The Level of Interest in Reading of the Selected Grade 11 Students in

Computer Arts and Technological College Inc, Old Albay District Legazpi

City.

A Practical Research 1 Proposal presented to the faculty of K-12 Senior

High School of GENECOM Institute of Science and Technology Inc.

Senior High School Department

Rawis, Legazpi City

In Partial Fulfillment of the Requirements for the General Academic strand.

By

Claridad, Clark O.

Dela Rosa, Aubrey B.

Borras, Kyla Jean B.

March 2019
 CHAPTER I

THE PROBLEM AND ITS SETTING

Introduction

Reading is a complex developmental challenge that we know to be

intertwined with many other developmental accomplishments: attention, memory,

language, and motivation, for example. Reading is not only a cognitive

psycholinguistic activity but also a social activity.

Being a good reader in English means that a child has gained a functional

knowledge of the principles of the English alphabetic writing system. Young

children gain functional knowledge of the parts, products, and uses of the writing

system from their ability to attend to and analyze the external sound structure of

spoken words. Understanding the basic alphabetic principle requires an

awareness that spoken language can be analyzed into strings of separable

words, and words, in turn, into sequences of syllables and phonemes within

syllables.

Beyond knowledge about how the English writing system works, though,

there is a point in a child's growth when we expect "real reading" to start.

Children are expected, without help, to read some unfamiliar texts, relying on the

print and drawing meaning from it. There are many reasons why children have

difficulty learning to read. These issues and problems led to the initiation of this

study.

Even though quite accurate estimates can be made on the basis of known

risk factors, it is still difficult to predict precisely which young children will have

difficulty learning to read. We therefore propose that prevention efforts must

reach all children. To wait to initiate treatment until the child has been diagnosed

with a specific disability is too late. However, we can begin treatment of

conditions associated with reading problems, for example, hearing impairments.

Ensuring success in reading requires different levels of effort for different

segments of the population. The prevention and intervention efforts described in

this report can be thought of in terms of three levels (Caplan and Grunebaum,

1967, cited in Simeonsson, 1994; Pianta, 1990; and Needlman, 1997). Primary
prevention is concerned with reducing the number of new cases (incidence) of an

identified condition or problem in the population, such as ensuring that all

children attend schools in which instruction is coherent and competent.

Secondary prevention is concerned with reducing the number of existing

cases (prevalence) of an identified condition or problem in the population.

Secondary prevention likewise involves the promotion of compensatory skills and

behaviors. Children who are growing up in poverty, for example, may need

excellent, enriched preschool environments or schools that address their

particular learning needs with highly effective and focused instruction. The extra

effort is focused on children at higher risk of developing reading difficulties but

before any serious, long-term deficit has emerged.

Tertiary prevention is concerned with reducing the complications

associated with identified problem, or conditions. Programs, strategies, and

interventions at this level have an explicit remedial or rehabilitative focus. If

children demonstrate inadequate progress under secondary prevention

conditions, they may need instruction that is specially designed and

supplemental—special education, tutoring from a reading specialist—to their

current instruction.
Statement of the problem

This study aims to determine the Level of interest in reading of selected Gr.11

students in Computer Arts and Technological College Inc, Old Albay District

Legazpi City. Specifically, it seeks answer to the following question:

1. What is the level of interest in reading of the selected Gr.11 students in

Computer Arts and Technological College Inc.?

2. What are the benefits of reading to respondents of selected Gr.11

students in Computer Arts and Technological College Inc.?

3. What are possible ways to bring back the interest in reading of selected

Gr.11 students in Computer Arts and Technological College Inc.?

Objectives of the Study

The general objectives of this study are to determine the Level of interest

in reading of selected Gr.11 students in Computer Arts and Technological

College Inc. Specifically, it attempts to answer the following objectives:

1. To determine the Level of Interest in reading of selected Gr.11

students in Computer Arts and Technology College Inc, Old Albay

District Legazpi City.

2. To identify the benefits of reading in selected Gr.11 students in

Computer Arts and Technology College Inc, Old Albay District

Legazpi City.

3. To suggest possible ways to bring back the interest in reading of

selected Gr.11 students in Computer Arts and Technological

College Inc.?

Assumption of the Study

1. The researchers assume that the Level of interest in reading of the

selected Gr.11 students in Computer Arts and Technological

College Inc, Old Albay District Legazpi City is 50% or lower.

 2. The researchers assume that the benefits of reading to

respondents of selected Gr.11 students in Computer Arts and

Technological College Inc, Old Albay District Legazpi City are they

will improve their reading skills.

3. The researchers assume that the possible ways to bring back the

interest in reading of selected Gr.11 students in Computer Arts and

Technological College Inc, is

Scope and Delimitation

This study focused on determining the Level of interest in reading of the

selected Gr.11 students in Computer Arts and Technological College Inc, Old

Albay District Legazpi City.

Furthermore, the study will be limited in selected Gr.11 students in

Computer Arts and Technological College Inc, Old Albay District Legazpi City

and other areas not included in the study available for investigation by future

researchers.

Significance of the Study

This study would be beneficial to the following:

Respondents- The respondents will generate idea about the level of interest in

reading.

Teachers- if their students are more likely to read books then it will be easier for

them to teach because of their students advance reading in their subject.

Admins- The admins will benefit the advance knowledge of their students.

Researchers- We will know or find out the result of the students who are still

interested in reading.
Definition of Terms

1. Intertwined

 To unite by twinning one with another or to become mutually

involved.

2. Functional Knowledge

 Is the knowledge that can be included in different domains.

3. Psycholinguistic

 The study of the relationships between linguistic behavior

and psychological processes, including the process of

language acquisition.

4. Coherent

 Logically or aesthetically ordered or having clarity or

intelligibility.

5. Inadequate

 lacking of quality or quantity required; insufficient for a

purpose.

6. Primary prevention

 Trying to prevent yourself from getting disease.

7. Secondary prevention

 Trying to detect disease early and prevent it from getting

worse.

8. Tertiary prevention

 trying to improve your quality of life and reduce the

symptoms of a disease you already have.

9. Enrich

 to improve or enhance the quality or value.

10. Supplemental

 Provided in addition to what is already present or available to

complete or enhance it.

Notes:

https://www.nap.edu/read/6023/chapter/3
 CHAPTER II

Review of Related Literature and Studies

This chapter presents the related literature and studies after the through

and in-depth search done by the researchers. This will also present the synthesis

of the art, theoretical and conceptual framework to fully understand the research

to be done and lastly the definition of terms for better comprehension of the

study.

Review of Related Literature

There is compelling evidence that interest is related to learning. Hidi

(1990) argues that “interest is central in determining how we select and persist in

processing certain kinds of information in preference to others” (p. 549). The

assumption is that individuals are more likely to attend to and learn from

interesting materials as opposed to uninteresting materials. This assumption has

received substantial support from studies carried out over a period of more than

20 years. Researchers have distinguished two types of interest that reflect

distinct areas of research focus: individual interest and situational interest.

According to Hidi (2001) individual interest “develops slowly, tends to be long

lasting, and is associated with increased knowledge and value” (p. 103). Wade et

al. (1999) associate individual interest with “personal significance, positive

emotions, high value, and increased knowledge” (p. 197). It has also been

equated with “intrinsic” motivation. Many studies cited by Hidi & Baird (1988)

have shown that cognitive performance as measured by many different indicators

improved with personal interest. Typical indicators of interest are increased

attention, greater concentration, pleasant feelings, and increased willingness to

learn (Krapp et al., 1992). Situational interest, on the other hand, is “evoked by

something in the immediate environment, and consequently may or may not

have a long-term effect on individual’s knowledge and value” (Hidi, 2001, p. 193).

It focuses on the environment and contextual factors. In the case of reading,

these include “characteristics of the text, inducements, and social activities

surrounding the reading event” (Wade et al., 1999, p. 197). Situational interest

has been associated with “extrinsic” motivation and has been called “externally

triggered motivation” (Hidi, 2001, p. 203). A specific class of situational interest

research that focuses on text material is known as “text-based interest” (Hidi and

Baird, 1988). Personal and situational interest are not mutually exclusive. Both

involve “increased attention and cognitive functioning, persistence, and have an

affective component” (Hidi, 2001, p. 193). One can be influenced by the other—a

child with a well-developed interest, for example, may react differently to a

situation than someone without such interest, and a situation may contribute to

the development of long-lasting personal interest. Hidi and Harackiewicz (2000)

argue that situational interest can lead to “continued and persistent activity that

becomes selfinitiated … self-determined and autonomous” (p. 156) and that

“creating environments that stimulate interest is one way for schools to motivate

students and help them make cognitive gains in areas that initially hold little

interest for them” (p. 156). Hidi (2001) has been an outspoken proponent of

utilizing situational interest in motivating children in academic activities as

opposed to utilizing individual interest largely because it tends to be impractical

for teachers to develop individualized programs that match students’ personal

interest to the school curriculum. Hidi and Harackiewicz (2000) assert that “…

situationally interesting activities may be one of the most realistic approaches to

educational intervention” (p. 159). Research has clearly demonstrated that

interest has a powerful facilitative effect on cognitive functioning (Hidi and

Harackiewicz, 2000) whether the type of interest under study is individual or

situational. In a later review, Hidi (2001) concluded that research findings

“indicate ©2007 Evan-Moor Corp. www.evan-moor.com/high-interest that all

types of interest tend to facilitate reader’s comprehension and recall” (p. 195).

However, the type of interest that is more applicable to the realities of classroom

teaching is situational interest. What follows is a brief summary of studies and

writings on situational interest, with a focus on the factors that contribute to text-

based interest and its influence on reading performance and related outcomes.
Review of Related Studies

Within education there has been a large push to include more nonfiction

texts into literacy instruction. The common Core State Standards (CCSS)

mandate that all students, grades prekindergarten through twelfth grade, read

informational texts. Additionally, the CCSS expect students to be able to

determine what the texts say explicitly, make logical inferences, and draw

conclusions from the text. Duke (2010) stated that child’s ability to read an

informational text is arguably more important than ever before. As a current

kindergarten teacher, I understand the importance of integrating more nonfiction

texts into my literacy instruction in order to meet the CCSS. I also believe it is

important to have a balance between both fiction and nonfiction texts in my

literacy instruction. It is important for students to be able to read and comprehend

from both varieties of text. Both fiction and nonfiction texts need to be read to

students as read aloud, as a shared reading experience, and available for them

to read at their individual and Independent level.

Lastly, it is important that teachers are reading are both types of texts

because students have different interests. Gill (2009) found that fictional stories

are were thought to be more appropriate for young Children. However, just as

students prefer different types of sports, they also prefer different types of texts.

All students come to school with different interest because of their exposure at

home and within their communities. Throughout this study I explored if students’

interest influence on emergent literacy skills. As a kindergarten teacher, I closely

follow her work. Clay’s (1975) studies indicated that children know a great deal

about reading and writing before they come to school, and they are able to

experiment with and apply their knowledge in various ways. My research studied

not only students interests but their exposure to different type’s literature before

and during their schooling. This topic needed to be explored because we are
doing an injustice to students who strongly like non-fiction texts but are only

assessed on fiction texts. Belloni and Jongsma’s (1978) study stated that

“students comprehend better when they are interested in what they are reading”

(p. 107). A student’s motivation and interest may play a role in their

comprehension abilities. This study focuses on students comprehension abilities

and the connection between their reading interest. Additionally, this study helps

teachers differentiate instruction and assessment.

The research in this field is limited. Research was done on this topic in the

1970s but minimal research has been done since. Until currently, with CCSS in

place teachers, parents and principal are starting to take more of an interest in

non-fiction, including student reading abilities and comprehending abilities.

Studies are now being done of students’ interest of non-fiction and their abilities

of non-fiction. Topping (2015) investigated both topics. Topping studied

comprehension in preferred books. Similarly, to Topping, Correia (2011) closely

examined students’ interest in both fictional and non-fictional texts. Another study

conducted was by Baker al et, (2011) in which they studied students’ abilities

with non-fictional texts.

Such studies are important cause like Duke and Kays (1998) stated in

cleverly entitled article “Can I say ‘Once upon a time?’” teachers need to

determine “what young children actually know and can learn, about the language

of these reputedly-difficult texts” (p. 295) before they decide that students are

more interested in and are only able to ready fictional texts. Fictional texts are

still very important and valuable in all grade levels but they are no longer deemed

or important than non-fiction. This study continues to build upon the work of

previous researchers and gain a better understanding of not only students’

interest in non-fiction but their ability to comprehend such texts the way the

CCSS expects them to. Additionally, this study will examine what the students’

knowledge is about fictional texts to ensure the data presented in accurate.

This study aimed to determine how students’ interest influence their

abilities to comprehend different types of the text. This study focused on fiction
versus non-fiction texts. Children’s interest guide made their motivation when

learning. Belloni and Jongsma’s (1978) studies stated that “students comprehend

better when they are interested in what they are reading” (p. 107). This studies

used multiple methods in order to look at the relationship between students’

interest and comprehension abilities. The method used were conversation and

discussion with the students, questionnaires for teachers and parents,

observation of student reading and independent reading assessments. This

information was used and analyzed in order to see what students’ preference

are, whether fiction or non-fiction, and how it affects their abilities to comprehend

both types of text. Other data was used to determine a child’s favorite type of text

in order to compare it to their comprehension abilities. Kindergarteners have

minimal knowledge and little understanding of their personal interest. The

students were unaware of their interests influenced their comprehension abilities,

so it is important for teachers to find connection. Additionally, that data and

findings show that there is a lack of resources and materials for students and

teachers to use to reach about non-fiction. Most importantly, this study showed

that students have the ability to comprehend non-fictional texts.

Synthesis of the Art

Gap Bridged by the Study
Notes:

https://fisherpub.sjfc.edu/cgi/viewcontent.cgi?article=1330&context=educat

ion_ETD_masters
 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the method, design and procedures that the

researchers used in gathering and collecting data and, information for the study.

This chapter includes the research design. respondents of the study, instrument

of the study, data gathering procedures, instrument used the statistical treatment

utilized for valid and reliable interpretation of data sampling and flowchart.

Research Design

The descriptive type of research is used by the researchers in gathering

information and data. Descriptive research design is a scientific method which

involves observing and describing the behavior of a subject without influencing it

in any way. Descriptive research seeks to describe the current status of the

identified variable. According to the definition,

Respondents of the Study

The respondents of the study are the 50 selected Senior High School

students that is, 50 from Grade 11students of Computer Arts and Technology

College Inc. Computer Arts and Technology College Inc. is located at Old Albay

District Legazpi.

Instrument of the Study