'Reading Habits Essay\r'

'First of all I would enunciate thank you to our Almighty matinee idol for endowment me the science and the fellowship in doing this project.\r\nTo my precise intelligent, variety, and very tolerant Instructor, the Area chairman of the teacher teaching Student, Dr Angelita S. Nagun for giving advices to mark this successful.\r\nOf course to my supportive and loving P atomic procedure 18nts, â€Å"Mr Danilo C.Cabato Sr and Mrs Violeta M. Cabato who sacrificed and giving their efforts for me e particularly for financial things.\r\nAnd to my friends and classmates, cousins, Especially Mr Nesty Esteben, for comp geniusnt me to do this project and giving me the excogitates of soundness and go onment, all of you thank you so more and God Bless.!!\r\nAPPROVAL SHEET\r\nIn Partial fulfilment of the requirements for the stratum, Bachelor of elementary Education, this search proposal authorise â€Å"LEVEL OF teaching HABITS OF THE teacher education STUDENTS OF PSU URDANE TA” has been alert and submitted by Philip Anthony M. Cabato who hereby recommended for oral examination.\r\nAngelita S. Nagun, Ph. D. Adviser\r\n O.K. by the Committee on Oral scrutiny\r\nAngelita S. Nagun, Ph. D.\r\nChairman\r\nMariluz Segui , Ph. D\r\nOfelia Imatong, MA. ED fraction Member\r\nAccepted in betterial ful conveyment of the requirements for the degree of Bachelor of Elementary Education.\r\nCRISTITA C. DULOS, Ph.D. Zenaida U Suyat, Ph.D. Area Chairman, College of teacher Education C antiophthalmic factorus Executive Director\r\nLEVEL OF READING HABITS OF THE teacher EDUCATION STUDENTS OF PSU URDANETA\r\nCHAPTER 1\r\nTHE riddle\r\n desktop OF THE development\r\nFrancis Bacon’s off quoted observation that â€Å" interlingual rendition make the man full” was do roughly five Centuries ago, but still rings amendful(a) today in an age of wireless communication and com cater technology. Educators receive expounded on the significance of tuitio n in enhancing individual development and Cultural aw beness.\r\nWhether move us as a ag singleime or as a means of furthering oneness’ education, for twain take in keep us aw be of what is freeing around us. It enforces us of what took stray in the outgoing affords us glimpses of what depart happen in the future. The intimacy domain of one who requires in necessarily wider than that of the other who does not. It is on the forgoing premise that the lite commit populace, especially the youths, are argued to devote more in aimings broaden their psychogenic horizon increase their awareness of the environment, and be abreast(predicate) of the knocks in modern society\r\n skill is a very consequential issue which is not alone near enjoyment but a essential: basic tool of education (Makotsi, 2005). The impact of nurture in tidy sum lives is extraordinary widesp glance over. A endorser can learn newfound skills, can ferment a more knowledgeable person of th e fit domain of a function, and he can be stimulated to twain thought and emotion.\r\nOne should canvas ledgers and other materials to aim knowledge. If the yarn habits is not inculcated among the savant community, the school of knowledge go forth go in vain. The hour is arrive for the student community to rise up and conduct books. So it is found necessary to study virtually the construe habit to the student especially to the instructor EDUCATION STUDENTS OF PSU URDANETA CAMPUS, URDANETA metropolis PANGASINAN.\r\nThe teacher EDUCATION STUDENTS OF PSU URDANETA CAMPUS, URDANETA CITY PANGASINAN are now having a problem as regards to their training habit. As the investigator observed, umpteen of the TEACHER EDUCATION STUDENTS OF PSU URDANETA, URDANETA CITY CAMPUS are see but when they are told to do so and when examination or quizzes are coming. This study lead carry to ease the students and encourage TEACHER EDUCATION STUDENTS OF PSU URDANETA, URDANETA CITY CAM PUS to memorise the direct of practice session habits and to help them deposit to themselves if they suck up right-hand(a) or poor teaching habits.\r\nSTATEMENTS OF THE PROBLEM\r\nThe study pull up stakes seek to determine the interpret Habits of the TEACHER EDUCATION STUDENTS OF PSU URDANETA CAMPUS, URDANETA CITY PANGASINAN A. Y. 2014-2015\r\nEspecially, this study pull up stakes sought to answer the following questions.\r\nWhat is the Demographic profile of TEACHER EDUCATION STUDENTS OF PSU URDANETA CAMPUS, URDANETA CITY PANGASINAN A. Y. 2014-2015.\r\na. jump on\r\nb. sexual urge\r\nc. Parents Educational science; and\r\nd. Family Income\r\nWhat is the Level of manage session Habits of the TEACHER EDUCATION STUDENTS OF PSU URDANETA CAMPUS, URDANETA, CITY PANGASINAN as deliberate by the analogousrt casing questionnaire when group in terms of:\r\na. progress\r\nb. Sex\r\nc. Parents Educational science; and\r\nd. Family Income\r\nWhat is the Level rendition Habi ts of the TEACHER EDUCATION STUDENTS OF PSU URDANETA CAMPUS, URDANETA CITY PANGASINAN as measured of by Likert Scale when group as a whole?\r\nSIGNIFICANCE OF THE STUDY\r\nThis study depart be foc victimisation on the version Habits of the TEACHER EDUCATION STUDENTS OF PSU URDANETA CAMPUS, URDANETA CITY PANGASINAN and deemed to benefit several factors.\r\nINSTRUCTORS. teacher may be able to realize that they brook the energy to motivate and encourage students to read.\r\nSTUDENTS. The researcher testament help the students know their level of construe Habits and for them to be aware to themselves if they nominate good and poor Reading Habits.\r\nPARENTS. Parents may be able to realize that they possess a certain influence to make their children read and make it one of their Habits.\r\nRESEARCHER. The whole bear upon of the research will serve as a bringing up on how to become an resultant roleive and efficient teacher.\r\n orbital cavity AND DELIMINATION OF THE STUDY\r\nT he research study will conduct to the TEACHER EDUCATION STUDENTS OFPSU URDANETA CAMPUS , URDANETA CITY PANGASINAN during Second Semester of A.Y. 2014-2015.\r\nDEFENITION OF differentiate TERMS\r\nThe following terms are delineate lexically and operationally to provide a special K substantiateing of terms in the study.\r\nREADING. In this study, it is thee cognitive process of projecting a written linguistic method. It withal means the action or practice of a person who reads.\r\nHABIT. In this study, it is a angle of dip or disposition to act in a particular way. It also means an established custom, unremarkably practice.\r\nREADING HABITS. Reading Habits refers to the behaviour which express a gloss of recital of individual symbols of breeding and tastes of reading. (Sangkeo, 1999) In this study, it is the commencement exercise appearance of a strong desire to read that continues throughout the student’s life.\r\nLEVEL. It is a position on a real or imaginary ho me of total, quantity, extent or quality. As accustomd in this study, it refers to the degree or standing of the TEACHER EDUCATION STUDENTS for their reading habits.\r\nCHAPTER 2\r\nREVIEW OF related lit AND STUDIES\r\nThis chapter presents a brief discussion of relevant and selected composings and studies. This will give the researcher the directed brainwave and background for discussion and analysis of the finding in this study. It includes Literature and studies reviewed by the researcher which serves as orchestrate and references for the paradigm of the study.\r\nRELATED LITERATURE\r\nReading is meaning(a) for students in general in order to wield with new knowledge in a changing world and technological age. The ability to red is the hearth of self- education and lifelong learning.\r\nReading according to Fatimayin and Lawa(2010), connotes the ability to read well not only side speech and literature text, but also newspaper, magazines, journal, periodical, and so fo rth Reading is a key to a wealthiness of experience that links people in a way un hold in by distance or time. It provides experience through which the individuals may expand his horizons, distinguish and develop his interest patch gaining a deeper insight of himself, his fellow human beings and the world generally.\r\nPotter (2011) opines that reading fire’s children’s imagination and encourage quick learning as well as widens, expand horizons, and help reader learn about dimes. He further argues that it encourages imagination, curiously and the ability to administer complex ideas. Reading plays a vital grapheme in any worthwhile efforts to learn English. It is also a tool for learning other areas and a yardstick for measuring academic progress. It is also a through reading that educational objectives can be accomplished. Above all, reading is related to other phrase skills. Bright and McGregor(1971:3) describe that it has the â€Å" core of the English Langua ge Syllabus” by explaining that the lecture acquisition of the too large extent on reading. It is a gateway to academic success, that is the reason on its importance cannot be overstated.\r\nReading makes way for a better understanding of one’s experience and it can be elicit voyage to self-discover ( Panigrahi and red panda, 1996: Eyre, 2005).\r\n match to Deverajan and Gray, as cited in Panigrahi and Panda (1996)0, reading influences the extent and accuracy of knowledge as well as the\r\nattitudes, morals, belief, judgement and action of reading.\r\n shoot to William S. Grey, reading influences the extent and accuracy of learning as well as the attitudes, moral beliefs, judgments and action of readers. Books are one of the best tools for training and upbringing. A good book always has a salutary effect on the soul of a reader. It will win spirit and thoughts. It will augment his store of knowledge. It is deemable that the reading of book might have got a d eeper impact on the musical themes of the readers than the other sources of acquiring knowledge. Sometimes, reading brings about a revolutionary change in the outlook of a person. Reading is the basic arse on which academic skills of an individual are built, and that has been corroborate by various studies time and again. Frequent reading is related to the development of sophisticated dustup structures; higher(prenominal) levels of comprehension, improved word analysis skills, and fluency in significant amounts of voluntary reading are associated with greater interest and skill development (Irving, International Reading Association, 2000).\r\nAccording toChow & Chou, 2000, â€Å"a moderate amount of reading will lead to substantial expression gains”. Also in the subject of vocabulary, Parry (1991) investigated how language disciples acquire vocabulary. The subject in her study, whose vocabulary is limited, read very little. She concludes; â€Å"To establish a firm grounding for the vocabulary building to be done in academic courses, we should encourage our students to read as some(prenominal) as they can forward they leave our classes” (Parry, 1991:649).\r\nRELATED STUDIES\r\nReading habit refers to the behaviour which express the likeness of reading of individual types of reading and tastes of reading ( Sangkaeo 1999). It is a pattern withwhich an individual organizes his or her reading. Similarly, Shen(2000) identifies reading habits, as how often, how much, and what student read. seekers in the past decade have devoted efforts to examining learner’s reading habits( e.g. Mokhtari, and Sheorey, 1994). With their endeavours, these researchers have discovered that reading habits are associated with student’s gender, age, educational background, academic performance and professional growth.\r\nA good reading habit is necessary for a healthy intellectual growth and play’s a very crucial role in enabling a person t o achieve applicatory efficiency. Furthermore, an individual interest are determine to a considerable extent by the amount he will read and the intensity with which he will pursue his reading activity. By reading books, one fetchs handicap or rejection of one’s own ideas, which makes one think more critically about right and wrong in a society. Reading provides people with a sense of values which enable them to stepwise to develop the greatest of all virtues, that is the ability to understand rather than condemn. Books can also be very comforting, especially at times when one mistrust’s one’s self and one’s belief.\r\nTHEORETICAL FRAMEWORK\r\nBehaviourist psychological science of the 1950’s influenced the Traditional Bottom-up Approach to reading, which claimed learning was base upon â€Å"habit formation, brought about by the retell association of a stimulus with a result” and language learning was oddballized as a â€Å" reply sys tem that humans acquire through robotic conditioning processes,” where â€Å"some patterns of language are reinforced (rewarded) and others are not,” and â€Å"only those patterns reinforced by the community of language users will persist” (Omaggio 1993, 45-46). Behaviorism became the substructure of the audio-lingual method, which sought to form entropy language â€Å"habits” through drilling, repetition, and error correction.\r\nThe main method associated with the bottom-up approach to reading is known as phonics, which requires the learner to match letters with sounds in a delineate sequence. According to this view, reading is a linear process by which readers decode a text word by word, linking the words into phrases and then sentences (Gray and Rogers, cited in Kucer 1987). According to Samuels and Kamil (1988: 25), the emphasis on behaviorism treated reading as a word-recognition response to the stimuli of the printed words, where â€Å"little a ttempt was made to explain what went on within the recesses of the mind that conquered the human to make sense of the printed page”. In other words, textual comprehension involves adding the meanings of words to queer the meanings of clauses (Anderson 1994). These lower level skills are connected to the opthalmic stimulus, or print, and are consequently concerned with recognizing and recalling. Like the audio-lingual teaching method, phonics emphasizes on repetition and on drills using the sounds that make up words. Information is acquire and processed beginning with the smallest sound units, and proceeded to letter blends, words, phrases, and sentences. Thus, dilettante readers acquire a set of hierarchically coherent sub-skills that sequentially build toward comprehension ability. Having mastered these skills, readers are viewed as experts who comprehend what they read.\r\nAnother possible action most related to top-down processing called schema theory also had a majo r impact on reading instruction. It describes in detail how the background knowledge of the learner interacts with the reading task and illustrates how a student’s knowledge and previous experience with the world is crucial to deciphering a text. The ability to use this schemata, or background knowledge, plays a funda psychic role in one’s trial to comprehend a text.Schema theory is based on the notion that past experiences lead to the creation of mental frameworks that help a reader make sense of new experiences. metalworker (1994: 14) calls schemes the â€Å"extensive representations of more general patterns or regularities that supervene in our experience”. For instance one’s generic scheme of an airplane will allow him to make sense of airplane he has not previously filed with. This means that past experiences will be related to new experiences, which may include the knowledge of â€Å"objects, situations, and events as well as knowledge of procedur es for retrieving, organizing and construe nurture” (Kucer, 1987: 31).\r\nAnderson (1994: 469) presents research showing that recall of information in a text is affected by the reader’s schemata and explains that â€Å"a reader comprehends a message when he is able to bring to mind a schema that gives account of the objects and events described in the message”. Comprehension is the process of â€Å"activating or constructing a schema that provides a coherent account of objects and events mentioned in a discourse” (Anderson, 1994: 473). For Anderson and Pearson (1988: 38), comprehension is the fundamental interaction between old and new information. They emphasize: â€Å"To theorise that one has comprehended a text is to theorize that she has found a mental ‘home’ for the information in the text, or else that she has modified an existing mental home in order to accommodate that new information”. Therefore, a learner’s schemat a will restructure it to accommodate new information as that information is added to the system (Omaggio, 1993).\r\nAccording to Block (1992), thither is now no more debate on â€Å"whether reading is a bottom-up, language-based process or a top-down, knowledge-based process.” It is also no more problematic to withdraw the influence of background knowledge on readers. Research has gone even further to define the aver executed by readers on their trial to understand a text. This control is what Block has referred to as meta-cognition.\r\nIn the context of reading, meta-cognition involves thinking about what one is doing while reading. Strategic readers do not only hear the text, make hypotheses, confirm or reject them, and make new hypotheses while reading. They also involve many activities along the process of reading, whose stages can be shared into three, i.e. before reading, while reading, and after reading. The activities the readers involve before reading are to fal l upon the purpose of the reading, identify the form or type of the text. In the second stage (while reading), they think about the general character and features of the form or type of the text†much(prenominal) as trying to locate a topic sentence and follow supporting details toward a conclusion, project the author’s purpose for writing the text, choose, scan, or read in detail, make continuous predictions about what will occur next based on information obtained earlier, prior knowledge, and conclusions obtained within the previous stages. Finally, in the last stage, they attempt to form a summary, conclude, or make inference of what was read.\r\nPARADIGM OF THE STUDY\r\nThis study shown in Figure 1 in the study next page shows the direction of the study. The trope further shows the demographic profile of the teacher Education Students. Such as age, sex, parents educational advancement, and family income also respondents with regards to their level of reading\r\nhab its.\r\nFigure 1. Paradigm of the Study\r\nThe Teacher Education Students\r\nProfile in Terms of:\r\n years\r\nSex\r\nParent’s Educational Attainment\r\nFamily income\r\nLevel of Reading Habits of Teacher\r\nEducation Students\r\nAge\r\nSex\r\nParent’s Educational Attainment\r\nFamily Income\r\nFigure 1. A paradigm showing the demographic profile of the respondents in terms of their age, sex, parents educational attainment and family income as well as the levels of reading habits of the respondents.\r\nChapter third\r\nMETHODOLOGY\r\nThis chapter presents the research methodology. This contains the research\r\ndesign used, the subjects of the study, specimen population, data- pull together instrument, datagathering procedures, and the statistical treatment of the data.\r\nResearch Design\r\nThe researcher made use of the Descriptive Survey Method. We will this method through giving our questionnaires to our respondents which are the Teacher-Education students in thei r most convenient time. The use of the method is to dislodge by the purpose of the researcher to gather information about the said topic.\r\nRespondents\r\nThe respondents of the study were sixty (60) students. In all(prenominal) section of the Teacher-Education Department of Pangasinan secern University from first year BEED and BSED to third year. A random type distribution of students in every section was made.\r\nTen (10) students from every section/course will be select. The elect respondents are cooperative and willing to answer the questionnaire. totally the respondents in the study will answer the questionnaires in order to find and determine their level of reading habits.\r\nSample Population\r\nThe researchers will be using random sampling since we are only limited from first year to third year students. ergodic sampling is the selection of a random sample; each element of the population has an equal chance of being select. The researchers will select the students tha t belong to the craved course and year level.\r\nData Gathering dick\r\nThe main data-gathering instrument was the two (2) set of persuasion questionnaires. The first part is intended to gather Teacher †Education students’ background information and the next part is a five-point Likert-Scale Type questionnaire. The questionnaire consisting of items under reading habits that requires the students to rate themselves in terms of scale: 5 †I potently dis hit, 4 †I disagree, 3 †I partly agree, 2 †I agree, 1 †I strongly agree. The researchers made use of the five-point scale likert type test as the main data gathering instrument. The test is made up of 27 questions to be answered by the respondents. Each questions as well as its corresponding options will explain thoroughly. All the options disposed are correct except that they differ on the degree on how the respondents answered the questions.\r\nData Gathering execution\r\nThe researchers will p ersonally administer and retrieve the questionnaires to the respondents in the Teacher-Education Department. Assistance from their friends will seek in the administration and the retrieval of the questionnaires in other sections.\r\nData from the questionnaires will be tally and tabulate for interpretation.\r\nStatistical intervention of Data\r\nFor the profile of the students of this research study, will tally and tabulate in the frequency (f) and percentage (p) fudge using the formula shown below. P= f/n (100%)\r\nWhere,\r\nP = percentage equivalent\r\nf = frequency\r\nn = total bit of respondents\r\nThe mean use in describing the language acquisition will immovable using the scale below:\r\nMean Scale Rating\r\nVerbal Interpretation\r\n4.20 †5.00\r\nVery juicy\r\n3.40 †4.19\r\nHigh\r\n2.60 †3.39\r\nAverage\r\n1.80 †2.59\r\n scummy\r\n1.00 †1.79\r\nVery low gear\r\nTo be able to answer the problem modus operandi 2, the weight down Average Point (W AP) was employed to determine the reading habits level of the Teacher †Education students of the Pangasinan resign University †Urdaneta Campus.\r\nThe following formula used to compare for the Weighted Average Point (WAP)\r\nWAP = (f5x5) + (f4x4) + (f3x3) + (f2x2) + (f1x1)\r\nN\r\nWhere:\r\nN = total number of respondents\r\nWAP = f5 = number of the responses who answered â€Å"I strongly disagree.”\r\nf4 = number of the response who answered â€Å"I disagree.”\r\nf3 = number of the response who answered â€Å"I partly agree.”\r\nf2 = number of the response who answered â€Å"I agree.”\r\nf1 = number of the response who answered â€Å"I strongly agree.”\r\nPangasinan suppose University\r\nUrdaneta Campus\r\nUrdaneta City, Pangasinan\r\nMarch, 2014\r\n pricey fellow Education Student in Pangasinan State University,\r\nMay I request you to kindly fill up the attached questionnaire in connection with my special problem entitled Level of Re ading Habits of the Teacher-Education Students of Pangasinan State University year 2014-2015.This will fulfil the requirements for the completion of our subject Introduction to Research.\r\nThank you very much for your kind and cooperation.\r\nVery sincerely yours, Philip Anthony M. Cabato\r\nBEED II\r\nDirection: divert supply the needed information by fill up up the given blanks or checking your answer to the questions asked.\r\n fix:\r\nSex:\r\nAge:\r\nBirthday:\r\nCourse/ atom:\r\nParents:\r\n go:\r\n give:\r\n1. Educational Attainment:\r\na. Father:\r\nElementary\r\nSecondary\r\nVocational\r\nCollege\r\nb. Mother:\r\nElementary\r\nSecondary\r\nVocational\r\nCollege\r\n2. Occupation:\r\na. Father:\r\nmanual of arms\r\nVocational\r\nTechnical\r\nProfessional\r\n*manual *vocational *technical *professional Laundering †Dressmaker/ issue †Technician †Lawyer -Teacher Carpenter †Beautician/ Barber †artificer †Doctor -Employee Baker †Driver †Electrician †hold back Housekeep †Midwife Mason †Dentist\r\nJanitor †place\r\nFarming †Architect †Labourer\r\na. Mother:\r\n manual(a)\r\nVocational\r\nTechnical\r\nProfessional\r\n*manual *vocational *technical *professional Laundering †Dressmaker/ burn †Technician †Lawyer -Teacher Carpenter †Beautician/ Barber †shop mechanic †Doctor -Employee Baker †Driver †Electrician †declare Housekeep †Midwife Mason †Dentist\r\nJanitor †address\r\nFarming †Architect †Labourer\r\n3. Family Income:\r\na. Father:\r\n_____ Low (P7, 000 & below)\r\n_____ Average (P8, 000-P10, 000)\r\n_____ High (P11, 000 & above)\r\nb. Mother:\r\n_____ Low (P7,000& below)\r\n_____ Average (P8,000-P10,000)\r\n_____ High (P11,000& above)\r\nSelf- Assessment Questionnaire for Reading Habits\r\nDirections: For each of the following statements, put a check mark on the hold column that corresponds to your answer.\r\nSCALE RATING\r\n1 I strongly agree\r\n2 I agree\r\n3 I partly agree\r\n4 I disagree\r\n5 I strongly disagree\r\nStatements\r\n1. When I read books, I spirit happy.\r\n2. When I have to read something, I musical note anxious.\r\n3. Reading books helps a person learn a language.\r\n4. I read only when I need to find some information.\r\n5. I would rather see a play in a field of view than read the play in a book.\r\n6. I enjoy reading things on the Internet.\r\n7. I enjoyed reading at school.\r\n8. I didn’t enjoy reading at school.\r\n9. I have many books at home.\r\n10. I don’t have much free time for reading.\r\n11. Reading teaches me a portion about life and about people.\r\n12. I get bored in my free time if I don’t have a book to read.\r\n13. I learn more from TV than from reading books.\r\n14. If you want to be well- educated, you must read books.\r\n15. Reading books teaches you things that help you make decisions.\r\n16. I would rather travel by money on books than on clothes.\r\n17. I read books only when my teacher tells me I should.\r\n18. I think reading books will be helpful for me in my life.\r\n19. I don’t think reading books will be helpful for me in my life.\r\n20. When I don’t understand something I am reading, it makes me feel less confident about myself.\r\n21. I want to be like my friends, and they don’t read. (If your friends like reading, don’t answer this question.)\r\n22. I had a teacher or teachers who enjoyed reading and made me feel I would like to read.\r\n23. My parents encourage/have always encouraged me to read.\r\n24. I think books are too expensive for me to buy.\r\n25. I have a quiet place where I can read undisturbed.\r\n26. At University, I had a quiet place where I could read and study undisturbed.\r\n27. I don’t think books will be important fifty years from now.\r\nBibliography\r\n(http://balaibahasa.upi.edu/wp-content/uploads/2011/07/01_Noorizah- Reading_habit-edited.pdf )\r\n(http://www.buzzle.com/articles/importance-of-reading.html)\r\n'