TRI-COMPONENTIAL CONSTRUCTS TOWARDS STUDENT’S READING

ATTITUDE SURVEY QUESTIONNAIRE

This survey is purposely designed to determine the tri-componential constructs of the

Bachelor of Science in Accountancy students of Holy Angel University during the Academic

Year 2019 – 2020 in the course of their reading comprehension.

Name: ___________________________________ Age: ________________

Year and Section: __________________________ Gender: _____________

Instruction: Please respond to the items below by completely shading the circle that corresponds
to your answer.

Strongly Strongly
COGNITIVE Disagree
Disagree Undecided Agree
Agree
1. Reading will help me a lot in the future. 1 2 3 4 5

2. Good reading skills help in other subjects 1 2 3 4 5

like sciences and mathematics.
3. Reading can broaden my knowledge of
1 2 3 4 5
vocabulary.
4. Being a good reader gives me an advantage
1 2 3 4 5
over those who are not.
5. Reading opens doors to practical and useful
1 2 3 4 5
information.
6. Reading is the backbone or foundation of
1 2 3 4 5
learning.
 Strongly Strongly
AFFECTIVE Disagree
Disagree Undecided Agree
Agree
1. I feel that reading is a worthwhile and a
1 2 3 4 5
meaningful task or activity.
2. I love reading non-fictional and
1 2 3 4 5
informative texts.
3. I enjoy reading fictional and literary texts. 1 2 3 4 5

4. I feel good whenever I read. 1 2 3 4 5

5. I feel that reading is as important as my 1 2 3 4 5

other tasks.
6. I admire students who read a lot. 1 2 3 4 5

7. I don’t feel like I waste time when I spend

1 2 3 4 5
it for reading.
8. I have fun whenever I read. 1 2 3 4 5

9. I feel that book lovers aren’t odd or 1 2 3 4 5

unusual.

Strongly Strongly
CONATIVE Disagree
Disagree Undecided Agree
Agree
1. I check out or borrow books from the
1 2 3 4 5
library.
2. I go to the book store and purchase books. 1 2 3 4 5

3. I read books and other materials during my 1 2 3 4 5

free time.
4. I really read when we ask to read in school 1 2 3 4 5

5. I read books and other reading materials 1 2 3 4 5

even if I am not required to.
6. I collect, or keep books or other reading
1 2 3 4 5
materials I like.
7. I bring a book or a reading material with
1 2 3 4 5
me wherever I go.
8. I read books for my class in advance 1 2 3 4 5
Introduction:

Reading is known to be an important factor in the academic success of an

individual (Levey & Polirstok, 2011). It is a skill that is defined as the active construction of

meaning based on what is being read and the background knowledge of the reader (Bainbridge &

Heydon, 2013). Therefore, the ultimate goal of this component of language is comprehension or

understanding. This receptive macro skill does not end with the mere recitation or decoding of

words. It is a complex skill that opens doors to vast amount of useful and relevant information.

According to Bernardez (2007), a person is considered a victim of ignorance if he or she

does not know how to read and comprehend. The idea on the importance of comprehension shifts

the view of educators on reading from the idea of Irwingas cited by Bainbridge and Heydon

(2013). To have a better standpoint in the study on why students are lacking motivation and

ending up avoiding reading tasks, researchers and educators can consider the tri-componential

constructs of the students towards reading. These tri-componential constructs can be classified

into three types that make up the whole concept. These types are namely cognitive, affective and

conative domains (Millon, Lerner & Weiner, 2003).

It is very relevant to study the effect of the tri-componential constructs in reading so that

educators and researchers will have a better view and understanding on the nature of reading and

how it is affected by readers’ attitude. The study will concentrate on establishing a possible

connection between the attitude of readers towards reading and their potential success in

achieving the three components and how the gender, age, year level and course can affect the

reading habits of the students. The researcher will gather empirical data on students’ attitude

towards reading and achievement in reading comprehension. The data will be correlated to
establish a clear-cut connection between the variables being studied. The study will give

educators a better understanding on the nature of reading and the teaching of reading.

Statement of the Problem

The researcher will seek to determine the tri-componential constructs and reading

comprehension of the Bachelor of Science in Accountancy students of Holy Angel University

during the school year 2019 – 2020 in the course of their reading comprehension.

More specifically, the researcher aims to answer and shed light on the following research

questions:

1. How may the male and females of 2nd Year level of students of Holy Angel University

taking up Bachelor of Science in Accountancy that age from 18 – 20 years old attitude

towards reading be described?

2. How may the student participants’ achievement in tri-componential construct be

described in terms of their cognitive, affective, conative?

3. Is there a significant difference between the participant’s reading attitude and their tri-

componential construct?