Chapter I

THE PROBLEM AND ITS BACKGROUND

Introduction

Reading is a means of language acquisition, of communication, and of sharing

information and ideas. Like all language, it is a complex interaction between the text and the

reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language

community which is culturally and socially situated. The reading process requires continuous

practices, development, and refinement.

Reading is an interactive process that goes on between the reader and the text,

resulting in comprehension. The text presents letters, words, sentences, and paragraphs that

encode meaning. The reader uses knowledge, skills, and strategies to determine what that

meaning is.

Reading comprehension is the ability to understand what we read -- where words

have context and texts have meaning. Reading comprehension skills allow us to read

proficiently, learn effectively, problem-solve, strategize, conceptualize, and succeed in life.

Without reading comprehension skills, many students are left behind.

Reading comprehension is the heart and goal of reading, since the purpose of all

reading is to gather meaning from the printed page. If a student says words in a passage

without gathering their meaning, one would hesitate to call that reading.

By age six to seven children should be sensitive to such characteristics of stories as

the main character, sequence of events, inferences, the motives and feelings of characters,

and sentence order. As they get older, children should be more efficient at recognizing and

recalling facts, recognizing and inferring main themes and relationships, drawing

conclusions, making judgments and generalizations, predicting outcomes, applying what has

been learned, and following directions. The comprehension goals of the intermediate grades

address these abilities as well as those required for independent study: skimming, using

reference materials, outlining, summarizing, altering reading rate and focus as the purpose of

reading changes, use of headings, note taking, and so on.

For many students, reading comprehension is a major problem. There are mainly

three causes for poor reading comprehension:

First is, if the person has a language problem. Language plays a vital role in reading.

One cannot read a book in a language unless one knows that particular language. If a child's

knowledge of English is poor, then his reading will also be poor, and naturally also his

reading comprehension.

Second is, if the foundational skills of reading have not been automized. When a

person attempts to speak a language in which he has not become automatic yet, he will

necessarily have to divide his attention between the content of his message and the language

itself. He will therefore speak haltingly and with great difficulty.

As Yap and Van der Leij explained in the Journal of Learning Disabilities, “if the

skill on the primary task is automatized, it will not be disrupted by concurrent processing on

the secondary task because automatic processing does not take up attentional resources. If, on

the contrary, the skill is not automatized, it will be disrupted by concurrent processing of a

second skill because two skills are then competing for limited attentional resources.” This

also applies to the act of reading. The person, in whom the foundational skills of reading

have not yet become automatic, will read haltingly and with great difficulty. The poor reader

is forced to apply all his concentration to word recognition, and therefore has “no

concentration left” to decode the written word, and as a result he will not be able to read with

comprehension.

Lastly, the reader is unable to decode the written word: The decoding of the written

word is a very important aspect of the reading act. Without being able to decode the written

word, reading comprehension is impossible. This explains why some children can “read”

without understanding what they are reading.

Many students don’t realize how important it is to be able to fully comprehend what

you read. Being able to completely and accurately comprehend what you read is essential to

your ability to learn, perform well on tests and ultimately succeed in school and in a career.

Anyone who desires to acquire effective study techniques would do well to improve

his reading comprehension skills. Developing reading comprehension techniques is one of

the two basic ways of improving reading skill, the other being developing reading speed.

However, rapid reading is valueless unless what is read is understood. Thus, comprehension

is the vital factor in efficient reading.

The goal of the researcher is to facilitate not only the learning of the students but also

to improve teaching strategies of the teachers. The result of this research will show the weak

points of the students regarding their reading comprehension skills. When these weak points

are identified, the teachers will be able to think of approaches and techniques that would lead

to the development of the students in reading area, thus result to improvement in their

academic performance.

Theoretical Framework

Reading is a complex process. It is not general ability but a composite of many

abilities. It involves skill and thinking. In its broader sense, it affects entire personality of the

individual.

Many factors contribute to the child’s learning to read. These factors are classified as

biological, environmental, and psychological. There is an inter relationship that exists among

these factors (Dullman.1992).

In order to develop higher skills in reading, it is necessary to have a foundation in

basic skills. If a child cannot recognize words or cannot determine the natural meaningful

group into which words fall, it is useless to attempt and develop the more complex

comprehension skills. The different skills that a child should develop are the following:

a. Word Perception

b. Noting Details

c. Getting the Main Idea

d. Sequencing Events

e. Predicting Outcomes

f. Following Directions

The Theoretical Framework is illustrated in a theoretical paradigm presented in

Figure 1. It presents reading comprehension skills as independent variable and pupils’

academic performance in English as dependent variable.

Figure 1. A Diagrammatical Representation of the Independent Variable composes of

reading comprehension skills and its correlation to the dependent variable which

is the academic performance.

Pupils’ Academic

Achievement

Reading Comprehension Skills

1. Word Perception2. Noting Details3. Getting the Main Idea4. Sequencing Events5. Predicting Outcomes6. Following Directions

Dependent

Variable

Independent

Variable

Statement of the Problem

This study was designed to determine the correlation between reading

comprehension skills of elementary students with their academic performance in

class.

More especially this study sought to answer these problems:

1. What is the level of pupils’ reading comprehension skills?

2. What is the pupils’ academic performance in English?

3. Are pupils’ reading skills correlate with their academic performance in English?

Hypothesis

For the purpose of the study, the researcher proposes this hypothesis. The

dimensions of reading such as noting details, getting the main idea, word perception,

sequencing events, predicting outcomes, following directions correlated with pupils’

academic performance.

Importance of the Study

Reading as a total subject is one of the most important courses in curriculum. It is

said that all subjects are reading subjects and all teachers are reading teachers. Hence; every

teacher is required to stress and develop in children the skills and abilities to read with

understanding.

However, this has been found to be a great problem among teachers on how to

improve the reading abilities of the children in school. In present outcomes of the elementary

education; many of our pupils were found to be slow learners. Impressions and opinions of

educators, teachers and parents suggested that something must be done to remedy the

prevailing problem.

Results of this study may provide teachers with objective data on which to base their

efforts to improve the reading comprehension of pupils of different age levels; to help pupils

develop reading rates appropriate to each kind and difficulty of materials; and to imply

remedial techniques to overcome faulty reading habits of pupils.

It is further expected that this study would encourage educators to develop a reading

program that would be relevant to the needs of the young children today.

To the administrators, it’s their duty to ensure that there should be regular professional

development opportunities available to their teaching staff. To ensure the pupils’ success in reading

comprehension, we rely on administrators to pass on their knowledge and be effective advocates for

the benefit, not only their students but also in the whole academe.

This research also wants to give a number of instructional strategies that are very

promising for teaching students with reading difficulties. Many of these teaching methods

and approaches are ready right now for use in the classroom. In addition, providing extensive

references that teachers can use to find appropriate and scientifically validated instructional

methods. It also noted areas where more research is needed to determine objectively if

teaching methods are effective.

Parents have long been considered critical to the development of their children's

reading skills. Parents who read with their children can help get them interested in reading at

an early age and help model good reading habits. Parents also have other important roles to

play in supporting their children's reading development. Parents should be familiar with the

quality of reading instruction in their children's schools. In addition, they can use this

information to help them determine if their children are struggling and if they should be

candidates for more individualized reading instruction. Parents can now rely on this

researcher’s findings as their source on reading instruction and use their understanding of the

findings to identify other tools to help their children develop better reading skills.

This research suggests that reading instruction is complex. Children come into the

classroom with different levels of preparation, as do their teachers. In addition, learning to

read requires a combination of skills, including phonics, phonemic awareness, fluency, and

text reading comprehension skills. Not all children learn in the same way and one strategy

does not work for all children. Learning phonics skills is critical for positive reading

development. However, the best results will be achieved when direct instruction is combined

with the development of other skills, and when teachers are able to use a combination of

direct instructional strategies to achieve those skills.

Scope and Delimitation of the Study

The problem is concerned with the reading comprehension skills of the students

affecting their academic performance.

This study aimed to identify students’ specific reading skills namely: Word

Perception, Noting Details, Getting the Main Idea, Sequencing Events, Following Directions,

and Predicting Outcome.

This also attempted to find out whether or not reading comprehension skills of

elementary students have a significant relationship with their academic performance.

Definition of Terms

The following terms are defined below for better understanding of this research which

involves dictionary and operational meaning.

Academic Performance – refers to how students deal with their studies and how they cope with or

accomplish different tasks given to them by their teachers.

Comprehension – understanding, grasping of the meaning of something.

Following Direction – ability to follow printed and written directions may be viewed as a

survival reading skills.

Getting the Main Idea – ability to indicate what is being said and about the topic or subject

matter. (Salvation & Rechnick, 1983)

Noting Details – taking notes of the important details in a conversation and in an article.

Predicting Outcomes - ability to predict things that might happen next.

Reading - is a complex cognitive process of decoding symbols for the intention of deriving

meaning (reading comprehension) and/or constructing meaning. It is the mastery of basic

cognitive processes to the point where they are automatic so that attention is freed for the

analysis of meaning.

Reading Comprehension – defines as the act of grasping the meaning, significance, or nature

of an idea with the intellect and specifies understanding as its closest synonym.

Sequencing Events – ability to determine the chronology of events in a passage which are not

only grammatically linked to one another, but are also logically related and sequenced.

Word Perception - the ability to identify words and understand their meanings.

Word Recognition – define as a process of producing sounds represented by symbols and

putting them together into words.

Chapter II

REVIEW OF THE RELATED LITERATURE AND STUDIES

This chapter presents literature in foreign and local regarding the problem. Research

and studies done by different person all over the world are mentioned here, and everyone

agreed that reading comprehension skills of pupils at present must be given full attention

because it does affect their performance in class and with their future endeavors.

Foreign Literature

Fielding & Pearson (2003) defined reading comprehension as the level of

understanding of a writing. Proficient reading depends on the ability to recognize words

quickly and effortlessly. If word recognition is difficult, students use too much of their

processing capacity to read individual words, which interferes with their ability to

comprehend what is read.

Many educators in the USA believe that children need to learn to analyze text

(comprehend it) even before they can read it on their own, and comprehension instruction

generally begins in pre-Kindergarten or Kindergarten but other US educators consider this

reading approach to be completely backward for very young children, arguing that the

children must learn how to decode the words in a story through phonics before they can

analyze the story itself

Gear (2006) stated that developing positive reading comprehension skills at an early

age can greatly impact a student’s ability to approach new and complex concepts in many

different subject areas. English teachers can use a variety of different methods to approach

and explain new vocabulary and reading comprehension concepts to their students. Instilling

in children a love of reading and developing constructive reading skills is the cornerstone to a

complete education.

Jarris and Sipay (1982) also gave emphasis on the classroom teacher. They believed

that teachers are the dominant element on the issue of teaching reading. Their ability to

recognized, nourish and channel the interest and needs of their pupils and to create conditions

that arouse through activity and imagination in their pupils is critical.

Daneman (1991) explains that reading involves several component knowledge

structure that interact simultaneously during the reading process. In literature, a distinction is

commonly made between two main types of process, via decoding and comprehension.

Decoding refers to deciphering of printed symbols into language and involves perceptual and

linguistic passing aspect of reading act related to letter, sound correspondences, word

identification and lexical access.

Comprehension refers to the understanding process whereby meaning is assigned to

the text as a whole. Both decoding and comprehension are important aspects of reading, and

comprehension is not possible without decoding. However, skill in decoding does not

necessarily imply skill in comprehension. Many readers may decode text quite readily but

still have difficulty understanding what it is that they have decoded.

Foreign Related Studies

A study shows that “it is through wide and frequent reading of printed materials that

students in grades 3 through 8 increase their general word recognition, vocabulary, and

spelling performance. It’s a matter of reading volume. Reading a lot is one of the most

powerful methods of increasing fluency, building vocabulary, and improving comprehension.

Even the findings of the American National Reading Panel support the fact that the best

readers read the most and the poor readers read the least. ( Cunningham and Stanovich.1988)

Interest in reading comprehension strategies began to grow as a part of the new

scientific understanding of cognition that emerged in the latter decades of the twentieth

century. In 1988, they observed that a reader is an active participant with a text and that a

reader "makes sense" of how ideas based on the text relate to one another by interpretive

interactions between what the reader gleans from the text and what the reader already knows.

They proposed that a reader actively builds meaning as mental representations and stores

them as semantic interpretations held in memory during reading. These representations

enable the reader to remember and use what had been read and understood. ( Walter Kintsch

and Teun A. van Dijk.1988)

Reading instruction in fourth-grade classrooms were also studied over the course of a

school year. For many student readers, fourth grade is a transition year from "learning to

read" to "reading to learn." It is reported that there was very little comprehension instruction

in the classrooms. Teachers assigned questions and told students about content. But in

seventy-five hours of reading instruction observed that year, teachers devoted only twenty

minutes, less than 1 percent of the time, to teaching readers how to comprehend and learn

new information from reading. Her studies and the others cited above anticipated an intense

interest in helping students learn strategies to comprehend and learn from reading. ( Dolores

Durkin.1979)

Generally, many types of individual comprehension strategy instructions appeared to

be successful in improving readers' ability to construct meaning from text. With the observed

success of various individual strategy applications, there were several reviews of this

growing body of scientific literature. In the study of Pearson and Gallagher in 1983, they

categorized cognitive strategies by what teachers need to do to teach reading effectively and

subdivided these strategies into pre-reading, during-reading, and post-reading activities.

With the success of the above mentioned strategy instruction in improving reading

comprehension measures documented by research, students who received this instruction

showed marked improvement on a classroom performance. (Harris.1984)

Local Related Studies

The very first attempt to evaluate the reading abilities of the Filipino children was

made by Martinez as part of educational survey on the status of education in the Philippines.

Reading test which is one part of the survey included skills in paragraph reading, sentence

meaning, and vocabulary. The result of the test showed that pupils were poor in reading

comprehension. The reading ability of the Filipino children was in general 2 years behind

that of American children. The survey revealed that the main cause of poor achievement of

Filipino children in reading was due to English as a foreign language and the textbook used

by the Filipino children.

Survey on reading abilities of Grade VI pupils in public elementary in Bataan was

done and the study was about the general abilities of Grade VI pupils as revealed by the

Gates Mac Survey Form 1.3 1965 Ed. The test included speed and accuracy, vocabulary and

comprehension. Results of the study revealed that the subject were below the average norm

of the test on speed and accuracy and vocabulary. The result of comprehension test was the

lowest among the three areas.( Solibao.1985)

A study conducted to know just how good are our students in reading these days. The

results of the National Achievement Tests (NAT) administered to public schools gave some

answers.

The Department of Education reports that there has been a 21.36 percent increase in

NAT results from 2006 to 2009. The 2009 NAT revealed a rise in mean percentage score

(MPS) of only 66.33 percent from 54.66 percent in 2006, which equates to an improvement

of 11.67 percent.

The percentage gains were in all subject areas and point to a steady improvement in the

primary education of the country’s public school system.

Statistics says that there is progress in the reading skills of the country’s students but

it’s not something to be happy about. A 66.33 MPS is still a rather low score. In fact, it’s at

the “near mastery level!.” (C. Z. Borja.2007)

In 2007, Bureau of Elementary Education, attributed “reading problems’’ as the main

culprit for the poor performance of students in the NAT. (Quijano.2007)

While statistics and reports tell a solid and sad story on the subject, you need only ask

any veteran educator of their horror stories to get a convincing picture.

An English professor, lamented the distressing lack of basic competence among her

students in reading, which naturally carries over to their writing.

“My students have difficulty comprehending basic short stories and essays,” she

bemoaned. “And this is reflected in their writing, which pains me to ask rhetorically, ‘How

did they even pass high school?’”

The sadder and scarier part of this is that these students graduate and set out into the

real world with the (false) confidence that the diploma they have is an accurate certification

of their skills. Employers will expect their college-level applicants to possess a decent level

of communication skills of which reading is a foundation.

Beyond the job market, poor reading comprehension also has implications on an

individual’s level of participation in society. Those who read more tend to involve

themselves more in current issues, cultural, political and public affairs.

Proficient readers are also more inclined to be active in community and charity work.

They engage themselves in noble causes and make better informed decisions.

A decline in reading comprehension also affects a person’s performance in

mathematics and sciences. After all, if you’re going to understand complex formulas and

theories, you’d have to be able to read properly first.

In short, reading well spurs a person to do and achieve more, far beyond getting

higher scores on scholastic exams. Proficiency in reading comprehension means proficiency

in other disciplines. (Martinez.1989)

Review of Related Literature and Studies

Reading offer greater opportunities for the formation of correct habits of thinking and

satisfactory accomplishment in all the school subjects which is largely dependent in the

ability to interpret the instructional materials. Reading has been given greater emphasis in the

school curriculum.

There has been so much concern about reading abilities of the pupils of the

elementary schools. A considerable number of writings in the various forms in reading have

affirmed the belief that teachers all over the world have similar doubts and hopes in their

teaching of reading.

Some of the numerous studies are taken into account in this chapter to serve as

background for the present study. These studies were obtained from methods in Philippines

and foreign sources. Taken into account are the following studies related to the present study.

Relationship of the Reviewed Study with the Present Study

The present study aims to help both pupils and teachers in developing the reading

comprehension skills of learners. The main focus of the study is to determine how these skills

affect the academic performance of every learner.

This study is somewhat similar with the study conducted by Solibao for both studies

dealt in determining reading comprehension skills of elementary pupils today and how they

will affect learner’s performance in class. But this study makes it somehow different with

Solibao’s study in the kind of instrument used.

.

(http://en.wikipedia.org/wiki/Reading_%28activity%29)

(http://www.nclrc.org/essentials/reading/reindex.htm)

(http://www.learningrx.com/reading-comprehension-skills.htm

*Leila Solibao, The Study of Reading Abilities of Grade VI Pupils in Division of Talisay SY-

1974-1975”, (Unpublished Thesis, La Consolacion College, Bacolod City, 1975)

Chapter III

METHOD OF PROCEDURES AND SOURCES OF DATA

This chapter presents and describes the method used in the study of the subject, the

respondents and the sources of data, construction and validation of questionnaires, including

its administration and retrieval of the questionnaires, and finally, the treatment of data.

Type of Study

This study uses the correlational research which presents the relationship between

two variables as contained in the problem in Chapter 1. Correlation Research Method, a

statistical measure of a relationship between two or more variables, gives an indication of

how one variable may predict another.

http://wiki.answers.com/Q/What_is_correlational_research_method.

The type of procedure in this study will try to determine which scores on two

variables are simply measured, without manipulation of any variables, to determine whether

there is a relationship. www.utexas.edu/academic/diia/assessment/iar/glossary.php

This study presents the correlation between reading comprehension skills of Grade IV

pupils of Kitang Elementary School during the school year 2010 – 2011 and their academic

performance.

Research Instrument

To gather data, researcher made test is used. It is a set of test in reading made

purposively by researcher to suit to present conditions among students. Much has been taken

into considerations to some test items and some difficult words were changed to suit grade

level for which the test is intended.

Unobtrusive method will also be used. It will collect data from the class

adviser with regards to their class performance based on their report cards. Unobtrusive

measures are unknown to the subjects of the study at least at the data collection phase. This is

where data collection procedures involve no intrusion into the naturally occurring course of

events. In most instances, no instrument is required. Other obtrusive techniques are collecting

data/ information/evidence from documents, diaries, statistical records, etc(Cortez.1990).

The reading comprehension skills was divided into 6 reading skills namely;

word perception, noting details, getting the main idea, sequencing events, predicting

outcomes and following directions. Each skill is composed of 5 items and so it has a total

number of 30 items. Multiple choice questions were used, hence; the pupils will merely write

the correct responses on the sheet.

Description of the Subject

The subject of the study composed of 100% of the grade V pupils in Kitang

Elementary School SY: 21020-2011. Respondents had a total of 79 pupils, 40% are boys and

60% are girls. Random sampling will be used as method to obtain data from the respondents.

Random sampling also refers to taking a number of independent observations from the same

probability distribution, without involving any real population. (Donald Ary. 2009)

Since the population of these respondents are not too large, researcher combined the

two sections of Grade V with a total number of 79 pupils.

Researcher believed that using large number of samples would be more reliable in

obtaining quantitative data, hence; relationship between sample, size, and error would be

more accurate from small samples.

Construction of Questionnaires

A questionnaire is a series of questions asked to individuals to obtain statistically

useful information about a given topic. When properly constructed and responsibly

administered, questionnaires become a vital instrument by which statements can be made

about specific groups or people or entire populations.

Questionnaires are frequently used in quantitative marketing research and social

research. They are a valuable method of collecting a wide range of information from a large

number of individuals, often referred to as respondents. Adequate questionnaire construction

is critical to the success of a survey. Inappropriate questions, incorrect ordering of questions,

incorrect scaling, or bad questionnaire format can make the survey valueless, as it may not

accurately reflect the views and opinions of the participants. A useful method for checking a

questionnaire and making sure it is accurately capturing the intended information is to pre

test among a smaller subset of target respondents.

(http://en.wikipedia.org/wiki/Questionnaire_construction)

Designing good questionnaires involves creativity and precision. It takes a good deal

of time to develop a draft of a good questionnaire, ensuring that each question has a specific

purpose which relates back to the research aims and questions. It is also imperative to know

how to analyze the results received, be it through statistical analyses or more in-depth

qualitative techniques. The researcher must have a clear idea of how the data will be dealt

with. (http://www.cros.ac.uk/question_design.pdf)

Validation of Questionnaires

A set of questions to test the different reading comprehension skills was made

by the researcher. Questions and selections were carefully chosen to suit the present

condition and level of comprehension among Grade V students today.

Administration and Retrieval of the Questionnaires

The researcher secured permission from the school principal for the

administration of the questionnaires to the Grade V pupils who will serve as the respondents

of this study. Teachers - in-charge of the respective sections are also asked for permission.

To facilitate the collection of information, researcher personally sought the support

and cooperation of the concerned school and teachers.

Treatment of Data

The data gathered from the questionnaire will be treated statistically in accordance

with the problems presented in Chapter 1.

To present the personal data of the respondents, as well as their reading

comprehension skills, the mean will be used. Mean is an average; a numerical value

intermediate between two extremes. It is also called arithmetic mean. The formula of the

mean is :

To present the relationship between reading comprehension skills of respondents with their

academic performance, the Pearson Product moment coefficient of correlation method was

used. Pearson Product-Moment Correlation is one of the measures of correlation which

quantifies the strength as well as direction of such relationship. It is usually denoted by Greek

letter ρ (Amit Choudhury.2009).

In the study of relationships, two variables are said to be correlated if change in one variable

is accompanied by change in the other – either in the same or reverse direction.

The formula for coefficient of correlation is;

Ccxy - E dx dy

(E dx)(E dy)

Where:

Ccxy - denotes the coefficient correlation of the set of test scores with their

academic performance.

Dx - denotes the deviations of the corresponding x test scores form the

mean of the scores

Dy- denotes the deviation corresponding test scores from the mean of the

scores.

E dydy- denotes the sum product of the deviations dx, multiplied by the

corresponding dy deviations.

Edx = denotes the sum of the squares of the deviation of the scores of text.

A criteria which serves as the basis of the interpretation of the relationship is

as follow:

+1- denotes perfect positive correlation

0- Denotes no correlation

-1 - denotes perfect negative correlation

In a positive correlation, an increase in the amount of the variables produces

corresponding increase in the amount of other variable, or vice versa.

If an increase or decrease in the amount of one of the variable compared does

not produce a corresponding amount of increase or decreased in the other variable, then the

variables have no correlation and the co efficient of correlation is equals to zero.

If a negative correlation, an increase in the amount of one of the variables, or

vice versa, produces a corresponding decreased in the amount of the other variables, or vice

versa.

Garret has presented a broad tentative classification to be accepted with

reservations as general guide to the interpretation of coefficient.

.00 to +.20 denotes indifferent or negligible relationship

+.20 to +.40 denotes low but slight correlation

+.40 to +.70 denotes substantial or marked relationship

+.70 to + 1.00 denotes high to very high relationship

To determine the students’ academic achievement, grades are grouped according to

the following level and description. Mean is also used.

Category Grades

Excellent 96 – 100

Outstanding 91 – 95

Very Satisfactory 86 – 90

Satisfactory 81 – 85

Fair 76 – 80

Poor 71 – 75

Very Poor 70 – below

To determine relationship of pupils’ reading skills and their academic achievement, it was necessary to come up with a correlation between research made test and academic performance grade of Grade V students in Kitang Elementary School. The formula for the Pearson Product moment coefficient of correlation method was used. The formula for coefficient of correlation is;

Where:

- denotes the coefficient correlation of the set of test scores with their

academic performance.

- denotes the deviations of the corresponding x test scores

form the mean of the scores

- denotes the deviation corresponding academic achievement

scores from the mean of the scores.

- denotes the sum product of the deviations dx, multiplied

by the corresponding dy deviations.

Donald Ary, Lucy Cheser Jacobs, Asghar Razavieh – 2009, Tools of Reseach, p 221

Donald Ary,Lucy Cheser Jacobs,Asghar Razavieh,Chris Sorensen, Introduction to Research in Education p.669

Sudman, S. and Bradburn, N.M. (1989) Asking questions: A practical guide to questionnaire design. San Francisco: Jossey Bass.

http://www.experiment-resources.com/pearson-product-moment-correlation.html#ixzz13wVLoFCr