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Garcia, Cesar H. |
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An assessment on the reading performance level of selected freshmen students based on comprehensive skills / |
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Cesar H. Garcia. |
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28 cm. |
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xv, 94 pages |
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Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 2004.;A thesis presented to the Graduate School of Arts and Sciences and Education, in partial fulfillment of the requirements for the degree in Master of Arts in Education Major in Educational Administration. |
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ABSTRACT: This study aimed to determine the reading performance level of selected freshman students based on Comprehension Skills. The study made use of descriptive method of research. There were 143 respondents from courses BSE and BEED of the Pamantasan ng Lungsod ng Pasig. The diagnostic test was the main instrument used in the study. The following are the findings of the study: The respondents have a reading profile of a good reader in terms of their comprehension skills. In terms of strength and weaknesses, identifying reference and noting details are considered as strength on literal reading performance. On interpretive reading performance, predicting outcomes is a strength while getting the main idea is a weakness. On critical reading performance, comparing what is said in the story and previous knowledge, and identifying author's purpose are classified as strengths. On the contrary, detecting bias, prejudice and propaganda is classified as weakness of the respondents. On reading performance level the respondents obtain the highest average mean in literal performance level while lowest in critical thinking performance. To compare the reading performance level of the respondents in BSE and BEED both courses fall under the good reader category. On the test of significance of the reading performance level all hypotheses were rejected. Based on the summary of findings the following conclusions are hereby drawn: The respondents have the ability to identify key words, main idea and supporting detail of an essay. They are proficient in visualizing characters, events and setting. More so, their ability of identifying the meaning of a word from the context clues given in the text could easily be identified by them. The respondents also showed skills in recognizing authors' purpose, where they could interpret the author's thoughts and judgments. Likewise, considerable skills of respondent on analyzing and synthesizing the author's purpose and concern have been noted. The strengths of the respondents are noted in terms of visualizing on how to get facts of ideas related to characters, the events and the setting of the given text. Their ability to project on the outcomes of the passages of what has been read is noteworthy. However, rationalizing things on the basis of identifying the main thought of the selection being presented by the author is considered one of their weaknesses. The ability to recognize partiality, discrimination or realism of the essay has not been as impressive as their ability to relate consequences and information given. The ability to get deeper meaning of the reading materials, drawing implications to what has been read or giving insights on the significance of ideas of both the reader and the writer has not been fully developed amongst the respondents. The BSE students are found to be skillful in terms of identifying key words, the main idea of the essay. They could easily visualized the role of the characters in relation to settings and events of text. On the other hand, the BEED students have the ability to comprehend the author's purpose, thought and judgment. Significant difference on the reading comprehension of the students in literal, interpretative and critical thinking performance levels have been noted. Thus, the respondents' course is a determining factor contributory to the reading comprehension skills of the students. The results infer that exposures to different types of learning and different strategies and methods related to the course of the students greatly affect their reading lessons considering the nature of work they will be in, as compared to BSE students whose exposure is more on their area of specialization. Since students obtained lesser mean in critical thinking reading performance level, students must be trained in developing their critical thinking. Creative minds, proper reasoning, and rationalizing must be the basis of assessment whenever reading comprehension is given. More questions should be given to develop the comprehension skills of the students. Analyzing the deeper essence of the context of the essay and knowing the implications the essay read have the weak point among the respondents. Exercises related to these two skills must be given to students in order to enhance their ability to analyze and interpret the real meaning and fundamental substance of the text of the essay or story. Both students the BSE and the BEED students must be exposed to exercises regarding reading comprehension on critical thinking performance level since they both obtained the same score among the levels of reading performance identified. Likewise, the BSE students must also be exposed to Reading Comprehension based on Interpretative performance level while the BEED on the Literal Performance Level. Since significant difference have been established on the reading comprehension skills of students both enrolled in BSE and BEED, they must be encouraged or motivated to read more books, magazines or newspapers. This will help them develop the reading comprehension skills. The BSE students, particularly, must be given attention since they obtained a lower score as compared to BEED students. When grouped according to course, the study showed that BSE and BEED both fall under the category of good reader. BSE performed better in literal performance while BEED excelled in interpretative performance but their critical thinking level was low. This showed that BEED respondents were better readers in terms on interpretative reading performance. These students could easily get the main idea, could make inferences, could draw conclusions, could predict outcomes and could determine values out of what they have read. The hypothesis showed that the course of the respondents determined their skills in the interpretive level. A sequel of the study is also recommended using other course and variables which are considered factors in developing the reading comprehension ability of the students. Curriculum not only for education courses must be revised giving more importance on reading skills, since it will not only developed critical thinking but also the fluency in communication will be developed, thus, self confidence and articulateness will be strengthened. The results of the study will call the attention of the curriculum planners and designers to consider the findings of the study. They should consider the weaknesses of the respondents and give more emphasis not only to the English subjects in particular but also to other subjects which definitely need comprehension. They should plan this well and find ways on how they will integrate and apply the comprehension skills in the different subject areas. The instructors and professors in different fields should find strategies and approaches to see the needed skills of the respondents. They should maintain the strengths of the respondents and supplement their weaknesses by using the right strategies and approaches to cater on their needs and interests and make their reading classes interactive. Since it is the aim of all educators and schools they enhance the level of comprehension of the college students, they should encourage their students to become a meaning maker. The students should not only master the what, who, where, etc. questions which is the literal but also questions that will stir the minds of the students to create solutions on their own and reflects on what they have read. |
| Uniform Resource Identifier |
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| Title |
|
| Record control number |
|
| 785 ## - SUCCEEDING ENTRY |
|---|
| Title |
|
| -- |
|
| Record control number |
|
| Main entry heading |
|
| International Standard Serial Number |
|
| 787 ## - OTHER RELATIONSHIP ENTRY |
|---|
| International Standard Serial Number |
|
| -- |
|
| Place, publisher, and date of publication |
|
| Related parts |
|
| Relationship information |
|
| Title |
|
| Record control number |
|
| 800 ## - SERIES ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
|
| -- |
|
| Dates associated with a name |
|
| Language of a work |
|
| Date of a work |
|
| Title of a work |
0 |
| Fuller form of name |
|
| Volume/sequential designation |
|
| 810 ## - SERIES ADDED ENTRY--CORPORATE NAME |
|---|
| Corporate name or jurisdiction name as entry element |
|
| -- |
|
| Subordinate unit |
|
| Date of a work |
|
| Title of a work |
|
| -- |
|
| Volume/sequential designation |
|
| 830 ## - SERIES ADDED ENTRY--UNIFORM TITLE |
|---|
| International Standard Serial Number |
|
| -- |
|
| Uniform title |
|
| Name of part/section of a work |
|
| Number of part/section of a work |
|
| Language of a work |
0 |
| Volume/sequential designation |
|
| 942 ## - ADDED ENTRY ELEMENTS |
|---|
| Institution code [OBSOLETE] |
|
| -- |
lcc |
| Item type |
Book |