Reading Material Preferences

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READING MATERIAL PREFERENCES OF THE STUDENTS OFAQUINAS UNIVERSITY OF LEGAZPI HIGH SCHOOL

DEPARTMENT S.Y. 2008 2009

A Research Paper Presented to theFaculty of Aquinas University

High School Department

In Partial Fulfillment of theRequirements for the Subject

Social Research

ARNEDO, Paolo Gerardo B.AZORES, Mae Diane M.BAARES, Mark Allen L.

BARNUEVO, Princess P.ESTRELLA, Zyra Gail A.

MA-ALAT, Pauline Bianca B.MANZANADES, Ysabella Nicole R.

YU, Michael Bryan L.

IV - NEWTON

Mrs. Helen M. Llanera, MArexa

Research Teacher

March, 2009


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APPROVAL SHEET

This study entitled READING MATERIAL PREFERENCES OF THE

STUDENTS OF AQUINAS UNIVERSITY OF LEGAZPI HIGH SCHOOL

DEPARTMENT S.Y. 2008 2009 prepared and accomplished by

ARNEDO, Paolo Gerardo B., AZORES, Mae Diane M., BAARES, Mark

Allen L., BARNUEVO, Princess P., ESTRELLA, Zyra Gail A., MA-

ALAT, Pauline Bianca B., MANZANADES, Ysabella Nicole R., and

YU, Michael Bryan L. in partial fulfillment of the requirements

for the school year 2008-2009, has been examined and hereby

approved.

Research Committee

DIONISIO G. MONIS, JR. MAEd.

Chairman

LORILE L. PALIZA, MAEd. RUBEN B. CENITA, MAEd.

Member Member

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CERTIFICATION

This research study entitled READING MATERIAL

PREFERENCES OF THE STUDENTS OF AQUINAS UNIVERSITY OF

LEGAZPI HIGH SCHOOL DEPARTMENT S.Y. 2008 2009 prepared and

accomplished by ARNEDO, Paolo Gerardo B., AZORES, Mae Diane M.,

BAARES, Mark Allen L., BARNUEVO, Princess P., ESTRELLA, Zyra

Gail A., MA-ALAT, Pauline Bianca B., MANZANADES, Ysabella

Nicole R., and YU, Michael Bryan L. in partial fulfillment of

the requirements for the school year 2008-2009, has been

examined and edited.

HAZEL C. ASEJO

Editor

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ACKNOWLEDGMENT

The researchers would like to express their deepest

gratitude to the following persons for the generosity they have

rendered in making this study possible:

To Mrs. Helen Llanera, the Social Research teacher, for her

consideration, fortitude, unwavering support, guidance and

suggestions which gave determination to the researchers to

pursue this study;

To the panelists, for giving suggestions and comments for

the improvement of this study;

To their parents, for giving them financial and moral

support in the completion of this study. Also for their unending

love and encouragement that inspired the researchers to make

this study a reality;

To their classmates and friends, for being so supportive

and inspiring as they moved on amidst difficulties in

accomplishing this study;

Above all, to Almighty God, for giving us enlightenment and

for the incessant bestowing of knowledge to them. We give Him

thanks for the strength He has given us in putting this study

into its final shape.

The Researchers

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ABSTRACT

ARNEDO, Paolo Gerardo B. Reading Material Preferences

AZORES, Mae Diane M. of the Students of Aquinas

BAARES, Mark Allen L. University of Legazpi

BARNUEVO, Princess P. High School Department

ESTRELLA, Zyra Gail A. S.Y. 2008 2009

MA-ALAT, Pauline Bianca B.

MANZANADES, Ysabella Nicole R.

YU, Michael Bryan L.

Reading is part of mans everyday living. It influences

peoples opinions on different issues they encounter and

on their perception in dealing with people. These effects

on humans open curiosity and led the researchers to this

study: Reading Material Preferences of the Students of

Aquinas University of Legazpi High School Department S.Y.

2008 2009. This study specifically sought answers to the

following questions: 1. What type of reading materials do

the students of Aquinas University of Legazpi High School

Department S.Y. 2008 2009 prefer to use?; 2. What are the

main purposes of the students of Aquinas University of

Legazpi High School Department in using specific types

of reading materials?; and 3. What interventions may be

offered in their choice or preference of reading materials based

on the findings?

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The reading material preference is only limited to

the printed type of reading materials. The purposes in

using a specific type of reading material is divided into five

categories (for information, communication, personal safety,

socialization and self entertainment). The respondents were

solely students of Aquinas University of Legazpi Science

High School and the students from the Special Program

in the Arts.

Since reading is part of mans everyday living, it helps

people in many ways. Thus, this study aimed to benefit people

and entities. Specifically, this study intended to help the

students, parents, teachers, librarians, school administrators,

schools, bookstores, DepEd and the future researchers.

Maslow's hierarchy of needs explains the motivation of

people to choose. The students are being motivated to choose a

specific reading material that will satisfy their needs. By

fulfilling the basic needs, the students will be able to choose

what really is their preferred reading material. By choosing

their preference, they will also be guided as to their purpose

in using these reading materials.

The researchers made use of the descriptive

survey design. The respondents of the study were from the

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first to fourth year students of Aquinas University of

Legazpi High School Department S.Y. 2008 2009. The sample

size was computed using the stratified random sampling. The

information of the study was obtained through the

questionnaires, which the researchers distributed. Tables

were prepared to interpret the data gathered. Much care was

given in tallying every answer to the questionnaire. Tallied

entries were properly analyzed. Frequency count and percentage

were also used to analyze the data gathered.

After gathering and analyzing the needed data, the

researchers concluded that Magazines/Serials/Periodicals and

Novels are the most preferred reading materials of high school

students in Aquinas University of Legazpi. Based on the results,

the main purpose of high school students of Aquinas University

of Legazpi High School Department S.Y. 2008 2009 in using a

certain reading material is for socialization specifically for

gaining more friends. Their preference and purpose in using a

reading material for high school students differ per year level

because their choices were affected by their age differences

and gender.

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TABLE OF CONTENTS

TITLE PAGE i

APPROVAL SHEET ii

CERTIFICATION OF EDITOR iii

ACKNOWLEDGEMENT iv

ABSTRACT v

TABLE OF CONTENTS viii

LIST OF TABLE x

LIST OF FIGURES xii

CHAPTER I THE PROBLEM

Introduction 1

Statement of the Problem 3

Scope and Limitations 4

Significance of the Study 5

CHAPTER II REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature 7

Related Studies 11

Theoretical Framework 14

Conceptual Framework 18

Definition of Terms 20

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CHAPTER III METHODOLOGY

Research Design 21

Population of the Study 22

Sources of Data 22

Research Instrument 23

Data Gathering Procedure 23

Statistical Treatment 24

CHAPTER IV READING MATERIAL PREFERENCES

OF THE STUDENTS OF AQUINAS 26

UNIVERSITY OF LEGAZPI HIGH

SCHOOL DEPARTMENT S.Y.

2008 2009

CHAPTER V SUMMARY, FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

Summary of the Study 44

Findings 46

Conclusions 46

Recommendations 47

APPENDIX A 49

APPENDIX B 50

BIBLIOGRAPHY 52

CURRICULUM VITAE 53

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LIST OF TABLE

Table 1.0 Reading Material Preferences Of

The First Year Students of 27

Aquinas University of Legazpi

High School Department S.Y. 2008 2009


The Second Year Students of 28




The Third Year Students of 30


High School Department S.Y. 2008 - 2009


The Fourth Year Students of 31


High School Department S.Y. 2008 - 2009

Table 1.4 Reading Material Preferences of

Students From First to Fourth Year of 33



Table 2.0 Main Purpose of First Year High School

Students of Aquinas University of Legazpi 35


in Using a Specific Reading Material

x


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Table 2.1 Main Purpose of Second Year High School




Table 2.2 Main Purpose of Third Year High School




Table 2.3 Main Purpose of Fourth Year High School




Table 2.4 Main Purpose of the Students of Aquinas

University of Legazpi High School 41

Department S.Y. 2008 2009 in Using a

Specific Reading Material

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LIST OF FIGURES

Figure 1.0 Theoretical Paradigm 17

Figure 2.0 Conceptual Paradigm 19

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CHAPTER I

THE PROBLEM AND ITS SETTING

Introduction

Researchers have studied students reading interests and

preferences using a variety of methods (surveys, interviews, and

reading logs), and have asked similar questions to students from

preschool through adolescence. Practicing professionals (public

children's librarians, daycare workers, teachers, etc.) are also

able to provide topics that interest boys or girls based on

their daily interactions with these young people, and they have

developed an understanding of the age and gender trends in

students reading. However, there still is no definitive

understanding of what students prefer to read and when these

preferences develop. Each student develops unique interests, and

any attempt to track trends runs the risk of trivializing these

individual differences. Different research methods may also

account for different research results.

Nowadays, reading has been one of the important

tools in the modern condition. It affects every aspect

of the development of ones character and serves as an

instrument in shaping ones personality. It is also an

important way for the general population in many

societies to access information and make meaning.


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2

Students of todays generation read different types

of reading materials such as textbooks, magazines, comic

books/mangas, novels/graphic novels, newspapers, and the

like. It provides them with information while some read

for entertainment, for communication and for socialization.

Indeed, reading materials give people satisfaction and

contentment since it supplies them with new knowledge on

the current issues and technology.

According to Brian W. Sturm (992), researchers have

studied students interests and preferences using wide

variety of methods such as through surveys, interviews,

and reading logs and have asked similar questions to children

from preschool through adolescence. He concluded that there is

still no definitive understanding of what students prefer to

read and when and how these preferences develop. The students,

at an early age, develops different interests, and any attempt

to follow trends runs the threat of trivializing each person

differences.

Spangler (1983) clarified the distinction between reading

interests and reading preferences. Preference studies are those

that look at students expressed attitudes toward reading, and

they indicate what they might read if given the

opportunity. Reading interest studies, on the other hand,


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3

examine actual reading behaviors of students by analyzing the

books they have indeed read.

Reading is part of mans everyday living. It

influences their opinions on different issues they

encounter and on their perception in dealing with

people. These effects on humans open curiosity and led

the researchers to this study: Reading Material

Preferences of the Students of Aquinas University of

Legazpi High School Department S.Y. 2008 2009.

Statement of the Problem

This study aimed to determine the reading material

preferences of the students of Aquinas University of

Legazpi High School Department S.Y. 2008 2009.

Specifically, it attempted to answer the following

questions:

1. What type of reading materials do the students of

Aquinas University of Legazpi High School Department

S.Y. 2008 2009 prefer to use?

2. What are the main purposes of the students of

Aquinas University of Legazpi High School Department

in using specific types of reading materials:


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4

a. for information ?

b. for communication ?

c. for entertainment ?

d. for socialization ?

e. for personal safety?

3. What interventions may be offered in their choice or

preference of reading materials based on the findings?

Scope and Limitations

This study is focused on the reading material

preferences of the students of Aquinas University High

School Department S.Y. 2008 2009. The respondents were

solely students of Aquinas University of Legazpi Science

High School and the students from the Special Program

in the Arts.

The reading material preferences were limited to

Newspaper, General Reference, Journals, Textbooks, Novels,

Hymnals, Albums, Magazines/Periodicals/Serials, Graphic Novels,

Encyclopedias, Comics/Mangas, Directories, Yearbooks, Almanacs,

Atlas, Dictionary, Handbooks, and Instruction Manuals. The


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purpose of using a specific reading material was only divided

into five categories: for information, for communication, for

self entertainment, for socialization and for personal

safety.

5

Significance of the Study

This study aimed to benefit the following group of

people and entities:

Students. This study will help them in terms of

choosing the type of reading materials they should read.

Parents. With the knowledge of the results of the study, the

parents of students will be able to choose for their

children the appropriate and good reading materials they will

buy.

Teachers. The results of this study will help them

improve their motivational skills in encouraging students to

read appropriate and more educational reading materials. They

might also find alternative references to be used for

teaching, which their students would find enjoyable to read.

Librarians. The librarians will be guided by this

study as to what the students prefer to use as reading

materials. They may also be able to determine the reading

materials they will purchase.


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School Administrators. They could formulate policies for

the schools or the process of purchasing appropriate reading

materials preferred by the students.

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Schools. This will give them ideas on what reading

materials would be used as efficient tools for teaching

and learning.

Bookstores. This study would help them to produce and

purchase more of the reading materials the students

prefer to use.

Department of Education. This government educational

agency could use the results of this research as their

basis for purchasing the different reading materials the

students prefer to use. They would also be able to find

alternative reading references for the students.

Future Researchers. This study can guide future

researchers and can serve as their reference. They can also

enhance this study.


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CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter contains the different literatures and

studies that are related to the present study. These

literatures and studies contain several information of

great importance which guided the present study in the

fulfillment of its objectives. This chapter also contains

the theoretical and conceptual framework and the

definition of terms.

Related Literature

Readers are the ones who read periodical literature to

discover items of special interest or value. They use a variety

of reading strategies to assist with decoding (to translate

symbols into sounds or visual representations of language), and

comprehension. Readers may use morpheme, semantics, syntax and

context clues to identify the meaning of unknown words. Readers
http://en.wikipedia.org/wiki/Morphemehttp://en.wikipedia.org/wiki/Semanticshttp://en.wikipedia.org/wiki/Syntaxhttp://en.wikipedia.org/wiki/Morphemehttp://en.wikipedia.org/wiki/Semanticshttp://en.wikipedia.org/wiki/Syntax


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integrate the words they have read into their existing framework

of knowledge or scheme.

By knowing who and what readers really are, the

researchers were guided as to who will be their respondents.

Also, the researchers were familiarized as to what strategies

readers used to decode symbols.

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Writing is a system of linguisticsymbols which permit one to

transmit and conserve information. Writing appears to have

developed between the 7th millennium BC and the 4th millennium

BC, first in the form of early mnemonic symbols which became a

system of ideograms or pictographs through simplification. The

oldest known forms of writing were, thus, primarily logographic

in nature. Later, syllabic and alphabetic (or segmental) writing

emerged.

Silk, in China, was also a base for writing. Writing was

done with brushes. Many other materials were used as bases:

bone, bronze, pottery, shell, etc. In India, for example, dried

palm tree leaves were used. In Mesoamerica, another type of

plant, Amate. Any material which will hold and transmit text is

a candidate for books. Given this, the human body could be seen

as a reading material, with tattooing, and if we consider that

human memory develops and transforms with the appearance of
http://en.wikipedia.org/wiki/Writinghttp://en.wikipedia.org/wiki/Linguisticshttp://en.wikipedia.org/wiki/Symbolhttp://en.wikipedia.org/wiki/Informationhttp://en.wikipedia.org/wiki/7th_millennium_BChttp://en.wikipedia.org/wiki/4th_millennium_BChttp://en.wikipedia.org/wiki/4th_millennium_BChttp://en.wikipedia.org/wiki/Mnemonichttp://en.wikipedia.org/wiki/Ideogramhttp://en.wikipedia.org/wiki/Pictographhttp://en.wikipedia.org/wiki/Logogramhttp://en.wikipedia.org/wiki/Syllabichttp://en.wikipedia.org/wiki/Alphabetichttp://en.wikipedia.org/wiki/Silkhttp://en.wikipedia.org/wiki/Chinahttp://en.wikipedia.org/wiki/Indiahttp://en.wikipedia.org/wiki/Mesoamericahttp://en.wikipedia.org/wiki/Amatehttp://en.wikipedia.org/wiki/Tattooshttp://en.wikipedia.org/wiki/Writinghttp://en.wikipedia.org/wiki/Linguisticshttp://en.wikipedia.org/wiki/Symbolhttp://en.wikipedia.org/wiki/Informationhttp://en.wikipedia.org/wiki/7th_millennium_BChttp://en.wikipedia.org/wiki/4th_millennium_BChttp://en.wikipedia.org/wiki/4th_millennium_BChttp://en.wikipedia.org/wiki/Mnemonichttp://en.wikipedia.org/wiki/Ideogramhttp://en.wikipedia.org/wiki/Pictographhttp://en.wikipedia.org/wiki/Logogramhttp://en.wikipedia.org/wiki/Syllabichttp://en.wikipedia.org/wiki/Alphabetichttp://en.wikipedia.org/wiki/Silkhttp://en.wikipedia.org/wiki/Chinahttp://en.wikipedia.org/wiki/Indiahttp://en.wikipedia.org/wiki/Mesoamericahttp://en.wikipedia.org/wiki/Amatehttp://en.wikipedia.org/wiki/Tattoos


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writing, it is perhaps not absurd to consider that this ability

makes humans into living reading materials.

Reading materials are also linked to the desire of humans

to create lasting records. Stones could be the most ancient form

of writing, but wood would be the first medium to take the guise

of a reading material. The words biblos and liberfirst meant

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"fibre inside of a tree. In Chinese, the character that means

book is an image of a tablet of bamboo. Wooden tablets

(Rongorongo) were also made on Easter Island.

By knowing where reading materials originated, the

researchers were assisted to what type of reading

materials they would use in the study. Also, this history

was a great help since it talks about when and where reading

materials came from.

Purpose is the cognitive awareness in cause and effect

linking for achieving a goal in a given system, whether human or

machine. Its most general sense is the anticipated result which

guides decision making in choosing appropriate actions within a

range of strategies in the process (a conceptual scheme) based

on varying degrees of ambiguity about the knowledge that creates

the contextualization for the action. Purpose serves to change

the state of conditions in a given environment, usually to one
http://en.wikipedia.org/wiki/Writinghttp://en.wikipedia.org/wiki/Woodhttp://en.wikipedia.org/wiki/Chinese_languagehttp://en.wikipedia.org/wiki/Chinese_characterhttp://en.wikipedia.org/wiki/Bamboohttp://en.wikipedia.org/wiki/Rongorongohttp://en.wikipedia.org/wiki/Easter_Islandhttp://en.wikipedia.org/wiki/Cognitivehttp://en.wikipedia.org/wiki/Awarenesshttp://en.wikipedia.org/wiki/Causehttp://en.wikipedia.org/wiki/Resulthttp://en.wikipedia.org/wiki/Goalhttp://en.wikipedia.org/wiki/Systemhttp://en.wikipedia.org/wiki/Humanhttp://en.wikipedia.org/wiki/Machinehttp://en.wikipedia.org/w/index.php?title=General_sense&action=edit&redlink=1http://en.wikipedia.org/wiki/Decision_makinghttp://en.wikipedia.org/wiki/Action_(philosophy)http://en.wikipedia.org/wiki/Strategyhttp://en.wikipedia.org/wiki/Processhttp://en.wikipedia.org/wiki/Ambiguityhttp://en.wikipedia.org/wiki/Knowledgehttp://en.wikipedia.org/wiki/Contextualisationhttp://en.wikipedia.org/wiki/Writinghttp://en.wikipedia.org/wiki/Woodhttp://en.wikipedia.org/wiki/Chinese_languagehttp://en.wikipedia.org/wiki/Chinese_characterhttp://en.wikipedia.org/wiki/Bamboohttp://en.wikipedia.org/wiki/Rongorongohttp://en.wikipedia.org/wiki/Easter_Islandhttp://en.wikipedia.org/wiki/Cognitivehttp://en.wikipedia.org/wiki/Awarenesshttp://en.wikipedia.org/wiki/Causehttp://en.wikipedia.org/wiki/Resulthttp://en.wikipedia.org/wiki/Goalhttp://en.wikipedia.org/wiki/Systemhttp://en.wikipedia.org/wiki/Humanhttp://en.wikipedia.org/wiki/Machinehttp://en.wikipedia.org/w/index.php?title=General_sense&action=edit&redlink=1http://en.wikipedia.org/wiki/Decision_makinghttp://en.wikipedia.org/wiki/Action_(philosophy)http://en.wikipedia.org/wiki/Strategyhttp://en.wikipedia.org/wiki/Processhttp://en.wikipedia.org/wiki/Ambiguityhttp://en.wikipedia.org/wiki/Knowledgehttp://en.wikipedia.org/wiki/Contextualisation


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with a perceived better set of conditions or parameters from the

previous state. This change is the motivation that serves the

locus of control and goal orientation.

First attested in C.1290, from early Old Frenchporpos

"aim, intention", purpose is related toporposer"to put forth"

from Vulgar Latin corruption of por - "forth" (Latin pro-

10

"forth") and Old French poser, "to put, place". Purpose is

related to the term pose used from 1374 as to "put in a certain

position," or "suggest, propose, suppose, assume," a term used

in Late Latin debating (c.300c.700) from pausare "to halt,

rest, pause".

This helped the researchers in knowing what purpose really

is. Since this study covers the purpose of the students in using

a specific type of reading material, the researchers should know

how purpose is used and when and where it originated.

Preference (also called "taste" or "penchant") is a

concept, used in the social sciences, particularly economics. It

assumes a real or imagined "choice" between alternatives and the

possibility of rank ordering of these alternatives, based on

happiness, satisfaction, gratification, enjoyment, utility they

provide. More generally, it can be seen as a source of

motivation. In cognitive sciences, individual preferences enable

choice of objectives/goals.
http://en.wikipedia.org/wiki/Motivationhttp://en.wikipedia.org/wiki/Locus_of_controlhttp://en.wikipedia.org/wiki/Goal_Theoryhttp://en.wikipedia.org/wiki/Old_Frenchhttp://en.wikipedia.org/wiki/Vulgar_Latinhttp://en.wikipedia.org/wiki/Late_Latinhttp://en.wikipedia.org/wiki/Taste_(sociology)http://en.wikipedia.org/wiki/Social_sciencehttp://en.wikipedia.org/wiki/Economicshttp://en.wikipedia.org/wiki/Happinesshttp://en.wikipedia.org/wiki/Gratificationhttp://en.wikipedia.org/wiki/Utilityhttp://en.wikipedia.org/wiki/Motivationhttp://en.wikipedia.org/wiki/Motivationhttp://en.wikipedia.org/wiki/Locus_of_controlhttp://en.wikipedia.org/wiki/Goal_Theoryhttp://en.wikipedia.org/wiki/Old_Frenchhttp://en.wikipedia.org/wiki/Vulgar_Latinhttp://en.wikipedia.org/wiki/Late_Latinhttp://en.wikipedia.org/wiki/Taste_(sociology)http://en.wikipedia.org/wiki/Social_sciencehttp://en.wikipedia.org/wiki/Economicshttp://en.wikipedia.org/wiki/Happinesshttp://en.wikipedia.org/wiki/Gratificationhttp://en.wikipedia.org/wiki/Utilityhttp://en.wikipedia.org/wiki/Motivation


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This research about preference helped out the researchers

in identifying what preference is. This study is focused on the

preferred reading material of the students, hence, the

researchers should know what preferences are covered and/or

involved.

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Related Studies

Bank (1998) gave a questionnaire containing fifty-eight

preselected categories to 844 students in grades 6 to 12 from

ten schools in New York. He found that these students reported

their ten favorite voluntary reading topics to be young people

or teens, mysteries, humor, adventure, love, sex, movies, famous

people, romances, and horror stories. Using cross-tabulation, he

compared the percentages of students responding to each topic by

gender, grade level, ethnicity, native language, grades, and the

teacher's judgment of the students' reading abilities, social

class, and cultural exposure. While his results do not show

trends (and he made no attempt at elaboration analysis to

examine the underlying cause-and-effect relationships), the

table he provides is a "tool which enables teachers concerned

with the predictive promise of reading interest studies to

increase the accuracy of their predictions about what particular

group of students is apt to be interested in reading" (13).


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Banks research about the students reading preference

involves students from grade 6 12. Thus, this study

guided the researchers as to what genre some of the

students prefer to use.

12

Whittemores (2001) master's paper for Kent State explored

the reading preferences of 449 high school sophomores and

seniors. An 18-survey was distributed during English classes

with a variety of questions pertaining to reading frequency and

reading preferences. For the reading preference component,

students were asked to check as many of ten categories of novels

and fourteen categories of "other reading" as they felt

pertinent to their reading. For fiction reading, these students'

ranked preferences were for horror/ supernatural,

mystery/suspense, adventure/action, romance, teenage problems,

science fiction, sports stories, western, and historical. Ranked

preferences for other kinds of reading included short stories,

poems, teenage books, true sports stories,

autobiographies/biographies, and history books.

Whittemores study is related to the present study,

in a way that it determines the preferred reading

materials of students. This study assisted the researchers


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because it involves the sophomores and seniors who are

also included in this study.

McCarty(2003) examined the reading interests of seventh to

twelfth graders in fifteen different schools by analyzing

library circulation records. A random sample of 4,814 records

was selected for analysis, and the titles that circulated

13

were recorded and classified into fifteen categories. McCarty

found that most of the titles fell into the general fiction

category. Adventure fiction and animal fiction were next, with

biography/autobiography, mystery/detective fiction, miscellany,

hobbies/sports fiction, war/defense, career fiction, and the

arts following in rank order. Science, history/geography, humor,

mythology/fairytales, and occupations were the least often read

topics. Again, gender differences were evident: boys read more

hobbies/sports fiction, adventure fiction, and war/defense

books, while girls read more in general and in the specific

categories of general fiction, mystery/detective, and career

fiction. This study foregrounds the need to include the social

context in which a reading study occurs.

McCartys research stated the types of reading

materials preferred by the students but gender

differences were observed. In his study, boys and girls

have different tastes as to what reading materials they


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prefer to read. This research helped and assisted the

researchers knowing some of the factors students consider

in using specific type of reading materials.

A research entitled, Preferred Mass Media of the Aquinas

University of Legazpi High School Department by Arjona, Jorge

Philippe, et. al, researched on what type of mass media the AUL

students prefer to use and their purpose in using them. It was

14

found out that the preferred mass media of the students are

televisions and internet for studying and learning is the main

purpose of students from AUL in using a specific type of mass

media.

The research done by Arjona, Jorge Philippe, et. al, is

related to the current study because it includes the preference

of the students. Both studies talk about the preference of the

students and their main purpose in their reading preference.

Theoretical Framework

Maslow's hierarchy of needs is predetermined in order of

importance. It is often depicted as a pyramid consisting of

five levels: the first lower level is being associated with

Physiological needs, while the top levels are termed growth

needs associated with psychological needs. Deficiency needs must

be met first. Once these are met, seeking to satisfy growth

needs drives personal growth. The higher needs in this hierarchy

only come into focus when the lower needs in the pyramid are


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met. Once an individual has moved upwards to the next level,

needs in the lower level will no longer be prioritized. If a

lower set of needs is no longer being met, the individual will

temporarily re-prioritize those needs by focusing attention on

the unfulfilled needs, but will not permanently regress to the

15

lower level. For instance, a businessman at the esteem level who

is diagnosed with cancer will spend a great deal of time

concentrating on his health (physiological needs), but will

continue to value his work performance (esteem needs) and will

likely return to work during periods of remission.

The physiological needs are shown at the top of the hierarchy

because they tend to have the highest strength until they are

somewhat satisfied. These are the basic human needs to sustain

life itself-food, clothing, shelter. Until these basic needs are

satisfied to the degree needed for the sufficient operation of

the body, the majority of a persons activity will probably be

at this level, and the others will provide little motivation.

Once physiological needs become gratified, the safety, or

security needs become predominant. These needs are essentially

the need to be free of the fear of physical danger and

deprivation of the basic physiological needs. In other words,

this is a need for self-preservation. In addition to the here


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and now, there is a concern for the future. Once physiological

and safety needs are fairly well satisfied, social or

affiliation will emerge as dominant in the need structure. Since

people are social beings, they have a need to belong and to be

accepted by various groups. When social needs become dominant, a

person will strive for meaningful relations with others. After

16

individuals begin to satisfy their need to belong, they

generally want to be more than just a member of their group.

They then feel the need for esteem- both self-esteem and

recognition from others. Once esteem needs begin to be

adequately satisfied, the self-actualization needs become more

pre potent. Self actualization is the need to maximize one's

potential, whatever it may be. A musician must play music, a

poet must write, a general must win battles, a professor must

teach.

Since the needs act as motivation, the students will

be motivated to choose a specific reading material that will

satisfy their needs. By fulfilling the basic needs, the students

will be able to choose what really is their preferred reading

material. By choosing their preference, they will also be guided

as to what their purpose is in using these reading materials.


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17

Mo

tiva

tion

to

Choose

Choose

a

Spec

ific

Rea

ding

Ma

ter

ia

l

Figure

1.

Theor

etical

Paradi

gm


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18

Conceptual Framework

The paradigm on the next page shows that the

present study deals on the reading materials preferences

of the students of Aquinas University of Legazpi High

School Department S.Y. 2008 2009.

The independent variable in this study are the

reading materials, and the dependent variable are the

preferred reading materials. The evaluation of the reading

material preferences will be based upon the students

choice of reading materials without the influence of

parents, teachers, classmates and any other.


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In addition, the researchers also sought the purpose

of the students in using a specific type of reading

material. Also, the researchers sought the interventions that

can be obtained based on the findings. Thus, there are some

variables that may affect the outcome of the present

study.

19

Reading Materials Preferences of the Studentsof Aquinas University of Legazpi High

School DepartmentS.Y. 2008 2009

Types of Reading Materials

NewspaperGeneral ReferenceJournalsTextbooksNovelsHymnalsAlbumsMagazines/Periodicals/Serials

Graphic NovelsEncyclopediasComics/MangasDirectoriesYearbooksAlmanacsAtlasDictionaryHandbooksInstruction Manuals

For information

For socializationFor entertainmentFor communication

For personal safety


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Figure 2. Conceptual Paradigm

20

Definition of Terms

This section includes the conceptual and operational

definitions of the terms used in the study.

Reading. This is the process of identifying the meaning

of the characters and words in written or printed

material. In this study, it refers to the process of

scanning and skimming reading materials.

Reading Materials. It has information, study, notes,

facts and research. In this study, it is a type of material

used for reading purposes and influences people in everyday

living.

Interventions ObtainedBased on

the Findings


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Preference. The view of one person, object or course

of action more desirable than another. In this study, it

means choosing an object over the other.

Purpose. The reason for which something exists or for

which has been done or made. In this study, it is also

defined as the resolve or resolution.

Aquinas University of Legazpi. A private Catholic school in

Legazpi City. In this study, it is the school where the research

took place.

CHAPTER III

RESEARCH DESIGN AND METHODOLOGY

This chapter presents the methods and procedure that

were used in the study. It contains the research

instrument and the research design used in conducting

the research. It also includes the sources of data, the

data gathering procedure, the population of the study, and

the statistical treatment.

Research Design


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The researchers used the descriptive survey design.

This design is appropriate for this study because it

illustrates the Reading Material Preferences of the

Students of Aquinas University of Legazpi High School

Department S.Y. 2008 2009. This research design uses

questionnaires as its tool in gathering and in

collecting data. The researchers tabulated, analyzed, and

interpreted the gathered data. This design is suitable

whenever the objects of any class vary among themselves

and one is interested in knowing the extent of some

factors in different conditions obtained in this study.

22

Population of the Study

In the statistical process, the researchers computed

the sample size of all the responses of the students

selected for the study. The sample size was tallied for

analysis and interpretation.

The respondents of the study were from the first

to fourth year students of Aquinas University of Legazpi

High School Department S.Y. 2008 2009. The sample size

was computed using the stratified random sampling.


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Sources of Data

The researchers made use of two sources, namely, the

primary and the secondary. The primary source in this

study is the questionnaire formulated by the researchers.

The researchers distributed the questionnaire to the

Science High School and Special Program in the Arts students

from whom the needed information was obtained. The secondary

source are the documents from the books, magazines,

internet and the like through which the researchers

investigated.

23

Research Instrument

The information of the study was obtained through

the questionnaires distributed by the researchers. Two

questions were given to the respondents.

The first part asks the reading material preferences

of the students while the second part asks the main

purpose of the students in using a specific type of

reading material. These questions were designed to

determine the Reading Material Preferences of the Students


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of Aquinas University of Legazpi High School Department

S.Y. 2008 2009.

In order for the researchers to interpret the data

given by the respondents, the researchers made use of

this instrument:

5.00 - 4.50 = most preferred

4.49 - 3.50 = more preferred

3.49 - 2.50 = preferred

2.49 - 1.50 = less preferred

1.49 - 1.00 = not preferred

Data Gathering Procedure

The study acquired information through the primary

sources. Since the objective is to determine the Reading

24

Material Preferences of the Students of Aquinas University

of Legazpi High School Department S.Y. 2008 2009, the

researchers first asked the permission of the principal

in conducting the survey. After the principals approval,

the researchers distributed personally the questionnaires

to the samples that were randomly chosen with the help

of the class officers of each section. The gathered data

were then tabulated, analyzed, interpreted and summarized.

Statistical Treatment


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Tables were prepared to interpret the data gathered. Much

care was given in tallying every answer to the questionnaire.

Tallied entries were properly analyzed. Frequency count and

percentage were also used to analyze the data gathered.

Frequency count refers to the number of times an answer or

option is given or chosen by the respondents.

The statistical tool used in the interpretation and testing

was mean, which has the formula of:

= xn

where:

x mean

x observation

n number of respondents

25

The researchers also used the percentage formula in order

to interpret the raw data. The formula is as follows:

% = f * 100N

where:

% - percentage

f frequency count

N total number of respondents


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CHAPTER IV

READING MATERIAL PREFERENCES OF THE STUDENTS OF

AQUINAS UNIVERSITY OF LEGAZPI HIGH SCHOOL

DEPARTMENT S.Y. 2008 2009

This chapter contains the gathered data and

interpretation. Tables were used to present the information

gathered by the researchers. The tables show the reading

material preferences of the students and their purpose in using

a specific reading material.


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A. READING MATERIAL PREFERENCES OF THE STUDENTS OFAQUINAS UNIVERSITY OF LEGAZPI HIGH SCHOOL DEPARTMENTS.Y. 2008 2009

Table 1.0 shows the gathered data from the selected

first year students of Aquinas University of Legazpi

High School Department S.Y. 2008 2009 with reference to

the reading material they highly prefer to use.

27

Table 1.0

Reading Material Preferences Of The First Year Students of


2008 - 2009

Printed ReadingMaterials

Interpretation

1. Newspaper 3.46 Preferred

2. General Reference 3.94 More Preferred

3. Journals 3.70 More Preferred

4. Magazines/Periodicals/Serials

4.63 Most Preferred

5. Textbooks 4.02 More Preferred

6. Novels 4.50 Most Preferred

7. Graphic Novels 3.53 More Preferred


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8. Encyclopedias 4.18 More Preferred

9. Comics/Mangas 4.53 Most Preferred

10. Directories 3.24 Preferred

11. Yearbooks 3.49 Preferred

12. Almanacs 3.98 More Preferred

13. Atlas 3.93 More Preferred

14. Dictionary 4.12 More Preferred

15. Handbooks 3.66 More Preferred

16. Instruction Manuals 3.30 Preferred

17. Albums 3.73 More Preferred

18. Hymnals 2.78 Preferred

The results above show that the most preferred

reading materials are the Novels with 4.50 weighted mean,

Comics/Mangas with 4.53 weighted mean, and Magazines/ Serials/

Periodicals with 4.63 weighted mean. The results implied that

the first year students prefer the reading materials

that fall on the general fiction category. This result

28

agrees with the study of McCarty since fiction is the

most preferred reading material of his respondents. He

said that age and gender affect the preferences of the

students.

After the evaluation done by the researchers in the

second year level as regards their reading material

preferences, data were gathered and shown in the table

below.

Table 1.1

READING MATERIAL PREFERENCES OF THE SECOND YEAR STUDENTSOF AQUINAS UNIVERSITY HIGH SCHOOL DEPARTMENT S.Y. 2008 2009


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Interpretation


2. General Reference 4.57 Most Preferred

3. Journals 3.07 Preferred


4.57 Most Preferred

5. Textbooks 3.23 Preferred


7. Graphic Novels 4.56 Most Preferred


9. Comics/Mangas 3.63 More Preferred




13. Atlas 3.22 Preferred

14. Dictionary 3.45 Preferred

15. Handbooks 2.91 Preferred


17. Albums 3.31 Preferred


29

Table 1.1 shows that the General Reference and the

Magazines/Serials/Periodicals got the highest ranking with

4.57 weighted mean while the Hymnals got the lowest

weighted mean of 2.68. This result suggests that the

second year students prefer to use reading materials that

they can get information from. Whittemores study implies

this kind of result since the preferred reading material

of his respondents is the General References. He explains

that the students are affected by their purpose in using a

specific reading material, specifically to gain knowledge.


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Table 1.2 shows the data gathered among the selected

third year high school students of Aquinas University of

Legazpi High School Department S.Y. 2008 - 2009 with

reference to their preferred reading material. After the

evaluation of the gathered data, the researchers tabulated

and then interpreted the results of the survey.

30

Table 1.2

READING MATERIAL PREFERENCES OF THE THIRD YEAR STUDENTS OFAQUINAS UNIVERSITY HIGH SCHOOL DEPARTMENT S.Y. 2008 2009


Interpretation


2. General Reference 3.46 Preferred

3. Journals 3.03 Preferred4. Magazines/Periodicals/

Serials4.59 Most Preferred

5. Textbooks 4.51 Most Preferred


7. Graphic Novels 4.54 Most Preferred




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14. Dictionary 4.50 Most Preferred





The table shows that the Novels got the highest

weighted mean of 4.61 among the most preferred reading

material while the Hymnals had the lowest mean of 2.66.

Banks study is applicable to further explain the

results. Based on his study, grade level and students

reading abilities greatly affect their preference. The

31

reading abilities of the third year students are, at this

time, high thats why they prefer to use Novel, since it

involves much broader topics.

Selected students from the fourth year level were

asked to answer the questionnaire given by the

researchers. The gathered data were then evaluated and

tabulated. The results are shown below.

Table 1.3

READING MATERIAL PREFERENCES OF THE FOURTH YEAR STUDENTS OFAQUINAS UNIVERSITY HIGH SCHOOL DEPARTMENT S.Y. 2008 2009


Interpretation


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2. General Reference 3.47 Preferred



4.04 Most Preferred

5. Textbooks 4.02 More Preferred6. Novels 4.55 Most Preferred



9. Comics/Mangas 4.71 Most Preferred

10.Directories 2.94 Preferred

11.Yearbooks 4.52 Most Preferred

12. Almanacs 3.29 Preferred







32

Comics/Mangas got the highest weighted mean of 4.71

among the most preferred reading material of the fourth

year students while the Handbooks got the lowest mean of

2.55 among the preferred reading materials. McCartys

study also got the same result since the preferred

reading material of his respondents falls on the genre

of fiction. He said that age and gender affect the

choice of preference of the students.


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Table 1.4 shows the over-all preferred reading material of

the students of Aquinas University High School with reference to

the study, READING MATERIAL PREFERENCES OF STUDENTS OF

AQUINAS UNIVERSITY OF LEGAZPI HIGH SCHOOL DEPARTMENT S.Y. 2008

2009. Out of the reading materials listed, there are only two

most preferred reading materials used by the high school

students of Aquinas University of Legazpi. There are about

eight reading materials that ranked as the preferred

reading materials of the students.

33

Table 1.4

READING MATERIAL PREFERENCES OF STUDENTS FROM FIRST YEAR TOFOURTH YEAR LEVEL OF AQUINAS UNIVERSITY HIGH SCHOOLDEPARTMENT S.Y. 2008 2009


Interpretation


2. General Reference 3.86 More Preferred



4.61 Most Preferred

5. Textbooks 3.95 More Preferred





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11. Yearbooks 3.60 More Preferred








The table shows that the Magazines/Serials/Periodicals

with 4.61 weighted mean and the Novels with 4.59 weighted

mean ranked as the two most preferred reading materials

of the students while the Newspaper with 3.26 weighted mean,

Journals with 3.25 weighted mean, Directories with 2.95 weighted

mean, Atlas with 3.46 weighted mean, Handbooks with 3.00

34

weighted mean, Instruction Manuals with 3.03 weighted

mean, Albums with 3.42 weighted mean, and Hymnals with 2.75

weighted mean ranked only as the preferred reading

material. Based on the related studies, age differences

and gender are some of the factors that affect the

preferences of the students.

B. MAIN PURPOSE OF HIGH SCHOOL STUDENTS OF AQUINAS UNIVERSITY OFLEGAZPI HIGH SCHOOL DEPARTMENT S.Y. 2008 2009 IN USING ASPECIFIC READING MATERIAL


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Table 2.0 shows the gathered data as to the purpose

of the first year students in using a specific reading

material. The results were evaluated and tabulated in the

next page.

35

Table 2.0

MAIN PURPOSE OF FIRST YEAR HIGH SCHOOL STUDENTS OF AQUINASUNIVERSITY OF LEGAZPI HIGH SCHOOL DEPARTMENT S.Y. 2008 2009 INUSING A SPECIFIC READING MATERIAL

Purpose f %A. For Information

a. acquire new informationb. gain knowledgec. enhance critical thinking

45 13.24

69 20.2936 10.59

B. For Self entertainment

a. relaxationb. leisure time

57 16.76

76 22.35

C. For Socialization

91 26.47


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a. gain more friends

D. For Communication

a. self expression of ideasb. reasoning ability

74 21.76

51 15

E. For Personal Safety

a. free from indulging inprohibited drugs/intensivesmoking

b. free from friends badinfluences

c. evade indulging in otherforms of vices(e.g. gambling, etc.)

62 18.24

66 19.41

56 16.47

Based on the results, the researchers found out that the

main purpose of the majority of the first year students of

Aquinas University High School Department in using a specific

reading material is for gaining more friends with 91 frequency

count. The purpose which got the lowest rank is for enhancing

critical thinking which has the frequency count of 36.

36

Since the preferred reading materials of the first year

students are Novels, Comics/Mangas, and Magazines/ Serials/

Periodicals, their purpose of gaining more friends is suitable

for their reading material preference. It implies that the

freshmen use a specific reading material for socialization

specifically for them to make new friends.


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Table 2.1 in the next page clearly shows the purpose

of the second year high school students from Aquinas

University of Legazpi High School Department S.Y. 2008

2009 in using their preferred reading material. The

needed data were gathered based on the results of the

questionnaire. These results were assessed and then

tabulated.

37

Table 2.1

MAIN PURPOSE OF SECOND YEAR HIGH SCHOOL STUDENTS OF AQUINASUNIVERSITY OF LEGAZPI HIGH SCHOOL DEPARTMENT S.Y. 2008 2009 INUSING A SPECIFIC READING MATERIAL



54 15.88

59 17.3554 15.88



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58 17.06

43 12.65


a. gain more friends60 17.65



50 14.71

54 15.88





44 12.94

51 15

46 13.53

The table shows that the main purpose of the second year

students in using a specific reading material is for

gaining new friends which got the highest frequency count of 60.

The purpose of having leisure time has the lowest frequency

count of 43 among the other purposes. Similar to the first

38

year students purpose, their reading material preference

suits their purpose.

After the evaluation done by the researchers, data were

gathered. Table 2.2 apparently shows the purpose of the second

year high school students in using a specific type of reading

material.

Table 2.2


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MAIN PURPOSE OF THIRD YEAR HIGH SCHOOL STUDENTS OF AQUINASUNIVERSITY OF LEGAZPI HIGH SCHOOL DEPARTMENT S.Y. 2008 2009 INUSING A SPECIFIC READING MATERIAL



34 10

53 15.5957 16.76



47 13.82

45 13.23C. For Socialization




48 14.12

48 14.12E. For Personal Safety




36 10.59

40 11.76

35 10.29

39

Table 2.2 shows the different purposes chosen by the third

year high school students. The results show that the main

purpose of the students in the third year level in using a

specific reading material is for enhancing critical thinking

with frequency count of 57. On the other hand, the purpose of

acquiring new information have the lowest frequency count of 34.

It implies that the juniors are now entering adolescence and

are therefore maturing and they think of using a specific


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reading material to enhance their critical thinking for future

use.

The selected fourth year students of Aquinas

University High School Department were asked to answer

the questionnaires given by the researchers. Their answers

to the question regarding their purpose in using a

specific reading material were evaluated and then

tabulated. The results are shown in table 2.3 .

40

Table 2.3

MAIN PURPOSE OF FOURTH YEAR HIGH SCHOOL STUDENTS OF AQUINASUNIVERSITY OF LEGAZPI HIGH SCHOOL DEPARTMENT S.Y. 2008 2009 INUSING A SPECIFIC READING MATERIAL



54 15.88

57 16.7645 13.24


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47 13.82

51 15


a. gain more friends 51 15D. For Communication


46 13.53

54 15.88





37 10.88

40 11.76

41 12.06

The table above shows that the fourth year students use

specific reading materials to gain knowledge with frequency

count of 57. The purpose of being free from indulging in

prohibited drugs/intensive smoking got the lowest

frequency count of 37. Based on their reading material

41

preference, their choice is comparable to their purpose

which is to gain knowledge. The seniors use a specific

reading material for information which can be used in the future.Table 2.4 shows the over all rating from first year to

fourth year level regarding their purpose in using a specific

reading material.

Table 2.4


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MAIN PURPOSE OF THE STUDENTS OF AQUINAS UNIVERSITY OF LEGAZPI HIGHSCHOOL DEPARTMENT S.Y. 2008 2009 IN USING A SPECIFIC READINGMATERIAL



187 13.75

238 17.50192 14.12



209 15.37

215 15.81





218 16.03

207 15.22



b. free from friends bad

influencesc. evade indulging in other

forms of vices(e.g. gambling, etc.)

179 13.16

197 14.48

178 13.09

42

In over all rating, the purpose of gaining more friends,

which has a frequency count of 250 out of 340 and has a

percentage of 18.38, got the first rank. This means that

students of Aquinas University of Legazpi High School Department

S.Y. 2008 2009 use a specific reading material for the

purpose of gaining more friends. This purpose is followed by

gaining knowledge with a percentage of 17.50. Next to this are:

self expression of ideas with 16.03%, leisure time with


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15.81%, relaxation with 15.37%, reasoning ability with 15.22%,

free from friends bad influences with 14.48%, enhance

critical thinking with 14.12%, acquire new information with

13.75, and free from indulging in prohibited drugs/intensive

smoking with 13.16%. Having the lowest percentage of 13.09,

evade indulging in other forms of vices (e.g. gambling, etc.),

is ranked as the last main purpose in using the different

reading materials of high school students of Aquinas University

of Legazpi S.Y. 2008 2009.

The researchers conclude that the high school students

reading material preferences and purpose in using reading

materials differ per year level because of the certain factors

that contribute to having different results. The main purpose in

using a specific reading material of the first and the second

year high school students, which is for gaining more friends,

43

clearly shows that they use a certain reading material for

socialization. While the results from the third year and

fourth year high school students, having the purpose of

enhancing critical thinking and for gaining new knowledge,

respectively, show that their main purpose is intended for

studying and learning because of the information they can

acquire from reading. Factors that were mentioned such as


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age differences and gender were considered as the

interventions that may be obtained based on the findings.

CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter contains the summary of the study, findings,

conclusions and the recommendations of the researchers.

Summary of the Study


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The main objective of the research is to determine the

reading material preferences of the students of Aquinas

University of Legazpi High School Department S.Y. 2008

2009. Specifically, it attempted to answer the following

questions: 1. What type of reading materials do the

students of Aquinas University of Legazpi High School

Department S.Y. 2008 2009 prefer to use?; 2. What are the

main purposes of the students of Aquinas University of

Legazpi High School Department in using specific types

of reading materials? and; 3. What interventions may be

offered in their choice or preference of reading materials based

on the findings?.

The reading material preference is only limited to

the printed type of reading materials while the purposes in

using a specific type of reading material is divided into five

categories. The respondents were solely students of Aquinas

45

University of Legazpi Science High School and the

students from the Special Program in the Arts. This study

aimed to help students, parents, school librarians, schools,

bookstores, etc.

Maslow's hierarchy of needs was used to explain the

motivation of people to choose. The students are being motivated


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to choose a specific reading material that will satisfy their

needs.

The researchers used the descriptive survey

design. The respondents of the study were from the


2008 2009. The sample size was computed using the

stratified random sampling. With the help of the questionnaires,

data were gathered. Tables were prepared to interpret the data

gathered. Frequency count and percentage were also used to

analyze the data gathered.

After gathering and analyzing the needed data, the

researchers concluded that the Magazines/Serials/Periodicals and

the Novels are the most preferred reading materials of students

in Aquinas University of Legazpi. Based on the results, the main

purpose of high school students of Aquinas University of Legazpi

High School Department S.Y. 2008 2009 in using a certain

reading material is for socialization specifically for gaining

46

more friends. The preference and purpose in using a reading

material of high school students differ per year level because

their choice was affected by their age differences and

gender.

Findings


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After gathering the data needed, the following were the

findings of the study:

1. The most preferred reading material of the Aquinas

University of Legazpi High School Students S.Y. 2008 2009

are the Magazines/Serials/Periodicals and Novels.

2. The main purpose of Aquinas University of Legazpi High

School students in using a specific reading material is

specifically for gaining more friends.

3. Certain factors such as age difference and gender affect

the students reading material preference and purpose in

using a specific type of reading material.

Conclusion

After gathering the data and interpreting the gathered

information, the following conclusions were drawn by the

researchers:

1. Novels and Magazines/Serials/Periodicals are the reading

materials that the Aquinas University of Legazpi High

School students prefer to use.

47

2. To gain information is the main purpose of Aquinas

University of Legazpi High School students in using a

certain reading material.

3. The preference and purpose in using a reading material of

high school students differ per year level because of the


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certain factors such as age difference and gender that

contribute to having different results.

Recommendations

From the findings and conclusions made, the following are

hereby recommended:

1. Students should use their preferred reading material wisely

wherein they could be benefitted by it.

2. Parents should understand why their children are being

affected, specifically in expressing their ideas and

emotions to their parents, by the kind of reading material

they prefer to use.

3. Future researchers should include the latest reading

material other than the reading material mentioned in this

study. They should include other people other than the high

school students. They should also include the intervening

variables that affect the answers of the respondents. Also,

they should study the effect of a specific reading material

to the students.


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APPENDICES

APPENDIX A

MS. MA. CHRISTI B. MUOZ, MAedPrincipalAquinas University of LegazpiHigh School DepartmentPearanda St. Legazpi City

Dear Ms. Ma. Christi B. Muoz ;

Greetings!


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We, the students of IV-Newton, are conducting a research studyentitled READING MATERIAL PREFERENCES OF THE STUDENTS OFAQUINAS UNIVERSITY HIGH SCHOOL DEPARTMENT S.Y. 2008-2009.

In view of this, we would like to ask permission to distribute

questionnaires to the students of both Science High School(SHS) and Special Program in the Arts (SPA) during theirHomeroom period next week.

Hoping for your approval on this matter.

Thank you.

Very truly yours,

ARNEDO, Paolo Gerardo AZORES, Mae Diane

BAARES, Mark Allen BARNUEVO, Princess

ESTRELLA, Zyra Gail MA-ALAT, Pauline Bianca

MANZANADES, Ysabella Nicole YU, Michael Bryan

Noted by:

Mrs. Helen M. Llanera, MArexa

Research Teacher

49

APPENDIX BCode:__________

Questionnaire

Name(optional): ______________________Year and Section:_________Gender: ________ Age: ________

Dear Respondents,

The purpose of this research is to know the reading

materials preference of the students of Aquinas University of

Legazpi High School S.Y. 2008-2009. Kindly answer this


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questionnaire as briefly as possible and be honest in answering

the following questions:

Rating Scale:

5 - most preferred

4 - more preferred

3 - preferred

2 - least preferred

1 - not preferred

50II. What are your purposes for using a specific reading material?

A. For Information

acquire new information

gain knowledge

enhance critical thinking

B. For Self- entertainment

I. What type of PrintedReading Materials do youprefer to use?

5 4 3 2 1

1. Newspaper2. GeneralReference3. Journals4. Magazines/Periodicals/Serials5. Textbooks6. Novels7. Graphic Novels8. Encyclopedias9. Comics / Mangas10. Directories11. Yearbooks12. Almanacs13. Atlas

14. Dictionary15. Handbooks16. Index17. InstructionManual18. Albums19. Hymnals


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relaxation

leisure time


gain more friends


self expression of ideas

reasoning ability


free from indulging in drugs

free from friends bad influences

evade indulging in other forms of vices

Insights: What insights can you give being a user of readingmaterials?

___________________________________________________

___________________________________________________

________________________________________________

___________________________________________________

___________________________________________________

________________________________________________

51

BIBLIOGRAPHY

A. Books

Calmorin, Laurentina P.1995. Methods of Research and Thesis

Writing.Rex Bookstore, Inc.Sampaloc, Manila. 1995


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B. Websites

a. Kreps,David. Preference. Wikipedia .2003 March. Princeton

University. http://en.wikipedia.org/wiki/Preference

b. Sturm, Brian. The Information and Reading Preferences of North

Carolina Children. AASL. 2004 April.

http://www.ala.org/ala.readingpreferences.cfm

52Curriculum Vitae

Personal Information

Name: Paolo Gerardo B. Arnedo

Birthday: June 29, 1992

Address: Bonot, Legazpi City

Civil Status: Single
http://en.wikipedia.org/wiki/Preferencehttp://en.wikipedia.org/wiki/Preference


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Parents: Father Esteban L. Arnedo

Mother Margarita B. Arnedo

Contact Numbers: Cell phone #: 09167186019

Telephone #: N/A

Email Address: [email protected]

Educational Background

Pre school Saint Raphael Academy

Legazpi City

1998 1999

Elementary - Saint Raphael Academy

Legazpi City

1999 - 2005

High School - Aquinas University Science High School

Legazpi, City

2005 - 2009

53


Name: Mae Diane M. Azores

Birthday: October 13, 1994

Address: Boga, Legazpi City


Parents: Father Diosdado A. Azores

Mother Myrna M. Azores


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Telephone #: N/A



Pre school Boga Day Care Center

Boga, Legazpi City

1998 - 1999

Elementary - Boga Elementary School

Boga, Legazpi City

1999 - 2005


Legazpi, City

2005 2009

54


Name: Mark Allen L. Baares

Birthday: August 7, 1992

Address: Fr. Baez St., Bacacay, Albay


Parents: Father Orlando B. Baares

Mother Amalia L. Baares


68/73


Telephone #: N/A



Pre school Montessori Child Center

Tabaco City

1998 - 1999

Elementary - Daniel B. Pea Memorial College Foundation

Tabaco City

1999 - 2005


Legazpi, City

2005 - 2009

55


Name: Princess P. Barnuevo

Birthday: November 10, 1992

Address: Bonot, Legazpi City


Parents: Father Marcelo B. Barnuevo

Mother Efigeia P. Barnuevo



69/73

Telephone #: (052)820 3243



Pre school Mission Montessori Child Center

Bitano, Legazpi City

1998 - 1999

Elementary - Grade 1 St. Raphael Academy

Legazpi City

1999 - 2000

Grade 2-6 Ibalon Central School

Legazpi City

2000 - 2005


Legazpi, City

2005 - 2009

56


Name: Zyra Gail A. Estrella

Birthday: November 3, 1992

Address: Bankilingan, Tabaco City


Parents: Father Ivan B. Estrella

Mother Gina A. Estrella



70/73

Telephone #: N/A



Pre school Good Shepherd School

Tabaco City

1998 - 1999

Elementary - Good Shepherd School

Tabaco City

1999 - 2005


Legazpi, City

2005 - 2009

57


Name: Pauline Bianca B. Ma-alat

Birthday: September 27, 1993

Address: 3rd

St., Karangahan Blvd., Tabaco City


Parents: Father Edwin C. Ma-alat

Mother Mary Ann B. Ma-alat



71/73

Telephone #: (052)487 - 4646



Pre school Sofia Learning Center

Karangahan Blvd., Tabaco City

1998 1999

Elementary - Tabaco National Central Elementary SChool

Bombon, Tabaco City

1999 - 2005


Legazpi, City

2005 2009

58


Name: Ysabella Nicole R. Manzanades

Birthday: September 2, 1992

Address: Jasmin St., Velasco Subdivision, Daraga, Albay


Parents: Father Hil Benedict G. Manzanades

Mother Ma. Carmen Aida R. Manzanades



72/73

Telephone #: (052)483-3917



Pre school Piamont Science Oriented

Daraga, Albay

1998 - 1999

Elementary - Marys Child Learning Center

First Park Subdivision, Daraga, Albay

1999 - 2005


Legazpi, City

2005 - 2009

59


Name: Michael Bryan L. Yu

Birthday: August 13, 1992

Address: Purok 3, Bigaa, Legazpi City


Parents: Father Jefferson A. Lee

Mother Lolita L. Yu


Telephone #: N/A


73/73



Pre school Naga Hope Christian School

Naga City

1998-1999

Elementary - Grade 1-4 Naga Hope Christian School

Naga City

1999-2003

Grade 5-6 Legazpi Hope Christian School

Legazpi City

2003-2005


Legazpi, City

2005 - 2009

60

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