor of female.

The result is in accordance with Uusen and Müürsepp’s (2012) study which

reported that, boys consider themselves poor readers and read less voluntarily compared

with girls. It further affirms PIRLS’ report (2001) that girls outperformed boys in reading

achievements. Further, Clark and Foster (2005) cited that girls also find reading more

enjoyable than boys do. Girls are also more enthusiastic when it comes to activities

promoting reading. The result, implies that promoting positive attitudes to reading should

be given focus especially among boys.

Table 13

Reading Attitude and Socio-Economic Status

Reading attitudes and Sum of Squares Df Mean F Sig.

socio-economic status Square

Between Groups 0.866 4 0.217 1.086 0.367

Within Groups 22.726 114 0.199

Total 23.592 118

Table 13 shows that there was no statistically significant difference at the p<.05

level in students’ attitudes toward reading for the six socio-economic status groups
 37
READING HABITS AND ATTITUDES OF GRADE 10
[F(4,114)=1.086, p= 0.367].Thus, the students’ reading attitudes are not influenced by

socio-economic status. This opposed the statement that reading attitudes differ

significantly across socio-economic statuses. However, it is also noticeable that most of

the respondents belong to the low income class; thus, the homogeneity of data could not

be considered as a strong basis to generalize the findings.

Table 14

Reading Attitude and Mother’s Educational Attainment

Sum of Squares Df Mean F Sig.

Square

Between Groups 1.114 5 0.223 1.12 0.354

Within Groups 21.898 110 0.199

Total 23.013 115

On table 14, it was revealed that no significant difference at p<.05 level in

students’ attitudes toward reading for the six mothers’ educational attainment groups

[F(5,110)=1.12, p=0.354]. This means that the null hypothesis cannot be rejected; thus,

mother’s educational background has no influence on a child’s attitudes to reading.

The result may reiterate that instead of parents’ educational attainment,

motivation from parents, modeling and their cultural practices could strongly influence

students’ motivation to read.

Table 15

Reading Attitude and Father’s Educational Attainment

 38
READING HABITS AND ATTITUDES OF GRADE 10

Sum of Squares Df Mean F Sig.

Square

Between Groups 1.054 5 0.211 1.058 0.388

Within Groups 21.328 107 0.199

Total 22.382 112

Table 15 shows that there is no statistically significant difference at p<.05 level in

students’ attitudes toward reading for the six fathers’ educational attainment groups

[F(5,107)= 1.058, p=0.388]. This suggests the null hypothesis cannot be rejected;

therefore, the father’s educational attainment does not significantly influence the

students’ attitudes to reading.

The result of the present study that parent’s education does not have a strong

impact on students’ reading is supported by Wollscheid (2013). This means that parents,

regardless of the educational attainments could positively influence their children if they

practice or model reading to the children. Hence, the study affirms that it is the parents’

motivation that influences the child’s positive attitudes toward reading.

Table 16

Correlation of Reading Habits and Academic Performance

Academic Reading
Performance Habits
1 0.043
Pearson Correlation
Academic
Sig. (1-tailed) 0.321
Performance
N 119 119
 39
READING HABITS AND ATTITUDES OF GRADE 10
0.043 1
Pearson Correlation

Sig. (1-tailed) 0.321

Reading Habits N 119 119

The relationship between reading habits and academic performance in English

was investigated using Pearson product-moment correlation coefficient. There was no

significant correlation between the two variables [r=.043,n=119,p=.321].

The result supports the findings by Karim (2006) that students’ academic

performance is not significantly correlated with the students’ reading habits. This could

mean that the respondents who have developed reading habits may not be having a good

reading experience or are reading books that may not be good enough for the

enhancement of some skills needed for the subject. This could also be due to the

emerging trend of love story pocket books that some students consider as their past time.

Students may be reading this kind of books which, leads them to lose focus on their

studies. The result also suggests that there could be some other factors than reading habits

that contribute to the betterment of students’ academic performance in English, such as

writing, speaking, dynamic performances and other technological activities since the K-

12 curriculum promote not only the development of literal intelligence but also the

students’ multiple intelligences. The findings also suggest that students should be

habitually reading good books along with their sincere objective of enhancing their skills

in listening, reading, speaking, writing and viewing, which will eventually help them to

achieve better academic performance.

 40
READING HABITS AND ATTITUDES OF GRADE 10
Table 17

Reading Attitudes and Academic Performance

Reading Academic

Attitudes Performance

Pearson 1 .280**

Correlation

Sig. (1-tailed) 0.001

Reading Attitudes N 119 119

Pearson .280** 1

Correlation

Academic Sig. (1-tailed) 0.001

performance N 119 119

**. Correlation is significant at the 0.01 level (1-tailed).

Unstandardized coefficients Standardized

coefficients

Model B Std. Error Beta t Sig.

73.577 3.198 23.072 .000

Reading Habits -1.714 1.038 -0.198 -1.652 0.101

Reading Attitude 4.524 1.308 0.415 3.458 0.001

The relationship between students’ attitudes toward reading and academic

performance in English was investigated using Pearson product-moment correlation

coefficient. There was a statistically significant correlation between the two variables
 41
READING HABITS AND ATTITUDES OF GRADE 10
[r=.280,n=119,p=.001]. This implies that the null hypothesis is rejected; thus, students’

attitude toward reading influence their academic performance in English.

The findings are consistent with the other studies that stated that reading attitudes

influence academic performance Bastug (2014) and that reading attitudes influence

students’ scores in English examinations Sam (n.d).

Hence, it suggests that the students who have positive attitudes toward reading

tend to value and perform their academics more. The ones who positively view reading

probably have the intrinsic motivation which is important in doing the activity, since

motivation is a main ingredient for a child to read.

Table 18

Regression Analysis of Reading Habits and Attitudes and Academic Performance

Table 18 reveals that reading habit does not significantly predict academic

performance in English (p=0.101). On the other hand, reading attitudes significantly

predict academic performance in English (Beta=.415, p=.001). Hence, of the two factors,

it is reading attitude that predicts academic performance in English.

The findings could be considered to affirm that possessing reading habits may not

be enough for a student to succeed academically without the presence of positive

attitudes toward reading. It also supports the statement of Bastug (2014) and Sam (n.d)

that reading attitudes influence academic performance.

 42
READING HABITS AND ATTITUDES OF GRADE 10

Chapter IV

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Summary

Reading is a very important ability and activity that hugely influences a person’s

development in many aspects. This leads the researcher to investigate on the factors that

may promote reading among students, especially on the secondary level, who are

believed to be more possibly influenced by the decline of reading due to some alternative

activities brought about by media.

The study primarily sought to determine the extent to which the grade 10 students

have developed reading habits and whether they perceive reading positively or

negatively. It also aimed to see the correlation of the two variables with their academic

performance in English and if these variables are correlated with the students’
 43
READING HABITS AND ATTITUDES OF GRADE 10
demographic profile such as gender, father and mother’s educational attainment and

socio-economic status. The study used the descriptive-correlation method for assessments

and used universal sampling involving the Grade 10 students of Sto. Niño High School,

Baliwag, Bulacan. To address the research questions, the researcher used two survey

instruments: Reading Habits Questionnaire and Rhody Secondary Reading Attitude. The

data were analyzed using ANOVA, Pearson Product Moment Correlation and Multiple

Regression Analysis.

Summary of Findings

The following are the significant findings of the study:

Problem 1. It could be inferred from the results of the study that the reading

habits of Grade 10 student respondents could not be considered habitual since none of

them practiced reading as a regular habit while a significant number of them have a rare

reading habit. This led the researcher to affirm that reading as a habit among the grade 10

students is actually low which could probably be due to the presence of other alternative

activities that have outmaneuvered reading as a habitual activity.

Problem 2. Students’ overall attitude rating was classified as neutral. Thus, it

may be concluded that their attitudes toward reading could either be counted positive or

negative. However, a considerably large number of them have positive attitude toward

reading and only one indicated a negative view. Hence, it could still be concluded that

students have positive attitude toward reading.

 44
READING HABITS AND ATTITUDES OF GRADE 10

Problem 3. As assessed through the academic performance in English on the

third grading period, most of the grade 10 students had satisfactory to outstanding

performance. This implies that the students were progressing or approaching proficiency

when it comes to their performance in English. However, there were still some who had

fairly satisfactory performance and some who did not meet expectation.

Problem 4. The Grade 10 students’ reading habits do not vary across gender,

parents’ educational attainment and socio-economic status.

Problem 5. Grade 10 students’ attitudes toward reading vary across gender but

do not vary across socio-economic status and parents’ educational attainment.

Problem 6. Grade 10 students’ reading habits do not influence their academic

performance in English. It is worth noting that there might be some factors that influence

academic success in English other than reading and that students may have reading habits

but do not demonstrate good academic performances.

Problem 7. Grade 10 students’ attitudes toward reading influence their academic

performances in English.

Problem 8. Of the two variables (reading habits and reading attitudes), it

appeared in the findings that attitudes toward reading highly predict academic success in
 45
READING HABITS AND ATTITUDES OF GRADE 10
English.

Thus, the grade 10 students are more likely to exhibit good to excellent academic

performances in English if they possess positive attitudes toward reading.

Conclusions

From the aforementioned findings, the following conclusions were drawn:

1. Grade 10 had low score in their reading habits questionnaire which might be

probably due to some other activities that divide their leisure and academic

time to read. Further, there were very few students who considered reading as

a leisure activity.

2. Students need further motivation and encouragement from the influential

people in their environment such as parents and family members, friends and

teachers for them to have positive attitude toward reading.

3. Majority of the respondents have satisfactory or approaching proficiency

performance in English.

4. The students’ gender, socio-economic status and parents’ educational

attainment do not influence students reading habits and attitudes. Parents,

regardless of their educational levels, should consider motivating their

children to read whether for academic success or for leisure.

 46
READING HABITS AND ATTITUDES OF GRADE 10
5. Students’ reading attitudes vary across gender. On the other hand, socio-

economic status and parents’ educational attainment do not influence

students’ attitudes to reading. However, regardless of gender, students’

motivation in reading is important and thus needs further enhancement. It

must also be underscored that parents may influence their children to have

positive attitudes toward reading regardless of their educational attainment.

6. Based on the results, reading habits were not significantly correlated with

academic performance. Hence, there may be some other factors that

significantly contribute to academic success in English.

7. The analysis showed that students who have favorable attitude toward reading

demonstrate better academic performance. However, some of them still need

further encouragement for them to develop a more favorable attitude toward

reading and have better academic performance in English.

8. Reading attitude is a good predictor of academic success in English. That it, as

attitudes to reading becomes more positive, the students are more likely to

perform better in the English subject. It could be concluded that there is a

need for further motivation from teachers, parents and peers so that students

may be encouraged to read and consider reading as a habit.

Students, regardless of gender, socio-economic status and parents’

educational attainment may have good academic performance in English,

 47
READING HABITS AND ATTITUDES OF GRADE 10
through developing positive attitude toward reading and a habit of reading.

Recommendations

After a comprehensive investigation on the findings of the study, the researcher

arrived at the following recommendations:

1. Concerning the school facilities and the secondary students (especially those

whose reading habit is not properly developed) there should be a library

accessible at all times where useful materials such as reference books, novels,

periodicals and the like are readily available.

2. The school should improve their activities on promoting reading through a

comprehensive planning of strategies that would help motivate children to read.

3. Teachers themselves should instill and model love for reading among high school

students. They may give their students incentives for having read a good book in a

certain time frame.

4. Parents, regardless of educational attainment should foster positive reading

attitudes to their children and monitor their children’s reading especially during

leisure time since some students may choose materials which are not contributory

to their academic success or may not influence them in a good way. Monitoring or
 48
READING HABITS AND ATTITUDES OF GRADE 10
guiding children to better reading experiences is a must in order to develop their

positive reading attitudes and good reading habits.

5. The DepEd should provide extensive supervision on the implementation of school

activities that would further promote good reading habits and positive attitudes

toward reading among high school students.

6. Further researches that would deal with developing the students’ reading habits

and/or strategies to motivate them to read should be taken into consideration.

7. Future researchers may also consider correlating reading habits and attitudes with

students’ academic performance in other areas of discipline.

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READING HABITS AND ATTITUDES OF GRADE 10

Maria Theresa M. Estrella

1126 A. Mabini St. Poblacion, Baliuag, Bulacan
0926-533-8376/0925-502-1389
[email protected]
[email protected]

EMPLOYMENT BACKGROUND

Department of Education
Teacher I – Sto. Niño High School November 2012- present
Sto. Niño, Baliwag, Bulacan

Colegio de Sto. Niño de Bustos June 2011– March 2012

English Teacher
Poblacion, Bustos Bulacan
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READING HABITS AND ATTITUDES OF GRADE 10

Immaculate Conception School of Baliuag June 2009 – March 2011

English Teacher
Concepcion, Baliwag, Bulacan

EDUCATIONAL BACKGROUND PERSONAL INFORMATION

Tertiary
Bachelor of Secondary Education Date of Birth: February 23, 1989
Major in English Age: 27
Baliuag University, Baliuag, Bulacan
Height: 5,2
2005-2009
Weight: 47 kgs
Secondary
Nationality: Filipino
Mariano Ponce High School
BagongNayon, Baliwag, Bulacan Religion: Roman Catholic
2001-2005 Mother’s name: Miriam Estrella

Elementary Father’s name: Bernardo Estrella

Engr. Vicente R. Cruz Mem. School
Tibag, Baliwag, Bulacan
1995-2001

MARIA THERESA M. ESTRELLA

Researcher
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READING HABITS AND ATTITUDES OF GRADE 10

Appendix A

The Survey Questionnaire

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Appendix B

Letter to the Principal

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