Espiritu, Arjan R. 4 0
Reading competencies of selected college students : basis for a proposed reading program / 6 6 Arjan R. Espiritu. - - - xvi, 124 pages 28 cm. - - - - - . - . - 0 . - . - 0 .
Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 2010.;A thesis presented to the faculty of Graduate School of Arts, Sciences and Education in partial fulfillment of the requirements for the degree Master of Arts in School Principalship.
5
ABSTRACT: The study aimed to determine the needs of the First Year Students of Access Computer College-Manila Campus in reading and comprehension in both the literal comprehension skills and critical comprehension skills. The researcher used the Stratified Random Sampling. A method of sampling that involves the division of a population into smaller groups. The respondents chosen for this study were selected 1st year students of Access Computer College, Manila Branch. There are 810 students in the first year. These students were enrolled in Bachelor of Science in Computer Science, Bachelor of Science in Computer Engineering, Bachelor of Science in Information Technology, Bachelor in Science in Business, Bachelor of Science in Hotel Restaurant Management, Bachelor of Science in Tourism and Technical courses in Computer Technology, Associate in Hotel Management and Secretarial Courses. 267 respondents were chosen from the total population. The Reading Competency Test was used to determine the needs of the learners in reading comprehension in Access Computer College-Manila. This is a valid test on how well students apply information to the recognition of written words. In this regard, the Test presented specially - written groups of sentences for students to read which contain carefully selected words. These special words were selected because they can be decoded successfully by the college learners. The study utilized the descriptive method in order to determine the present condition of the respondents. The mean of each set of data was computed in order to obtain the measure that will determine the reading comprehension skill of the respondents in terms of the literal comprehension skills and the critical comprehension skills. The ANOVA was employed to test the significant difference among the reading comprehension skills when grouped according to their course. The Pearson R correlation tested the magnitude and direction of relationship between the reading comprehension skills and academic performance in Communication Arts I and Communication Arts 2. This study aimed to answer the following questions: 1. What is the profile of the respondents in terms of: 1.1 Course 1.2 Performance in ComArt1 1.3 Performance in COmArt2 2. What are the reading comprehension skills of the respondents in terms of: 2.1 The literal comprehension skills 2.2 The critical comprehension skills 3. Is there a significant difference among the reading comprehension skills in item 2 when grouped according to course? 4. Is there a significant relationship between the reading comprehension skills and academic performance in: 4.1 ComArt1 4.2 ComArt2 5. What are the weaknesses of the respondents' reading skills in terms of: 5.1 The literal comprehension skills 5.2 The critical comprehension skills 6. Based on the result, what Reading Comprehension Program can be proposed? To answer objectively the problems raised, the following hypotheses were tested at a 0.05 level of significance: There is no significant difference among the reading comprehension skills in item 2 when grouped according to course; There is no significant relationship between the reading comprehension skills and academic performance in ComArt1 and ComArt2. The study revealed that: (1) There is no significant difference among the reading comprehension skills when grouped according to course. The computed F value is 0.639 for literal and 1.044 for critical, and the P-value of 0.529 for literal and 0.354 for critical concludes that the null hypothesis is accepted. (2) There is a degree of relationship between the respondents' comprehension skills and academic performance in Communication Arts 1 and Communication Arts 2 based on the over-all Reading Comprehension Skills based on the Pearson r Correlation and p-value. The null hypothesis is therefore rejected. Based on the findings and conclusions drawn from the study, the following recommendations were set forth: 1. Instructors in the Language and Literature department of Access should reinforce the lessons in grammar such as parts of speech and subject verb agreement to strengthen the grammar skills of the students especially in the courses at the technical department or the two-year courses and more activities in basic levels of reading, such as phonological awareness and decoding. 2. The ACADCOM needs to review the existing Communication Arts 2 Curriculum. The committee may consider including the lapses of the students in the areas seen in the findings of this study. The Communication Arts 2 may divide or classify the lessons or exercises based on the literal and critical skill. 3. Instructors may integrate more strategies in Reading Comprehension (e.g. cooperative learning, snowball interaction, or other strategies in Appendix Q). 4. Instructors may formulate their own analysis test in ComArt1 and ComArt2. This should be starting point in designing formalized educational systems for academic improvement. 5. The Head of the Language and Literature Department and the Coordinator for General Education may collaborate and use this research for coming up with a reading program that can provide reading strategies for reluctant and struggling readers of Access Computer College that emphasizes in the literal and critical skills specifically on identifying supporting detail of a passage, identifying main ideas, detecting bias, recognizing valid arguments and author's overall organizational pattern or in any competency that can be determined in the Communication Arts 2 curriculum. 6. The MANCOM are likewise requested to provide seminars and workshops related to Grammar and Reading Comprehension for their instructors. 7. Finally, a parallel study should be considered in a wider perspective or in other areas of specialization to determine the generality of findings across the students as well as the teachers.
5
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2
2 --0------
6 --0-- 2 --------
0 2 --
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----2
/ 2
/ 2
/
/
Reading competencies of selected college students : basis for a proposed reading program / 6 6 Arjan R. Espiritu. - - - xvi, 124 pages 28 cm. - - - - - . - . - 0 . - . - 0 .
Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 2010.;A thesis presented to the faculty of Graduate School of Arts, Sciences and Education in partial fulfillment of the requirements for the degree Master of Arts in School Principalship.
5
ABSTRACT: The study aimed to determine the needs of the First Year Students of Access Computer College-Manila Campus in reading and comprehension in both the literal comprehension skills and critical comprehension skills. The researcher used the Stratified Random Sampling. A method of sampling that involves the division of a population into smaller groups. The respondents chosen for this study were selected 1st year students of Access Computer College, Manila Branch. There are 810 students in the first year. These students were enrolled in Bachelor of Science in Computer Science, Bachelor of Science in Computer Engineering, Bachelor of Science in Information Technology, Bachelor in Science in Business, Bachelor of Science in Hotel Restaurant Management, Bachelor of Science in Tourism and Technical courses in Computer Technology, Associate in Hotel Management and Secretarial Courses. 267 respondents were chosen from the total population. The Reading Competency Test was used to determine the needs of the learners in reading comprehension in Access Computer College-Manila. This is a valid test on how well students apply information to the recognition of written words. In this regard, the Test presented specially - written groups of sentences for students to read which contain carefully selected words. These special words were selected because they can be decoded successfully by the college learners. The study utilized the descriptive method in order to determine the present condition of the respondents. The mean of each set of data was computed in order to obtain the measure that will determine the reading comprehension skill of the respondents in terms of the literal comprehension skills and the critical comprehension skills. The ANOVA was employed to test the significant difference among the reading comprehension skills when grouped according to their course. The Pearson R correlation tested the magnitude and direction of relationship between the reading comprehension skills and academic performance in Communication Arts I and Communication Arts 2. This study aimed to answer the following questions: 1. What is the profile of the respondents in terms of: 1.1 Course 1.2 Performance in ComArt1 1.3 Performance in COmArt2 2. What are the reading comprehension skills of the respondents in terms of: 2.1 The literal comprehension skills 2.2 The critical comprehension skills 3. Is there a significant difference among the reading comprehension skills in item 2 when grouped according to course? 4. Is there a significant relationship between the reading comprehension skills and academic performance in: 4.1 ComArt1 4.2 ComArt2 5. What are the weaknesses of the respondents' reading skills in terms of: 5.1 The literal comprehension skills 5.2 The critical comprehension skills 6. Based on the result, what Reading Comprehension Program can be proposed? To answer objectively the problems raised, the following hypotheses were tested at a 0.05 level of significance: There is no significant difference among the reading comprehension skills in item 2 when grouped according to course; There is no significant relationship between the reading comprehension skills and academic performance in ComArt1 and ComArt2. The study revealed that: (1) There is no significant difference among the reading comprehension skills when grouped according to course. The computed F value is 0.639 for literal and 1.044 for critical, and the P-value of 0.529 for literal and 0.354 for critical concludes that the null hypothesis is accepted. (2) There is a degree of relationship between the respondents' comprehension skills and academic performance in Communication Arts 1 and Communication Arts 2 based on the over-all Reading Comprehension Skills based on the Pearson r Correlation and p-value. The null hypothesis is therefore rejected. Based on the findings and conclusions drawn from the study, the following recommendations were set forth: 1. Instructors in the Language and Literature department of Access should reinforce the lessons in grammar such as parts of speech and subject verb agreement to strengthen the grammar skills of the students especially in the courses at the technical department or the two-year courses and more activities in basic levels of reading, such as phonological awareness and decoding. 2. The ACADCOM needs to review the existing Communication Arts 2 Curriculum. The committee may consider including the lapses of the students in the areas seen in the findings of this study. The Communication Arts 2 may divide or classify the lessons or exercises based on the literal and critical skill. 3. Instructors may integrate more strategies in Reading Comprehension (e.g. cooperative learning, snowball interaction, or other strategies in Appendix Q). 4. Instructors may formulate their own analysis test in ComArt1 and ComArt2. This should be starting point in designing formalized educational systems for academic improvement. 5. The Head of the Language and Literature Department and the Coordinator for General Education may collaborate and use this research for coming up with a reading program that can provide reading strategies for reluctant and struggling readers of Access Computer College that emphasizes in the literal and critical skills specifically on identifying supporting detail of a passage, identifying main ideas, detecting bias, recognizing valid arguments and author's overall organizational pattern or in any competency that can be determined in the Communication Arts 2 curriculum. 6. The MANCOM are likewise requested to provide seminars and workshops related to Grammar and Reading Comprehension for their instructors. 7. Finally, a parallel study should be considered in a wider perspective or in other areas of specialization to determine the generality of findings across the students as well as the teachers.
5
2 = =
2
2 --0------
6 --0-- 2 --------
0 2 --
--20------
--------20--
--------20--
----2
/ 2
/ 2
/
/