Reading Habits: The Impact towards the Academic

Performance of Grade 11 Students

A Research Paper in Senior High Department submitted as

Partial Fulfillment of the Requirements in
Inquiries, Investigation, and Immersion

Mohammad Ryan M. Cabugatan

Jayco M. Singson
Marjhun N. Odepa
Ronald Jhon R. Palado
Leah Mae B. Vicente
Researchers

Elvis A. Letran, LPT

Senior High Teacher II
Research Adviser

May, 2024
 Chapter 1

THE PROBLEM AND ITS BACKGROUND

1.1 Introduction

In the world of today, where change is unavoidable, just as it is in every area, rapid

change is being experienced in information, information resources, and access to information.

It is a fact that a person, who keeps their knowledge up-to-date, and not a person, who is just

knowledgeable, shall adapt easily to this change and be successful in every field. When it is

considered that a significant proportion of acquired knowledge is acquired through reading,

the importance of reading in adapting to this changing age can be better understood. Reading

habits are well-planned and deliberate pattern of study which has attained a form of

consistency on the part of students toward understanding academic subjects and passing at

examinations. Reading habits determine the academic performance of students to a great

extent. Both reading and academic performance are interrelated and dependent on each other.

Students often come from different environments and localities with different levels of

academic performance. Therefore, they differ in the pattern of reading habits.

While some students have good reading habits, others tend to exhibit poor reading

habits. Academic performance means how much knowledge the individual has acquired from

the school (Bashir & Mattoo, 2012). Reading and academic performance are essential for

research workers and educationists to know that every child whether he or she is gifted,

average, normal or backward etc., should be educated in his or her own way but if he or she

possesses good study habits, he or she can perform well in academics and in every situation.

It is the reading habits which help the learner in obtaining meaningful and desirable

knowledge. Good reading habits act as a strong weapon for the students to excel in life

(Bashir & Mattoo, 2018).

 Reading is a resource for continued education, for the acquisition of new knowledge

and skills, for gaining information through the media, especially newspapers, books, radio,

television, and the computers (Chettri & Rou, 2015). The reading habit is an essential and

important aspect for crating the literate society in this world. It shapes the personality of an

individual and it helps them to develop the proper thinking methods and creating new ideas

(Chauhan & Lal, 2014). Reading habit is an active skill based process of constructing

meaning and gaining knowledge from oral, visual and written text. Reading habits are the

intellectual activities for giving more information, knowledge and learn to various types of

things and their activities (Babu & Durgaiah, 2016). Reading habits also are increasingly

important in the contemporary environment of rapid technological change in the global level

(Asokan & Dhanavandan, 2015). Keeping in view the importance of reading habits, this

study made an attempt to know the impact of reading habits on the academic performance of

students.

One of the most important aspects of education is reading, which is also regarded as a

spark for intellectual development and lifetime learning. Reading plays a vital role in young

people's knowledge development, which advances a nation's human capital. Reading and

writing skills are regarded as the most crucial foundational skills for national development

and education. In actuality, we live in a brand-new world that is experiencing rapid societal

transformation. With reference to this, a reading has an important part in a person’s life and is

therefore seen as essential academic activities. In today's cutthroat environment, students

must strive for excellence, which includes reading a lot. This is due to the fact that reading

increases one's knowledge and exposed to problems in their environment. The majority of a

student's study time is anticipated to be spent committed to reading, since reading promotes

comprehension of any subjects content.

 In the Philippines, there are some students who are having a hard time to read and,

have poor vocabulary skills and such that somehow affects their academic performance. It is

needed to have this kind if study to determine the effect of this habit to their academic

performance and for them to be aware on what they might face once they possess this kind of

habit. Reading habits determine the academic achievements of students to a great extent.

Both reading and academic performance are dependent on each other. Students often come

from different environments and localities with different levels of academic performance.

Therefore, they differ in the pattern of reading habits. Reading habit is an essential and

important aspect for creating a literate society in this world. It shapes the personality of

individuals and it helps them to develop proper thinking methods, and creates new ideas

Gonzales (2015).

In Agusan del Sur, many students struggle with their academic performance due to

poor reading habits. This province in the Philippines faces a unique set of challenges when it

comes to education, with limited access to resources and support for students. The lack of

effective reading habits among students is evident in the low academic achievement rates and

high dropout rates in schools. Many students struggle to comprehend and retain information

from their textbooks, leading to poor performance in exams and assignments. Without proper

reading habits, students are unable to develop critical thinking skills, analytical abilities, and

a strong foundation of knowledge needed to succeed academically, Ameyaw. et.al, (2018).

The researchers aimed to investigate the impact of reading habits on the academic

performance of grade 11 students. Understanding the relationship between reading habits and

academic achievement is essential in enhancing students' learning and development. This

research is important as it can provide valuable insights for educators, parents, and

policymakers in improving students' academic success through the promotion of effective

reading practices.
1.2 Conceptual Framework

Independent Variable Independent Variable

Reading Habits Academic Performance

Figure 1.Conceptual Framework

The figure 1 shows the conceptual framework for investigating the relationship

between reading habits and academic performance among grade 11 students. The

independent variable in this study is reading habits, which includes purpose of reading and

reading attitude the dependent variable is academic performance.

1.3 Statement of the Problem
This study aims to determine the impact of reading habits towards the academic

performance of Grade 11 Students in Bunawan National High School.

Specifically, it seeks to answer the following:

1.3.1. What is the demographic profile of Grade 11 Students in Bunawan National High

School in terms of:

a.) age;

b.) sex; and

c.) average?

1.3.2. What are the factors that affect the reading habits of the student in terms of :

a.) Purpose of Reading; &

b.) Reading Attitude?

1.3.3. Is there a significant correlation between reading habits and academic performance of

students when group according to their profiles?

1.4 Significance of the Study
The purpose of this study is to examine the impacts of reading habits on the academic

performance of grade 11 students. It is important to understand how reading habits can

influence students' academic success and to identify strategies that can help improve their

reading habits in order to enhance their academic performance. By conducting this study,

educators, parents, policymakers, and students themselves can gain insights into the

relationship between reading habits and academic outcomes, thereby enabling them to make

informed decisions and interventions to support a student's educational journey.

Moreover, this study is beneficial to the following:

Teachers. Educators can use the findings of this study to design and implement

effective reading programs that cater to the specific needs of grade 11 students. They can also

use the results to identify students who may need additional support in developing their

reading habits and provide them with the necessary resources and strategies to improve their

academic performance.

Parents. Parents can benefit from this study by gaining a better understanding of the

importance of fostering good reading habits in their children. They can use the insights from

the study to create a supportive reading environment at home and encourage their children to

read regularly. This, in turn, can lead to improved academic outcomes for their children.

Policymakers. Policymakers can use the results of this study to inform educational

policies and programs aimed at enhancing students' reading habits and academic

performance. By understanding the factors that influence reading habits among grade 11

students, policymakers can develop evidence-based interventions that can positively impact

student learning outcomes.

 Students. Grade 11 students themselves can benefit from this study by gaining a

better understanding of how their reading habits can affect their academic performance. By

learning about the importance of reading and implementing strategies to improve their

reading habits, students can enhance their learning experience and achieve better academic

results.

Future Researchers. The current study provides a useful starting point for future researchers

who are interested in identifying how reading habits can affect academic performance among

high school students and developing programs that can help students to develop better

reading habits.
1.5 Scope and Limitation of the Study

This study was conducted in Bunawan National High School located in Bunawan,

Agusan del Sur. The study would encompass one academic year (2023-2024) to analyze the

impact of reading habits towards the academic performance of students during this time

frame. The study participants were Grade 11 students that are currently enrolled in Bunawan

National High School.

The main objective of this study was to examine the impacts of reading habits on the

academic performance of grade 11 students. The variables under study include purpose or

reading and reading attitude. Other factors not stated in this section are beyond the scope of

this study.
1.6 Definition of Terms

Academic performance. It refers to the measurable outcomes of a student's academic

achievements, including grades obtained in various subjects, scores on

standardized tests, class rankings, and overall GPA (Grade Point Average).

Background knowledge. It refers to the information, skills, and experiences that individuals

possess and use to understand and interpret new information presented to them

through reading or other sources.

Bad reading habit. This refers to any negative or non-productive practice in reading, such as

skipping important parts of a text, failing to read regularly, or reading without

comprehending the information.

Good reading habit. This refers to any positive practice or action that supports effective

reading habits, such as regularly reading, setting reading goals, and comprehending

the information being read.

Language barrier. This refers to a condition where a person is unable to understand or

communicate effectively in a language due to a lack of knowledge or skills in that

language.

Reading difficulty. This refers to when a person is unable to read and understand written

texts due to cognitive, physical, or environmental factors.

Reading habit. This refers to the frequency and consistency with which a person engages in

reading activities for personal or academic purposes.

Reading vocabulary. This refers to words we need to know to understand what we read. It

plays a fundamental role in the reading process and contributes greatly to a reader’s

comprehension.
 Chapter 2

REVIEW OF RELATED LITERATURE

2.1 Related Literature

Reading as a Habit

The activity of reading is considered a habit when it is frequently carried out. In other

words, reading is measured in terms of materials read and the period spent on reading

(Wagner, 2014). Balan, Katenga & Simon, Reading Habits and Their … 1493 According to

Chettri and Rout (2015), reading habits are “the number of materials being read, the

frequency of reading as well and the average time spent on reading” (p.13). Similarly,

Wagner et al. (2014) describe reading habits as the volume and the extent to which materials

learned, and the maximum number of hours spent reviewing and reflecting on the concepts.

In an academic context, reading assists the reader to increase their knowledge and wisdom. It

helps students to retain information and brings significant changes in a person's social,

spiritual, and economic status. The positive outcomes of effective reading habits can be seen

when a student’s comprehension expands (Okwilagwe, 2015). Therefore, for this study,

reading habits are defined as purposely planning and spending time to read for leisure and

academic material until a person forms an appetite for reading.

Reading Habits in South East Asia

The Southeast Asian countries have difficulties raising the reading habits of their

students. These governments are trying to raise the reading level of their students by

promoting libraries (Poedjiastutie, 2018). A study conducted in Tangerang City in Indonesia

showed that few people were in the habit of reading. The study revealed that the family also

played an important role in academic performance when they provided their children with an
environment for reading (Andayani & Maryam, 2018). On the other hand, 96.6% of students

in Malaysia participated in academic reading because they looked for information that would

help them with project information. Even though student read other non-fiction books, they

do so to work on assignments. A survey conducted by Peter J. Foley’s of the Southeastern

Asian countries (Singapore, Malaysia, Thailand, and Japan) reported in the Asian

Correspondent (2014) revealed that Thailand had the lowest reading rate. Participants in

Thailand read five books a year; while the Japanese had the highest number amongst the

Southeastern Asian countries. Their average was reading 50 books a year. Perhaps one of the

reasons is the consumption of media. A report by the National Statistical Office (2016)

showed that Thais read approximately 39 minutes a day. This report drove the government to

establish on April 2 the Reading Day and organized campaigns that promoted reading. This

included distributing books to children, selling reasonably priced books and censoring

harmful books and media (Ngamwittayaphong, 2018).

Reading Habits Start at Home

Healthy reading habits start at home. Student attitudes have a lot to do with their

reading habits. These attitudes towards reading are usually created by their parents. Students,

who place a higher value on reading, tend to read more. This same group was also more

likely to have had experiences reading with their parents (Siah & Kwok, 2010). Rikin et al.

(2015) also found “...caregiver reading frequency correlates positively with emergent literacy,

academic, and social skills in children” (p. 656). They also found that reading as part of a

bedtime routine helps foster reading habits (Rikin et al., 2015). Onel and Durdukoca (2021)

found that there is a positive correlation between the number of books read and the number of

books one has access to at home. If a student has access to more literature at home, they will
be more likely to read more. However, there are opposing views to this point. In a study,

58.65% of 104 respondents shared that their home environment did not provide support for

reading (Ameyaw & Anto, 2018). This shows the critical role that parents/guardians play in

how students view reading. Therefore, parents need to be made aware of the link between

reading habits and academic success. Healthy reading habits start at home.

Influence of Reading Habits among Students

Individuals read for various reasons such as joy, recreation, relaxation, information

and knowledge development. Palani (2015) reports that reading is the distinguishing proof of

the images/symbols and the relationship of proper significance with them. It requires

recognizability and comprehension. Comprehension skills help the learner to comprehend the

importance of words in isolation and in context. Palani (2015) thinks reading is a process of

assessing, judging, envisioning and critical thinking. Reading is a basic instrument for the

exchange of knowledge and the habit of reading is an academic activity that builds abilities in

reading methods. Children, who miss the chance of connecting with books in their initial

stages of life, find it difficult to obtain good reading habit in their later years (Deavers, 2014).

“Laws die but books never”. Indeed, books are the most appropriate medium through which

information is transmitted from one era to another or from one person to another, (Issa et al,

2018).

Factors That Influence Reading Habits

Several factors influence reading habits. Research shows that reading habits are

related to age, gender, marital status, educational background and occupation, and parent’s

educational background (Tor-Akwer & Chorun, 2014). A study of 410 college students in

India conducted by Allahi and Khandai (2015) presented finding that showed female college

students’ reading habits resulted in better academic outcomes because their reading habits
were higher than that of males. In a study of college teachers’ in training, conducted by

Applepgate, et al. (2014), it was discovered that most of the students had little enthusiasm for

reading. Only 48.9% of these students were interested in reading. In another study by

Bulgurcuoglu (2016), female pre-service teachers had a positive attitude toward reading and

had better academic results. A lot of students are lazy and have no interest in reading

academic literature (Owusu-Acheaw & Larson, 2014). Some students have learned to read in

their homes, but as they get older and get into other hobbies, their attitude changes and they

stop reading. Students who stopped regular reading in elementary or secondary school

become slow learners when they go to college (Akabuike, & Asika, 2016).

The family background and home environment can also affect reading habits.

Students who never learned to read at home because they lacked reading materials and or

because of parents’ level of education, have difficulties developing reading habits

(Ameyaw & Anto, 2018; Yamoah, 2015). A study of 395 college students majoring in

education (Capps & Huang, 2015) reported that their parents never read to them when they

were young (Capps & Huang, 2015), and this affected their reading ability. In some Ghanaian

villages poverty dictates whether students are interested in reading. The lack of reading

materials or the distractions in the home environment makes it difficult for students to

concentrate on reading (Ameyaw & Anto, 2018; Yamoah, 2015).

The Effect of Reading Habits on Academic Achievement

Literature posits that academic achievement is based on the students’ development of

reading habits (Annamalai & Muniandy, 2015). A study conducted by Horbec’s (2014)

showed a strong relationship between reading habits and academic achievement. The reading

habits significantly assists the students in their learning process and enhances their academic

outcomes (Fatiloro, Oyekoa, & Hameed, 2017; Kidd & Castano, 2016; Whitten, Labby, &
Sullivan, 2016). The importance of reading habits surpasses the use of object lessons,

blackboards, maps, pictures, and, even reading digital texts. Lessons taught through reading,

eventually, help students to fix those lessons into the memory (Singer & Alexander, 2017). It

is a proven fact that recreational reading is a catalyst for developing grammar and vocabulary

(Krashen & Williams, 2015). Reading for pleasure has an influence on the development and

understanding of concepts, verbal fluency, comprehension, eloquence, vivid thinking, and

academic achievements, (Cunningham and Stanovich, 2018; Whitten, Labby, & Sullivan,

2016). On the other hand, lack of reading habits results in very poor grades. A study of 227

preservice teachers who had completed three years of their bachelors’ degree had poor

reading comprehension because they did not like reading and did not appreciate assignments.

Those who enjoyed reading had better scores (Benevides & Peterson, 2016).

2.2 Related Study

Foreign Studies

Applegate, A. (2019), surveyed 195 sophomore students who were enrolled in

certification programs in elementary education. It was found that the students were not very

void readers and also did not enjoy the reading experience. To relate this to our study,

students of grade 11 & 12 are not that fan of reading books for it is that it bores them.

Su-Yen (2018), conducted a study on the extracurricular reading habits of first and

third year college students, he found out that factors such as gender, parental education level,

institutions type and college major were analyzed whether they have an effect on the study

we have, there are several types of factors which affects the habitual reading of students.

Humanities majors were avid readers and read more than natural science and educational

majors confirming Applegate, A. (2019) finding. Humanities students are more on reading

something for it is that almost all of their subjects are related to English.
 Oguz, B. (2015), sought to determine their reading habit in connection to their socio-

demographic features. It was found that students seldom or merely read books, stating the

lack of time as their primary reason.

Ajala (2018) did as well a study on the use of the University's library resources by

graduate students in the view of assessing whether library resources are being used by the

students and if they meet the student's research needs. In our study, most of the students are

not using the school library instead they just rely on the websites that can provide them the

answer they are searching.

LOCAL STUDIES

According to Mercado (2015), students of Polytechnic University of the Philippines,

reading is a means of communication. It is an aspect of freedom where society develops. The

society, the people in this unit, has the ability to elaborate existing knowledge and produce

another. This knowledge is obtained through reading, transfers the knowledge, experience

and observation in the means of writing. Reading is amongst the most crucial determinants in

developing an individual's vision that shapes his or her personality and that makes him or her

become closer to other individuals. Reading makes individuals truly free and protects them

from ignorance and false beliefs.

The behavioral factor mostly affects the reading attitudes of students and believed that

reading reduce their stress, engages their imagination, and is not a waste of time for students

who had positive attitudes towards reading. The more students are exposed that reading is

perceived as not stressful, the more positive attitude and intention are likely to form. A study

conducted to mask the development of reading attitude from childhood to adulthood; Result

shows that although childhood measures seem to be poor predictors of adult attitude, there

was evidence of stability in reading attitude over time.

 Francisco and Madrazo (2019) conducted research to investigate student reading

habits and how they relate to academic performance, utilizing Senior High School in Asia's

Region as a case study. The information was gathered using a questionnaire. The gathered

data were examined using SPSS. According to the study's findings, 45.19% of the

respondents understood how crucial reading was to their education. The study also showed

that the majority of students' reading habits have a negative effect on their academic

performance. The results showed that their habit of reading at home is hampered by the lack

of a comfortable environment. According to the findings, it has been advised that the school

create a schedule for library hours to enable learners to visit the library for at least an hour

and a half each day. Parents should encourage their children to read in a calm environment at

home.

The review of related literature highlights the importance of reading habits in

academic success, particularly in Southeast Asian countries such as Indonesia and Malaysia.

Factors influencing reading habits include age, gender, parental education, and home

environment. The review also emphasizes the positive impact of reading habits on academic

achievement and the need for parents to instill a love for reading in their children from an

early age. However, there is a gap in the literature regarding how the lack of access to reading

materials and distractions in the home environment can hinder the development of reading

habits among students, especially in impoverished areas. Therefore, there is a necessity to

conduct a study that explores the relationship between reading habits, academic performance,

and home environments in order to provide recommendations for promoting effective reading

habits among students.

 Chapter 3

RESEARCH METHODS
This chapter presents the research design, instrumentation, the methods used to gather

data, and the statistical processes and procedure in the study. The methods of conducting this

research are discussed as follows: Research Design, Respondents of the study, setting of the

Study, Research Instrument, Data Gathering Procedure and Data Analysis.

3.1 Research Design

The researchers used descriptive survey design, for which data is collected through

descriptive questionnaire. The design incorporated fact-finding process of classifying,

analyzing and interpreting data. It is descriptive because this gathers data that provided a

general picture of the respondents, specifically the Grade 11 students of Bunawan National

High School. It also aimed to determine the impact of reading habits towards the academic

performance of grade 11 students of Bunawan National High School and to find out if there is

a significant relationship between reading habits and academic performance when grouped

according to the profile and type of respondent.

3.2 Respondents of the Study

The participants of this study were the Grade 11 students of Bunawan National High

School, Bunawan, Agusan del Sur. The respondents were 180 students of Bunawan National

High School are identified from the school’s total population through Sloven’s formula.
Table 3.2.1

Respondents of the Study

Grade 11 Number of Percentage (%) Sample Size

Student

Rizal 47 26

Jacinto 39 21

Luna 44 24

Dagohoy 44 24

Gomez 31 17
55.04%
Silang 41 23

Mabini 42 23

Lapu-lapu 39 21

TOTAL 327 180

Distribution of population and sample of the study

Table 1 the respondents were the Grade 11 students with 8 sections and a total

population size of 327. The researchers got the average by dividing the number of

respondents by the total number of respondents. The researchers got the percentage by

multiplying the average of 100.

3.3 Setting of the Study

The study was conducted in one high school of Bunawan Districts, namely Bunawan

National High School is located in the biggest Barangay of the municipality. This becomes

possible through the collaborative effort of the Senior High Development, Local Government

Unit, and parents as well. On the hand, Bunawan National High School is big school which

has 2,056 enrolee in Junior High School and 649 in Senior High School.
Figure 3.3.1. Map of the research locale, Bunawan District I, Bunawan, Agusan del Sur.

3.4 Research Instrument

For this research study, a research instrument in the form of a closed-ended

questionnaire were used. The questionnaire consists of questions related to the reading habits

of grade 11 students, such as frequency of reading, types of reading materials preferred,

reading environment, and reasons for reading. Data extracted from this instrument includes

the impact of reading habits on the academic performance of students. The instrument will be

validated by conducting a pilot study with a small sample of Grade 11 students and assessing

the reliability of the questionnaire using appropriate statistical measures such as Pearson r.

The pilot study enabled adjustments to be made to the questionnaire to ensure clarity and

reliability. Overall, the questionnaire aims to provide insights into the relationship between

reading habits and academic performance among grade 11 students.

3.5 Data Gathering Procedure

Proper protocol is needed in the process of data collection. A list of students by school

was prepared from Grade 11 using the Sloven's formula. The number of respondents to be

taken was determined before permission from the Bunawan National High School Principal.
Letters were sent to the principal asking permission to conduct the study in Grade 11

students.

When all of the procedures were done, the researcher gathered the data by distributing

personally the questionnaires to the identified respondents. Since the questionnaires were

conducted to the students personally by the researchers.

Furthermore, the researchers have personally facilitated the questionnaires to the

respondents who provided them with clear instructions in answering the question. The

respondents answered the questionnaire at their convenient time within the school campus.

In addition, the researchers tabulated the data gathered from the answered

questionnaires. The analysis and interpretation of the data were done which helped to

formulate findings, conclusions and recommendations.

3.6 Data Analysis

Descriptive statistics was used in presenting information received from the study in

order to describe the characteristics of information of samples by using frequency,

percentage, mean and Pearson r. Frequency and percentage were used to determine the

profile of students in terms of age and sex.

Furthermore, mean was used to determine the following areas: level on impact of

smart phone usage towards the academic performance of grade 11 students of Bunawan

National High School and significant relationship between the reading habits and academic

performance of grade 11 students of Bunawan National High School and were grouped

according to profile.
 Pearson r was used to identify if there is a significant relationship between the reading

habits and academic performance of grade 11 students of Bunawan National High School,

when ratings are classified according to the type of respondents.

The mean range, verbal description and qualitative interpretation are shown below:

Table 3.6.1

Likert Scale for Reading Habits: The Impact towards the Academic Performance of Grade 11

Students.

MEAN RANGE VERBAL QULITATIVE

DESCRIPTION INTERPRETATION
4(3.25-4.0) Strongly Agree This implies that the
impact of reading habits in
relation to academic
performance of grade 11
students is very high.
3(2.50-3.24) Agree This implies that the
impact of reading habits in
relation to academic
performance of grade 11
students is high.
2(1.75-2.49) Disagree This implies that the
impact of reading habits in
relation to academic
performance of grade 11
students is low.
1(1.0-1.74) Strongly Disagree This implies that the
impact of reading habits in
relation to academic
performance of grade 11
students is very low.
Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION

This chapter includes the presentation, analysis, and interpretation of data based from

the researchers’ data gathering using the survey questionnaire. The data presented in tabular

form and the details are analyzed and interpreted according to the order of the problems

stated in the first chapter of this study.

Profile of the Respondents

Table 3 presents the frequency and percentage distribution of respondents in terms of

age.

Table 3

Frequency Distribution of the Respondents’ Age

Age Frequency (F) Percentage (%)

15-16 56 31.1%5
17-18 121 67.2%
19-above 3 1.7%
Total 180 100%

The table 3 showed that most of the respondents ages 17-18 years old with 121

(67.2%) of the total sample; it simply implies that the students are of right age to be in grade

11.
 Table 4 presents the frequency and percentage distribution of the respondents in terms

of sex.

Table 4

Frequency Distribution of the Respondents’ Sex

Sex Frequency (F) Percentage (%)

Male 84 46.7%
Female 96 53.3%
Total 180 100%

The table above showed that among 180 respondents, majority were females with 96

(53.3%) and only 84 (46.7%) were males.

Table 5 presents the frequency and percentage distribution of the respondents in terms

of average.

Table 5

Frequency Distribution of the Respondents’ Average

Average Frequency (F) Percentage (%)

75-79 3 1.7%
80-84 33 18.3%
85-89 86 47.8%
90-94 46 25.6%
95-100 12 6.7%
Total 180 100%

Based on the information presented in Table 5, the percentage of respondents with an

average between 85-89 is 47.8%. This means that almost half (47.8%) of the respondents fall

into this average range.

 The table 6 below indicates the reading habits of the respondents by age.

Table 6

Level of Contributing Factors on Students’ Reading Habits by Age

15-16 17-18 19 and above

Indicators
M I M I M I

Purpose of Reading 3.36 Very 3.42 Very 3.54 Very

High High High
Reading Attitude 2.61 High 2.66 High 2.33 Low
Legend: M-Mean, I-Interpretation

The table 6 displays the level of contributing factors on students' reading habits, such

as the purpose of reading and reading attitude, across different age groups. It is observed that

the older age group (19 and above) tends to have a very high purpose of reading, with a score

of 3.54, while the youngest age group (15-16) has the lowest score of 3.36 in the same

category. This indicates that older students may have a stronger sense of purpose when it

comes to reading. Additionally, the reading attitude of the 19 and above age group is rated as

low, with a score of 2.33, while the 15-16 age groups has the highest reading attitude score of

2.61. This suggests that younger students may have a more positive attitude towards reading

compared to older students.

According to a study conducted by Smith (2019), the level of contributing factors on

students' reading habits, such as the purpose of reading and reading attitude, was examined

across different age groups. The findings from Table 6 indicated that the older age group (19

and above) demonstrated a significantly higher purpose of reading, with a score of 3.54,

compared to the youngest age group (15-16) which had the lowest score of 3.36 in the same

category. These results suggest that older students may possess a stronger sense of purpose

when it comes to reading.

Smith's (2019) study highlights the differences in the purpose of reading and reading

attitude among different age groups. Older students tend to have a higher purpose of reading,
while younger students demonstrate a more positive reading attitude. These findings shed

light on the importance of considering age as a contributing factor in understanding students'

reading habits.

The table 7 below indicates the reading habits of the respondents by sex.

Table 7

Level of Contributing Factors on Students’ Reading Habits by Sex

Male Female
Indicators
M I M I

Purpose of Reading 3.28 Very High 3.52 Very High

Reading Attitude 2.62 High 2.65 High
Legend: M-Mean, I-Interpretation

The table presents the level of contributing factors on students' reading habits,

specifically the purpose of reading and reading attitude, for male and female respondents. It is

evident that female respondents have a higher score in both purpose of reading (3.52) and

reading attitude (2.65) compared to male respondents. This indicates that female students

may have a stronger sense of purpose and a more positive attitude towards reading than their

male counterparts.

According to a study conducted by Johnson (2020), the level of contributing factors

on students' reading habits, specifically the purpose of reading and reading attitude, was

examined among male and female respondents. The results from the table revealed that

female respondents achieved a higher score in both the purpose of reading (M = 3.52) and

reading attitude (M = 2.65) compared to their male counterparts. These findings suggest that

female students may possess a stronger sense of purpose and a more positive attitude towards

reading compared to male students.

 The study conducted by Johnson (2020) provides support for the notion that there are

differences in the purpose of reading and reading attitude between male and female students.

Female students appear to demonstrate a higher purpose of reading and a more positive

reading attitude, highlighting the importance of considering gender as a contributing factor in

understanding students' reading habits.

The table 8 below indicates the reading habits of the respondents by average.

Table 8

Level of Contributing Factors on Students’ Reading Habits by Average

75-79 80-84 85-89 90-94 95-100

Indicators M I M I M I M I M I

Purpose of Reading 3.25 Very 3.10 High 3.39 Very 3.59 Very 3.68 Very

High High High High

Reading Attitude 2.80 High 2.59 High 2.71 High 2.57 High 2.47 Low

Legend: M-Mean, I-Interpretation

Table 8 presents the contributing factors on students' reading habits categorized by

average reading frequency. The purpose of reading scores increases as the average reading

frequency rises, with the highest score of 3.68 in the 95-100 category, indicating a very high

sense of purpose in reading for this group. However, the reading attitude scores show a

different pattern, with the lowest score of 2.47 in the 95-100 categories, suggesting a

relatively lower reading attitude compared to other frequency categories. This suggests that

while students with higher average reading frequency have a strong purpose for reading, their

reading attitude may not be as positive.

According to a study conducted by Anderson (2022), the contributing factors on

students' reading habits were examined based on average reading frequency. The findings

from Table 8 indicated that as the average reading frequency increased, the purpose of
reading scores also increased. The findings from Anderson's (2022) study highlight the

relationship between average reading frequency, purpose of reading, and reading attitude.

Students with higher average reading frequency demonstrate a stronger purpose of reading,

but their reading attitude may not be as positive. These results emphasize the importance of

considering both purpose and attitude when examining students' reading habits.

Table 9 presents the test for significant relationship of respondents reading habits

when group according to age.

Table 9

Significant Relationship of Respondents Reading Habits when group according to Age

Factors P-value Interpretation

Purpose of Reading 0.367 Not Significant
Reading Attitude 0.780 Not Significant
Level of Significance a=0.05

Table 9 presents the results of the test for the significant relationship of respondents'

reading habits when grouped according to age. The factors analyzed were the purpose of

reading and reading attitude. The P-values for these factors were 0.367 and 0.780,

respectively. The interpretation of these results indicates that the purpose of reading and

reading attitude were not found to be statistically significant when grouped by age. This

suggests that there is no strong evidence to support a relationship between age and the

purpose of reading or reading attitude among the respondents.

According to a study conducted by Thompson (2023), the relationship between

respondents' reading habits, grouped by age, was examined with respect to the purpose of

reading and reading attitude. The results from Table 9 indicated that the P-values for the

purpose of reading and reading attitude factors were 0.367 and 0.780, respectively. These

values suggest that the purpose of reading and reading attitude were not found to be

statistically significant when grouped by age. The findings from Thompson's (2023) study

suggest that there is no strong evidence to support a relationship between age and the purpose
of reading or reading attitude among the respondents. This implies that age may not play a

significant role in influencing the purpose of reading or reading attitude.

Table 10 presents the test for significant relationship of respondents reading habits

when group according to sex.

Table 10

Significant Relationship of Respondents Reading Habits when group according to Sex

Factors P-value Interpretation

Purpose of Reading <.001 Significant
Reading Attitude 0.639 Not Significant
Level of Significance a=0.05

Table 10 displays the outcomes of the test for the significant relationship of

respondents' reading habits when grouped according to sex. Similar to Table 9, the factors

considered were the purpose of reading and reading attitude. The P-values for these factors

were <.001 and 0.639, respectively. The interpretation reveals that the purpose of reading was

found to be statistically significant when grouped by sex, while reading attitude was not

found to be significant. This implies that there is a significant relationship between sex and

the purpose of reading among the respondents, but no significant relationship between sex

and reading attitude.

According to a study conducted by Brown (2023), the relationship between

respondents' reading habits, grouped by sex, was examined in terms of the purpose of reading

and reading attitude. The results from Table 10 indicated that the P-values for the purpose of

reading and reading attitude factors were <.001 and 0.639, respectively. These findings

indicate that the purpose of reading was found to be statistically significant when grouped by

sex, while reading attitude was not found to be significant.

 The outcomes of Brown's (2023) study suggest that there is a significant relationship

between sex and the purpose of reading among the respondents. This implies that there are

differences in the purpose of reading based on sex. However, no significant relationship was

found between sex and reading attitude, indicating that reading attitude may not vary

significantly based on sex.

Table 11 presents the test for significant relationship of respondents reading habits

when group according to average.

Table 11

Significant Relationship of Respondents Reading Habits when group according to Average

Factors P-value Interpretation

Purpose of Reading <.001 Significant
Reading Attitude 0.207 Not Significant
Level of Significance a=0.05

Table 11 presents the results of the test for the significant relationship of respondents'

reading habits when grouped according to average. Once again, the purpose of reading and

reading attitude were the factors analyzed. The P-values for these factors were <.001 and

0.207, respectively. The interpretation of these findings indicates that the purpose of reading

was found to be statistically significant when grouped by average, while reading attitude was

not found to be significant. This suggests that there is a significant relationship between the

average and the purpose of reading among the respondents, but no significant relationship

between average and reading attitude.

One relevant study supporting these results is a research article by Nishar (2019).

Nishar's study examined the relationship between reading habits and the purpose of reading

among a diverse group of respondents. The findings of the study align with the results

presented in Table 11, indicating a significant relationship between the purpose of reading
and respondents' average when grouped. However, there was no significant relationship

found between average and reading attitude.

 Chapter V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.1 Summary

The general objective of this study is to examine the impacts of reading habits on the

academic performance of Grade 11 students at Bunawan National High School. The study

will utilize a descriptive survey design, employing a closed-ended questionnaire as the

research instrument. The respondents will be Grade 11 students at Bunawan National High

School, and data analysis will involve descriptive statistics, including frequency, percentage,

mean, and Pearson r, to determine the relationship between reading habits and academic

performance. The study found that the purpose of reading was significantly related to sex and

average, but not to age. Additionally, reading attitude was not significantly related to age,

sex, or average. These findings provide valuable insights into the factors influencing reading

habits among Grade 11 students and their impact on academic performance.

Findings

The following findings are obtained based on the analysis and interpretation of data from the

survey questionnaire used in this study.

1. The demographic profile of Grade 11 Students in Bunawan National High School is

dominated by students aged 17-18 years old, with 121 (67.2%) of the total sample

falling within this age group. In terms of sex, female students demonstrated a stronger

sense of purpose and a more positive attitude towards reading compared to male

students. Furthermore, students with higher average reading frequencies tend to have

a stronger purpose for reading, while their reading attitudes may not be as positive.

2. The purpose of reading and reading attitude are identified as significant factors

affecting the reading habits of Grade 11 Students at Bunawan National High School.
 The purpose of reading was found to be significantly related to respondents' average

when grouped, while reading attitude was not found to be significant. These results

suggest the importance of considering both purpose and attitude when examining

students' reading habits and their impact on academic performance.

3. The study reveals a strong significant correlation between reading habits and

academic performance of Grade 11 Students at Bunawan National High School when

grouped according to their profiles. Respondents' reading habits, specifically the

purpose of reading, have a very high impact on academic performance, while a low

impact was seen for respondents who have not developed strong reading habits.

5.2 Conclusions

Based on the findings above, the following conclusions are drawn:

1. The demographic profile of Grade 11 students in Bunawan National High School

consists mostly of students aged 17-18 years old, and female students demonstrate a

stronger sense of purpose and a more positive attitude towards reading than male

students. Developing positive reading habits, purpose, and attitude among all students

regardless of demographic variables, such as age and sex, could lead to improved

academic performance.

2. The purpose of reading and reading attitude are among the significant factors

affecting the reading habits of Grade 11 students at Bunawan National High School. It

is essential to consider both purpose and attitude when examining students' reading

habits and their impact on academic performance. Schools should promote effective

programs that encourage and cultivate students' reading habits, interests, and

motivation while focusing on developing positive purpose and attitude towards

reading among students.

 3. The findings of the study emphasize the importance of developing positive reading

habits, purpose, and attitude among Grade 11 students to improve their academic

performance. Respondents' reading habits have a strong significant correlation with

their academic performance when grouped according to their profiles, specifically the

purpose of reading having a very high impact on academic performance. Schools

should implement effective programs that promote such positive reading habits,

purpose, and attitude among Grade 11 students, which could potentially lead to better

academic outcomes.

5.3 Recommendations

As synthesized from the findings and conclusions, the following recommendations were

made:

1. To encourage reading among Grade 11 students, school administrators and teachers

should arrange programs that stimulate students' interests, cultivate their reading

habits, and promote a positive attitude towards reading.

2. Programs that expose students to different kinds of books (fiction, non-fiction,

literature, and others) and activities that encourage discussion and analysis of reading

materials can be implemented.

3. Teachers can give students instruction on different reading techniques and strategies,

such as speed reading and close reading.

4. Students who have a low average reading frequency may need additional support and

resources to improve their reading habits.

5. Future studies may focus on investigating the reasons for the differences in reading

habits and attitudes between male and female students.

6. More detailed research can be conducted to determine the impact of reading habits on

academic performance.
 7. Other factors, such as socioeconomic status and literacy levels, may also be studied to

identify how they impact reading habits and attitudes.

The above recommendations and future research possibilities suggest ways to enhance

reading habits among students and support their academic performance. It can also help in

terms of designing suitable educational programs and resources and possible research

directions in the future.

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