1

Chapter 2

REVIEW OF RELATED LITERATURE

This chapter discusses the related literature and studies which are useful

and necessary in providing essential backgrounds information which were found

essential in the development of this study.

One of the still unresolved issues in education research concerns the

effects of class size on students’ achievement. It is by now well-understood that

endogeneity problems may severely bias naive OLS-estimates of the class size

effect, and that exogenous sources of variation in class size are key for a

credible identification of the class size effect. Various recent studies

acknowledge this and apply convincing identification methods. This has,

however, not led to a definite conclusion about the magnitude or even the sign of

the class size effect. Most of the (quasi-) experimental studies report that a

reduction in class size boosts achievement (Angrist and Lavy, 1999; Boozer and

Rouse, 2001; Browning and Heinesen, 2007; Krueger, 1999; Urquiola, 2006).

Some of the studies that attempt to correct for endogeneity do, however, report

opposite results (e.g. Hoxby 2000). Moreover, the studies reporting negative

effects of bigger classes vary considerably in the size of this effect thereby

limiting the relevance of these results for policy conclusions.

Moreover The effects of class size on students’ performance has been

researched in various fields and the results of this research show mixed effects

of class size on students’ performance. McKeachie (1990) has summarized the

 2

theory of the effects of class size on learning, focusing on how instructors and

students behave differently in large and small classes. It is noted that discussion

time becomes fragmented among students in large classes and instructors may

rely on passive lecturing, assign less written homework or fewer problem sets,

and may not require written papers. In addition, instructors may find it difficult to

know each student personally and tailor pedagogy to individual student needs in

a large class. McKeachie’s (1990) survey of the education literature, however,

suggests that learning is not affected much by class size largely because

instructors do not adjust their teaching methods to class size.

However, Hancock (1996) has indicated that while strong conventional

wisdom indicates that class size affects students’ learning, most of the earlier

studies were not conducted in higher education and report little more that

surveyed impressions, thus offering little empirical evidence. Siegfried and

Kennedy (1995), in a study involving 178 classes taught by 121 different

instructors at 49 different colleges and universities, found no evidence that

teaching strategies employed by introductory economics instructors depended on

class size. Students’ responses to a survey also suggest that the effectiveness of

various pedagogies may not differ much between large and small classes.

Several other related studies have tended to put more emphasis on the various

predictors of student learning or achievement.

Siegfried and Walstad (1990) found that study effort, age of a student, and

a good match between student’s learning style and instructor’s teaching style

have positive influences on student’s performance. Hancock (1996) in a study

 3

involving nine sections of a college statistics course (6 'normal' sections and 3

'mega sections' averaging 118 students) found no evidence that grade

distribution was affected by class size, supporting the hypothesis that

achievement was independent of class size. Hill (1998) investigated the effect of

large sections (120 students) on student performance in an Accounting course

and found that the size of the class did not have a significant effect on student

performance. Contrary to expectations, the large class outperformed the small

classes when controlling for attendance and university GPA. Hill concluded that

large class size may be more of an expectations issue rather than a performance

issue, since students reported that they felt the class size was too large. Papo

(1999) found that the size of the class taught does not have an impact on

teaching effectiveness and the selection of teaching strategies by instructors. He

concluded that teaching in large classes is not seen or perceived as a problem

by students since the teaching and learning success may depend, in part, on

what is taught. What the optimal size of class is for a particular course and

teaching task remains a problem for continued research.

In an earlier study, Siegfried and Fels (1979) found that a student’s

general aptitude is the most important determinant of learning and that

socioeconomic background, prior economic courses, mathematical preparation,

class size, textbooks and study effort did not seem to matter very much.

However, Previous research also has found that class size can also affect

students’ performance. Class size can be defined as the total number of students

that a teacher has under his or her supervision. The class size gives little effect
 4

on students’ performance in class [7], but in [3] found out that the performance of

students is better if the class size is lower. This statement is contrary to [11],

which had carried out a research on the possible effects of class size on

students’ academic performance in a Principle of Microeconomics class. The

regression results did not show any negative and significant effect of class size

on a student’s academic performance. On the other hand, the class size affected

the teachers’ efficiency more. In [5] also stated that class size has no effect

towards students’ achievement.

Ahmad, Pervaiz, and Aleem, (2015) identified parental education,

participation in debates, better income support, use of internet in studies, and

time spent in studies other than class hours as major contributors for higher

academic performance among female than their male counterpart. Ashetu,

(2015) reported the presence of gender gap in Mathematics, English Language

and Aptitude test in favour of male students. Ariz, and Farah (2017) reported

mixed outcomes in which the performance scores of males were found higher in

Finance and Marketing disciplines, whereas scores of females were higher in

Human Resource and International Business disciplines. In another

development, Oba and Lawrence (2014) agreed that gender plays insignificant

role towards attitude and performance in Physics. It appears that student

attitudes towards school subjects and his/her academic achievement may be

influenced by the number of the students place in a classroom.

Adeyemi, (2008) pointed out that class-size is an educational tool that can

be used to describe the average number of students per class in a school and
 5

measure the performance of the education system. Yusuf, Onifade and Bello,

(2016) found that class size has a highly significant impact on students’ attitudes

to studies in secondary school, such that it affects students’ attention most

strongly, then punctuality, motivation and participation but not the rate of

participation and asking or answering questions. It is on this note that the ability

of the teacher to recognize the students and accord individual assistance to them

depends on students’ population or class size.

The condition (conducive or unconducive) of the classroom will affect the

teacher's pedagogical delivery and the learner's reasoning or interest in the

teaching and learning process. Small classes could help to improve teacher

morale, reduce discipline problems, and reduce the need for remediation through

early identification, prevention of problems, improved graduation rates, lower

dropout rates, and decrease teen pregnancy rates (Miller-Whitehead, 2003).

Similarly, more time to cover curriculum, higher levels of student-student and

student-teacher engagement, and safer schools with fewer discipline problems

are other positive impact of smaller class size (Normore and Ilon, 2006).

In their perspective, Nwanneka and Amaechi, (2012) advanced that the

lower the number of students in the classroom, the better the educational quality

of the learners involved. It could be deduced that the nature of the subject

involved and teachers’ teaching strategies and skills are other essential factors in

determining number of students to be taught by a teacher. However, if the

subject is theoretically based, thirty students could be considered normal and

 6

moderate in the class, for a subject which requires both theory and practice, a

lower number of ten students may be ideal (Duflo, Dupas and Kremer, 2007)

Class size is an important factor with respect to students’ academic

achievement. Jacob, Olawuyi and Jacob (2016) noted that class size has

become a phenomenon often mentioned in the educational literature as an

influence on students’ socializing pattern and achievement, quality of instruction,

administration and school budgets. It is purely administrative decision of the

educational managers in the school which teachers have little or no control.

There are divergent opinions on the influence of class size on academic

achievement.

For instance, large class size schools among other KIU Journal of

Humanities 245 variables have been advertised as providing a more

comprehensive curriculum than small class size schools and also reduce per

student operating costs. It has also been argued, that large class size schools

provide better academic out-comes and are less expensive to operate. In the

view of Jepsen (2015), smaller classes are associated with increased student

achievement. It was reported that the positive relationship between smaller class

size and student achievement holds for students in different grades as well as in

different countries and across continents. Several highquality studies find no

relationship between class size and student achievement, while reducing class

size in many schools in developing countries is unlikely to improve achievement

 7

as these schools have more fundamental challenges, such as high teacher

absenteeism (Jepsen, 2015). Muraina & Muraina (2014) supported that there is a

significant relationship between the class size and secondary school students’

scholastic achievement.

On the contrary, Owoeye (2011) reported that there was no significant

difference in the academic achievement of students in small and large classes

from urban schools; and there is no significant difference between performance

of students from rural large and rural small classes.

Mahlo (2015) concluded that there is no significant difference in class size

exists between low and high achieving schools indicating that the class has no

significant relationship with academic achievement. The Federal Republic of

Nigeria in its policy document recommends that the highest number of

pupils/students per class in pre-primary schools, primary schools, junior

secondary, senior secondary, 25, 35, 35, and 40 respectively; while the number

in technical colleges is 20, due to the technical nature of the instructions (Federal

Republic of Nigeria, 2013). Although, class size is seen as one variable in the

complex culture of school life; other related factor like the school location must be

considered. School location describes the school psychological environment or

what others refer as school ethos, school cultures or the school climate.

The number of students in a class has the potential to affect how much is

learned in a number of different ways. For example, it could affect how students

interact with each other—the level of social engagement. This may result, for
 8

example, in more or less noise and disruptive behavior, which in turn affect the

kinds of activities the teacher is able to promote. It could affect how much time

the teacher is able to focus on individual students and their specific needs rather

than on the group as a whole. Since it is easier to focus on one individual in a

smaller group, the smaller the class size, the more likely individual attention can

be given, in theory at least.

The class size could also affect the teacher’s allocation of time and,

hence, effectiveness, in other ways, too—for example, how much material can be

covered. Teachers may choose different methods of teaching and assessment

when they have smaller classes. For example, they may assign more writing, or

provide more feedback on students’ written work, or use open-ended

assessments, or encourage more discussions, all activities that may be more

feasible with a smaller number of students.

Exposure to a particular learning environment may affect learning over the

time period of exposure, or it may have longer term or delayed effects (e.g., by

increasing self-esteem or cognitive developments that have lasting effects). For

these reasons, changes to the class size are considered a potential means of

changing how much students learn. Not only is class size potentially one of the

key variables in the “production” of learning or knowledge, it is one of the

simplest variables for policymakers to manipulate.

However, the amount of student learning is dependent on many different

factors. Some are related to the classroom and school environment in which the
 9

class takes place, but others are related to the student’s own background and

motivation and broader community influences. When we ask whether class size

matters for achievement, it is essential to ask also, how class size matters. This

is important for three reasons.

First, if we can observe not only achievement differences, but also the

mechanisms through which the differences are produced, this will increase our

confidence that the differences are real, and not an artifact of some unmeasured

or inadequately controlled condition.

Second, the effects of class size may vary in different circumstances, and

identifying how class size affects achievement will help us to understand why the

effects of class size are variable.

Third, the potential benefits of class-size reduction may be greater than

what we observe. For example, suppose class-size reductions aid achievement,

but only when teachers modify instructional practices to take advantage of the

smaller classes. If a few teachers make such modifications, but most do not, then

understanding how class size affects achievement in some cases will help reveal

its potential effects, even if the potential is generally unrealized.

In the late 1970s, Glass and Smith (1978; Glass, Cahen, Smith, & Filby,

1982) conducted a meta-analysis of the research on class size and student

achievement. They first conducted a massive literature review of essentially all

twentieth-century research on class size and student achievement and calculated

 10

a total of 725 effects from 77 different studies. When all 77 studies in the meta-

analysis are included, the data allowed for the following conclusions:

• There was a clear and strong relationship between class size and

student achievement Sixty percent of all 725 effects showed achievement higher

in small classes.

• Students learned more in small classes.

• Class size needed to be reduced to below 20 students, at least to 15

students, to produce important impacts on student achievement.

• Compared with a class of 30 students, students in a class of 15 students

perform about 10 percentile points higher; that is, performance moved from the

50th to 60th percentile. From these overall results, classes would have to be

reduced to less than 10 students in order to produce a 1/2 standard deviation

effect. Glass and Smith (1978) noted that many of the 77 studies had neither

good experimental controls nor sound research designs. When Glass and Smith

removed the studies that did not have good experimental controls, only 14

studies remained, but with 109 effect measures comparing small and large

classes. With just these results, the data allowed for the following conclusons:

• There was a stronger relationship between class size and student

achievement. • When classes were reduced to 15 students, achievement

improved from the 50th to the 65th percentile.

 11

• When class size was reduced to 10, achievement improved about 1/2

standard deviation, or from the 50th to the 70th percentile. Glass and Smith

(1978) analyzed the data even further by separating the above effects into two

categories of length of instrument— more than 100 hours and less than 100

hours. The "more than 100 hours of instruction" category approximates the

amount of instruction a student would receive for a subject or class that provided

one hour of instruction during a typical school semester (90 days) or school year

(180 days),1 thus approximating the real impact of a policy that would reduce

class sizes. From this subanalysis, even stronger conclusions can be drawn from

their data:

• If classes are reduced to 15 students, achievement will rise by almost 1/2

standard deviation.

• If classes are reduced to about 5 students, achievement rises by nearly

1 standard deviation. Although meta-analysis is a major breakthrough in

attempting to summarize conclusions from decades of research on a particular

topic, such as class size and student achievement, it has recently been criticized

(Slavin, 1984) and an alternative has been proposed (Slavin, 1986). The first

criticism is that meta-analysis gives equal weight to all study findings, whether

they are from well or poorly designed studies.

As noted above, in the Glass and Smith meta-analysis, only 14 of the

original 77 studies included in the overall analysis were methodologically sound.

 12

The second criticism is that metaanalyses often combines studies that are on

different topics while ostensibly addressing the same topic.

‘’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’

‘’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’

Dadzie, as cited by Owusu-Acheaw (2014), people read for different

reasons and purposes, some of which include for pleasure, leisure, relaxation,

information and for knowledge. Ogbodo (2010) further identifies three main types

of reading habits. These are Hobby, Recreational and Concentration. A hobby is

an activity one does because one derives some joy and satisfaction from doing it.

Its purpose is to widen the reader’s horizon areas like educational, religious,

political, economic, current affairs, fiction and non-fiction. The practice of reading

as a hobby helps one to be versatile in knowledge in many areas and the person

can discuss issues knowledgeably with others. Fundamentally, reading for

recreation or relaxation is very common among the educated elite. People who

have gainful employment spend the whole day in the offices trying to solve

problems related to the jobs they do. When they come back from work, they

normally desire a change by reading books, newspapers and other written

materials which are different and of interest to them. Students should been

courage to read magazines instead of reading textbooks all the time. Students,

who read magazines at intervals learn to relax, cool their brain and avoid mental

fatigue and also makes them live a disciplined life in the school. In most cases,
 13

its effect in inducing sleep and rest after tedious reading in the classroom or the

library adds to good health habits. The concentration reading is the most

important type of reaching the desired outcome. It is the bedrock and the result

oriented reading which makes for achievement.

Florence et.al (2017) said that the reading habits of students in all the

surveys carried out, can be categorized as heavy readers (reading various texts

and novels as much as possible and as many times as possible in a month);

moderate readers (reading few texts and novels as seem convenient for them);

dormant readers (those who liked to read and they regarded themselves readers

but did not take time to read regularly and update their knowledge). These

readers give priority to other social activities such as sports, partying and school

work. Unmotivated nonreaders (those who do not have any inclination to read

neither are they open to the suggestion of future reading nor do they have any

positive attitude towards people who read).

Based on a research done by Owusu-Acheaw (2014), the reading habits

of students of Koforidua Polytechnic in Nebraska, 62% out of 1000 students

choose to read lecture notes when they visit the library. Unlike the 62% of the

students, 25% of them prefer to read textbooks in the library. As for the other 3%

and 10%, they are more likely to read novels and other materials available in the

library. From the statistics above, it is clearly stated that majority of the students

prefer academic reading materials notes especially when they are in the library.

This is one of the reasons why they have a high level of academic performance.
 14

They prefer to spend their leisure time by focusing and improving on their

academics.

Otherwise, the Turkish High School students in London also have their

own preferences when it comes to choosing reading materials. As for this one, it

includes other different regions in London. The reading materials preferred are

the ones outside of school. 89.7% of the students prefer to read novels while

70.2% prefer magazines as their reading material. Then, 66.5% of the students

like to read materials on websites. The rest prefer other materials (Kutay, 2014).

According to the statistics above, fictions are highly preferred by students

especially teenagers because fictions are non-academic books and are usually

more fun to read as compared to nonfictions. This is common among teenagers

because the contents of fictions are usually more relate to them.

In addition, the reading materials most Sri Lankan students prefer to read

are relevant academic books. The response rate for such reading materials is

320. As for novels, the response rate is 158 which is half of the response rate of

relevant academic books. Surprisingly, the response rate of newspapers is 195

(Kulatunga, 2016). This indicates that Sri Lankan students prefer to read

newspapers more than novels. One of the possible reasons why the response

rates stated above are as such is because these students would want to gain

knowledge by reading academic materials. Non-academic materials also help in

improving the students’ grades. However, they highly prefer reading materials

which are related to academic.

 15

As for the students in Vietnam, they prefer the traditional reading materials

which are printed books. There are about 59.6% of them who prefer to read

fictions. It is undeniable that the contents of the fictions are found to be more

interesting as compared to non-fictions. According to the pie chart, smartphones

and computers were reading platforms that they use (Khoi, 2016). There are

students who prefer online reading materials so that reading can be done

anywhere and at any time. E-books applications, especially, have made it easier

for them in terms lowering cost, consuming less energy and time. Free

applications are one of the factors that encourage students to read.

Malaysian students have their own preferences as well when it comes to

reading materials. According to Dollah et al. (2017), 44.8% of the students prefer

online reading materials. In this technological era, reading materials can be

obtained easily from the Internet. Besides, 20% of them would choose

magazines over other reading materials. Magazines are usually easier to read as

the contents of the magazines are little. Magazines are usually read during

leisure time. The other 18.1% and 17.1% prefer newspapers and books. As

traditional and conventional printed materials may be, some students get more

satisfaction by reading them.

Further added by the result of the study of Issa et al (2012), the majority

response indicated that students with good reading habits are able to understand

questions easily and better express themselves as opposed to those who do not

have good reading habits or did no reading at all. This finding agrees with that
 16

engaging in reading continuously considerably influences ones studying skills

and subsequent academic performance.

As gleaned from the study of Florence (2017) there is the need for

students to read more of novels and articles in order to boost their vocabulary.

Students should make the library their first point of call to get updated from time

to time. Also, it was inferred that half of the respondents love reading

informational books such as magazine, journals and periodicals. This can be

encouraged the more, so that the students will experience all round development

in their academics. Furthermore, it can be deduced that most students read in

their areas of specialization for academic development.

The study of Esoname (2017) investigated the effect of reading habbit on

the academic performance of students of Afe Babalola University, Ado-Ekiti,

Nigeria show that majority of the respondents who took part in the study are not

used to their time for reading and they purposely read for examination, self-

development and for developments of spoken and written English. The

respondents mostly read notebooks, textbooks and electronic resources.

The statistics of reading can be a little biased as not everyone sees

reading the same. Nowadays, students not only read merely through books,

but their formats of reading seemed to be different from the older generations

as reading can also be done on the Internet. Back when the Internet is not a

thing, books can be seen purchased by everyone and they seem to enjoy it,

but now they prefer the Internet as a source of finding reading materials. Thus,
 17

it is merely and unfairly matter to really estimate how coefficient does these

students read and how do they react towards reading. The environment,

surrounding and peers might affect them in a way of how they are taught to

read.

Most people are actually incredibly capable readers and can read at a

good pace just from the techniques they first learnt when they were a child.

However, as we are required to become more and more specific with our

information people start to read much slower, focusing specifically on one word

at a time as they believe this will improve their comprehension rates. Ways

(2017) said that bad reading habits can slow you down in speed, may question

your confidence in learning or reduce overall comprehension. Reading is a great

activity to engage in. However, it can easily become ineffective particularly when

studying non-fiction material as bad reading habits can limit the processing of

information.

Reading has been the passion of the greatest personalities of all times.

Humans have been reading since ages and thus words of knowledge have been

passed on through generations. The reading habit influences in the promotion of

one’s personal development in particular and social progress in general. Regular

and systematic reading sharpens the intellect, refines the emotions, elevates

tastes and provides perspectives for one’s living; and thereby prepares a person

for an effective participation in the social, religious, cultural and political life.

Reading fires the imagination of the person. It adds new sight to eyes and new

wisdom to mind. “A dumb person becomes a communicator and a lame climbs

 18

mountains of knowledge through reading” is an old saying. Reading loads the

mind with new software (Satija as cited by Loan, 2011).

The individual who reads well has at his command a means for widening

his mental horizons and multiplying his opportunities of success. Reading is a

vital factor affecting intellectual and emotional growth. Sir Richard Steele has

logically quoted, “Reading is to mind what exercise is to body”. The definition of

reading has undergone through many changes. In the past, reading simply

meant to extract visual information from any given codes or systems. However,

thereafter, reading became much more complex and involved the understanding

of a whole text composed of written signs. According to Smith & Robinson as

cited by Loan (2011) defined reading as “an active attempt on the part of reader

to understand a writer’s message”. Loan (2011), from Irvin’s idea, describes the

reading process as “the interaction of what is in the head with what is on the

page within a particular context that causes students to comprehend what they

read.” Thus, reading is the ability to recognize, and examine words or sentences

and understand the information within. It is a cognitive process of understanding

a written linguistic message and to examine and grasp the meaning of written or

printed characters, words or sentences

Gallo, as gleaned by (Issa. et al, 2012), said that “Books, yield their best to

you, if you read them at the age at which each particular masterpiece can ideally

be chewed and digested. They believe that from middle childhood through

adulthood, reading becomes a major component of studying, and much

information learned through studying is initially acquired through reading.

 19

As gleaned from the study of Sightwordsgame (2013) a good reader

actively thinks as he reads. Vaugh and Linan-Thompson authors of Research-

Based Methods of Reading Instruction refer to a good reader as an “active

processor of text.”

Oriogu (2017), stated from the report of National Endowment for the Arts

(NEA) that cultivating a reading habit is a necessity in the development of

intellectual capacity and capability of students. One ongoing way to acquire new

knowledge is to develop the habit of reading which “develops a capacity for

focused attention and growth”. His study was supported by Onyeiaku’s

Techniques of Effective Study which revealed that whenever a student adopts

effective reading habit, his learning skills, his understanding of learning materials

and his memory processing both test and examination are improved appreciably.

There are benefits of Good Reading Habits that students can invariably

improve their reading habits based on the inherent advantages according to

Florence et.al (2017)

1.) Good reading habits increase students’ reading skills

2.) Reading habits widen students experience and knowledge.

3.) Good reading habits develop reading speed, fluency, vocabulary, general

knowledge and academic achievement.

Ast November, The Manila Bulletin launched its advocacy campaign

dubbed as “Read for 20” at the National Bookstore in Makati to celebrate

National Reading Month. This advocacy campaign encourages people,

 20

especially the young, to develop a love for books by reading at least 20 minutes

a day. Study conducted by a neuroscientist revealed that reading 20 minutes a

day will expose readers to about 1,800,000 words a year, and enable them to get

a 90 percent score in a standardized test (Mallari, 2017, Manila Bulletin). . Victor

Villanueva, President of Reading Association of the Philippines, said in an

interview “Reading is a skill. It is something that you need to perform on a regular

basis so that you will become good at it. It is simple human psychology that you

are only good at things that you do often. And if you don’t read often, you will not

be good at it.

Chapter 3

METHODOLOGY
 21

This chapter deals with the research design the respondents of the study,

instrument to be utilized to gather the data gathered and locale of the study.

Research Design

The researcher will be using the descriptive survey method in determining

the extent of reading habits of the 3rd year BEED students at Ramon Magsaysay

Memorial Colleges.

Research Locale

The study will be conducted at Ramon Magsaysay Memorial Colleges

during the school year 2019–2020. This is a privately owned non-sectarian

educational institutions located at Pioneer Avenue, Baranggay Dadiangas North,

General Santos City, the Tuna Capital of the Philippines. It was established in

1957 as the Mindanao Vocational School (MVS). Four years after, MVS earned

its college status and became Magsaysay Memorial Jr. College (MMC). Then, in

1978, the school was again renamed in honor of the former Philippine president

Ramon Magsaysay.

At present, Ramon Magsaysay Memorial Colleges is the first and only

institution in Region XII to have programs accredited by PCUCOA. It has Level III

Accreditations for the Elementary and Secondary Education programs and Level

II Accreditations for its programs in the Liberal Arts, Business Administration,

Criminology, Accountancy, Information Technology, Office Administration,

Computer Science, High School, and MA in Education. The college is also ISO

9001:2008 Certified by the Anglo-Japanese American (AJA) Registrars.

 22

The school strives to continue its mission and vision to uphold and

enhance students’ academic performance and be globally competitive in terms of

teaching-learning experience through continued offering the quality education

with the leadership of the school administrator, teacher and stakeholders.

Respondents of the Study

The respondents of this study will be the third year BEED students of

Ramon Magsaysay Memorial Colleges, enrolled during the school year 2019-

2020.

In choosing the respondents of the study, the researcher will use random

sampling since they are the only respondents available.

Research Instrument

The instrument that will be used to gather the data that is needed for this

study is the survey questionnaire. The questionnaire is a self-made one and so, it

will undergo careful inspection and proper guidance from the adviser. Also, it will

be validated by authorized persons who are experts and have credible

knowledge of the study.

The questionnaires will be composed of ten items questions about the

reading habits of the students.

Data Gathering

In conducting this research, the researcher will observed the following steps:
 23

First, the researcher will send a letter to the College President of Ramon

Magsaysay Memorial Colleges-Basic Education to ask permission to conduct the

study.

Second, as soon as the request is granted, she will administer the

questionnaire to the respondents.

Third, after the data is gathered, the researcher will submit the results to

the statistician for statistical treatment, analysis and interpretation.

Statistical Instrument

Weighted Arithmetic Mean will be used to determine the frequency of the

reading habits by the respondents

Frequency count and percentages will be used to describe the academic

performance of the respondents.

Pearson-Product Moment of Correlation will be used to determine if there

is a significant relationship between the frequency of the reading habits by the

respondents and their academic performance while to find out the correlation

coefficient of the variables t-test will be used to measure.

 24

REFERENCES

Leuven, E., Oosterbeek, H., & Rønning, M. (2008). Quasi‐experimental estimates

of the effect of class size on achievement in Norway. Scandinavian Journal of
Economics, 110(4), 663-693.
 25

Ngoboka, P., & Schultz, B. (2002). The effects of class size on student academic
performance in a principles of microeconomics course. Proceedings of the
Midwest Business Economics Association, 198-207.
Ahmad, S. N., Mahadi, S., Yusri, M. Y., Yusop, H., Ali, M. N., & Heng, C. H.
(2017). Factors related to students’ performance in Calculus. J. Appl. Environ.
Biol. Sci, 7(6S), 51-56.
Mahlo, D. (2015). A Comparative Study of Class Size and Academic
Achievement of Pupils in Boarding and Non-Boarding Schools. International
Journal of Educational Sciences, 11(2), 128-136.
Aransi, W. O. (2017). EFFECT OF CLASS CLASSIFICATION, CLASS SIZE
AND GENDER ON ACADEMIC PERFORMANCE AMONG FATIMA HIGH
SCHOOL STUDENTS IN IREWOLE LOCAL GOVERNMENT AREA OF OSUN
STATE, NIGERIA. European Journal of Education Studies.
Abosede, S. C. (2018). School Location, Class Size and Teaching Experience as
Determinants of Academic Achievement of Students’ in Lagos State. KIU Journal
of Humanities, 2(2 (B)), 243-252.
Ehrenberg, R. G., Brewer, D. J., Gamoran, A., & Willms, J. D. (2001). Class size
and student achievement. Psychological science in the public interest, 2(1), 1-30.
Odden, A. (1990). Class size and student achievement: Research-based policy
alternatives. Educational evaluation and policy analysis, 12(2), 213-227.

APPENDIX A
RAMON MAGSAYSAY MEMORIAL COLLEGES
Pioneer Avenue, General Santos City
Tel No. (083) 552-3348 Fax No. (083) 301-192
www.rrmc.edu.ph

May, 2019

KRISTOFFER FRANZ MARI R. MILLADO, M.A

President
Ramon Magsaysay Memorial Colleges
 26

General Santos City

Thru: GERALDINE D. RODGRIGUEZ, Ed.D.

Executive Director
Academic Affairs

Sir:

Greetings!

The undersigned is presently conducting a research entitled “EXTENT OF

READING OF 3rd YEAR BEED STUDENTS”, as partial fulfilment of the
requirements for the Degree of Bachelor of Elementary Education at Ramon
Magsaysay Memorial Colleges.
In this regard, she is humbly requesting from your good office to grant her
permission to conduct survey among the sixty (60) Education students.

Thank you very much.

Respectfully yours,

BLESSIE GRACE C. UGDAMIN

Researcher

APPENDIX B

Ramon Magsaysay Memorial Colleges

COLLEGE OF TEACHER EDUCATION
Pioneer Avenue, General Santos City
Tel No.(083) 552-3348 Fax No. (083) 301-1927
www.rmmc.edu.ph
______________________________________________________________

May, 2019
 27

CESAR TELEN, EdD

College Instructor
Ramon Magsaysay Memorial Colleges
General Santos City

Dear Sir Telen:

The undersigned is presently conducting research entitled “EXTENT OF

READING OF 3rd YEAR BEED STUDENTS”

In this connection, I would like to request your expertise to validate instrument to

be used in the study. I would be grateful for your positive response.

Thank you and more power.

Respectfully yours,

BLESSIE GRACE C. UGDAMIN

Researcher

Noted by:

GERALDINE D. RODRIGUEZ, EdD

Adviser

APPENDIX B
Ramon Magsaysay Memorial Colleges
COLLEGE OF TEACHER EDUCATION
Pioneer Avenue, General Santos City
Tel No.(083) 552-3348 Fax No. (083) 301-1927
www.rmmc.edu.ph
______________________________________________________________

May, 2019
 28

AILEEN GRACE T. MONTEJO, MA

College Instructor
Ramon Magsaysay Memorial Colleges
General Santos City

Dear Ma’am Montejo:

The undersigned is presently conducting research entitled “EXTENT OF

READING OF 3rd YEAR BEED STUDENTS”

In this connection, I would like to request your expertise to validate instrument to

be used in the study. I would be grateful for your positive response.

Thank you and more power.

Respectfully yours,

BLESSIE GRACE C. UGDAMIN

Researcher

Noted by:

GERALDINE D. RODRIGUEZ, EdD

Adviser

APPENDIX B

RAMON MAGSAYSAY MEMORIAL COLLEGES

College Of Teacher Education
Pioneer Avenue, General Santos City
Tel No.(083) 552-3348 Fax No. (083) 301-1927
www.rmmc.edu.ph
______________________________________________________________

May, 2019
 29

ANALISA T. AMADA, EdD

Dean
Ramon Magsaysay Memorial Colleges
General Santos City

Dear Ma’am Amada:

The undersigned is presently conducting research entitled EXTENT OF

READING OF 3rd YEAR BEED STUDENTS”

In this connection, I would like to request your expertise to validate instrument to

be used in the study. I would be grateful for your positive response.

Thank you and more power.

Respectfully yours,

BLESSIE GRACE C. UGDAMIN

Researcher

Noted by:

GERALDINE D. RODRIGUEZ, EdD

Adviser

APPENDIX C

RAMON MAGSAYSAY MEMORIAL COLLEGES

Pioneer Avenue, General Santos City
Tel No.(083) 552-3348 Fax No. (083) 301-192
www.rrmc.edu.ph
________________________________________________________________

March 15,2019

The Respondents
 30

EDUCATION STUDENTS
Ramon Magsaysay Memorial colleges
Pioneer Avenue, General Santos City

Dear Respondents:

Greetings of peace!

I am presently conducting my research “EXTENT OF READING OF 3rd YEAR

BEED STUDENTS”; this is to comply with the requirements for my Thesis
proposal in Ramon Magsaysay Memorial Colleges, General Santos City.

In connection to this, I would like to ask favor from you by answering the attached
test questionnaire.
I am looking for your whole-hearted cooperation.

Truly yours,

BLESSIE GRACE C. UGDAMIN

Researcher

APPENDIX D

Validation Rating Sheet

RAMON MAGSAYSAY MEMORIAL COLLEGES
College of Teacher Education
Pioneer Ave., General Santos City

For evaluator: Please check the appropriate box for your rating
 31

Point Equivalent: 5 – Excellent 4 - Very Good 3 - Good

2 – Fair 1 – Poor

Criteria 5 4 3 2 1
1. Criteria of directions and the items. The
vocabulary level, language structure and
conceptual level of the respondents. The test
directions and items are written in clear and
understandable manner.
2. Presentation/organization of items. The items
are presented and organized logical manner.
3. Suitability of items. The manner of the items
appropriately represented the substance of the
research. The questions are designed to
determine the conditions, knowledge, perception
and attitude that are supposed to be measured.
4. Adequateness items per category. The items
represent the coverage of the research and
respectively enough of the question needed for
the research.
5. Attainment of the purpose. The instrument as
whose fulfils the objectives of which was
constructed.
6. Each items question requires only specific
answer of the measures only behaviour and no
aspect of the questionnaire suggest bias of the
researcher.
7. Scale and evaluation rating system. Scale are
adapted is appropriate for items.

Name and Signature of

Evaluator
APPENDIX E
RAMON MAGSAYSAY MEMORIAL COLLEGES
Pioneer Avenue, General Santos City
Tel No. (083) 552-3348 Fax No. (083) 301-192
www.rrmc.edu.ph

Survey Questionnaire
 32

Name:_______________________________________ Course &

Year:____________
(Optional)

Direction: Kindly put a check mark (√) to the number according to your

appropriate answer. Don’t leave the item unanswered.

Legend

5 – Always 3 – Sometimes 1 – Never

4 – Often 2 – Seldom

Questions 5 4 3 2 1

A. Persuasion
1. I read to learn (e.g. to broaden my
vocabulary)
2. I tend to discover many thing by reading and
can connect to the world
3. My comprehension is broaden whenever I
read

4. Advance reading tend to understand the

lesson more

5. Intentionally, I visits library to read

5 4 3 2 1
B. Information

6. I read to keep up with what's popular and to

be 'in the know'
7. I read to seek knowledge for my assignments

8. I read to broaden my understanding for my

reports
9. I only read for examination purpose
10. I prefer to listen in the lectures than reading
 33

5 4 3 2 1
C. Entertainment
11. I read to entertain myself and for relaxation
12. Mostly, I read for pleasure

13. I only read because I felt bored

14. I prefer to read fictions than nonfictions book

15. I prefer printed materials than non-printed
materials

CERTIFICATION

To whom it may concern:

This is to certify that the undersigned thesis of Blessie Grace C.
Ugdamin entitled “EXTENT OF READING OF 3rd YEAR BEED STUDENTS”
 34

has been closely examined; as to grammar, content, organization, mechanism

and format for improvement.
This certification is granted upon the request of BLESSIE GRACE C.
UGDAMIN whatever purposes may serve her best.
Issued this _______________________________ at Ramon Magsaysay
Memorial Colleges, General Santos City.

_____________________
Adviser

CURRICULUM VITAE

BLESSIE GRACE C. UGDAMIN

08 Rivera St. Lagao, General Santos City

+639382022679
blessiegrace98@gmail.com
 35

PERSONAL INFORMATION
Birth date: April 19, 1998
Birth place: Basag, Senator Ninoy Aquino, Sultan Kudarat
Sex: Female
Nationality: Filipino
Father’s Name: Demosthenis A. Ugdamin
Mother’s Name: Elvita C. Ugdamin
Civil Status: Single
Religion: Seventh-day Adventist

EDUCATIONAL BACKGROUND

Tertiary 2016 – present Ramon Magsaysay Memorial Colleges

– General Santos City (RMMC-GSC)
Pioneer Ave., General Santos City

Secondary 2014-2015 Baluan National High School

Baluan, Palimbang, Sultan Kudarat

Elementary 2010-2011 Baluan Central Elementary School

Baluan, Palimbang, Sultan Kudarat