LITERARY ENGAGEMENT AND ITS PERSONAL RELEVANCE TO COLLEGE

STUDENTS

________________________________________

An Undergraduate Thesis

Presented to the Faculty of the College of Education

Mater Dei College

Cabulijan, Tubigon, Bohol

_________________________________________

In Partial Fulfillment

Of the Requirements

For the Course

Educational Research (Research 102)

__________________________________________

by:

ROSEMARIE GAY D. BALONGA

ELLAINE A. CURIB

MARIEL L. JUMAMOY

CHIARA GENEVIEVE I. LASTIMADO

IVY R. TUQUIB

July 2021
 ii

APPROVAL SHEET

This research paper with the title “LITERARY ENGAGEMENT AND ITS
PERSONAL RELEVANCE TO COLLEGE STUDENTS” prepared and submitted
by Rosemarie Gay D. Balonga, Ellaine A. Curib, Mariel L. Jumamoy, Chiara
Genevieve I. Lastimado, and Ivy R. Tuquib in partial fulfillment of the
requirements for the course in Educational Research (Research 102) has been
examined and recommended for acceptance and approval for Oral
Examination.
THESIS COMMITTEE

JENNIFER J. VALERO, MAN-RN

`Thesis Instructor

DE MARVY D. BONGATO, LPT

Thesis Adviser

CHRISTOPHER ASUNCION L. ARCAY, MS EDNA D. COSCOS, MSLS

Member Member

ACCEPTED as partial fulfillment of the requirements for the course in

Educational Research (Research 102).

MARIA NYMPA S. RESERVA, Ph.D.

Chairman

PANEL OF EXAMINERS
APPROVED by the Tribunal at the Oral Examination with the grade of PASSED.

JENNIFER J. VALERO, MAN-RN

Thesis Instructor

CHRISTOPHER ASUNCION L. ARCAY, MS EDNA D. COSCOS, MSLS

Member Member

MARIA NYMPA S. RESERVA, Ph.D.

Chairman

MARIA NYMPA S. RESERVA, Ph.D.

Dean, College of Education
Date of Proposal Hearing: 01-13-21
Date of Oral Defense: 07-13-21
 iii

ACKNOWLEDGEMENTS

If words are considered as the token of acknowledgement and the

keepsake of appreciation, then let words play the echoing gratitude of the

researchers.

The researchers wholeheartedly extend their unbounded praise and glory

to the Great God Almighty for His bounteous blessings, unparalleled wisdom,

and constant Divine Guidance that sustain the researchers in undertaking all the

endeavors during the preparation and completion of this study.

Also, the researchers humbly convey their deepest gratitude and

unfathomable indebtedness to the following people who, in one way or another,

have spent their all-out support and untiring guidance in the accomplishment of

this research:

To their research instructor, Mrs. Jennifer J. Valero, MAN-RN, who

willingly shared her valuable time and intuitive remarks which guided the

researchers in pursuing this research. Even with the ordeal of time and personal

interaction, she never failed to impart her expertise in the said field;

To their research adviser, Ms. De Marvy D. Bongato, LPT, for showing

her perennial assistance and incomparable encouragement that empowered the

researchers to put forth their full potential in making their research a success.

With her unending guidance, they were able to leave their fears behind and were
 iv

able to shatter the hurdles that have been blocking their journey towards the

accomplishment of their research study;

To the researchers’ statistician, Mr. Christopher Asuncion L. Arcay, MS,

for ensuring the accuracy of the data in the study. His unwavering commitment in

helping and answering the researchers’ queries in the interpretation of the data

enabled them accomplish the study;

To the panel of examiners, Dr. Maria Nympa S. Reserva and Mrs. Edna

D. Coscos, MSLS, whose indispensable suggestions, intellectual comments,

and indelible pieces of advice that ensured the completion of a sound research;

To the participants of this research study, who willingly spared some of

their precious time to take part in the whole duration of the gathering of data.

Although the entire communication was made possible online, they still showed

their support and collaboration; and

To their most loved families and adored friends, for their unconditional

love, care, and support given in every step of the enduring process of this

research paper. All the way through, their patience and delightful hearts along

with their intelligent counsel, serve as an immeasurable strength for the

researchers to advance continuously in completing their research study.

The Researchers
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Abstract
This paper aimed to find out the college students’ level of literary engagement
and investigate its personal relevance in terms of moral reasoning, vicarious
experience, understanding and empathy, literary appreciation, and enjoyment.
Also, this study measured the differences among the levels of the students’
literary engagement as well as the differences among the factors of personal
relevance of the students’ literary engagement. Lastly, it also sought to
investigate if there is a significant correlation between literary engagement and
personal relevance. The researchers made use of the cross-sectional
explanatory research design through the aid of an online questionnaire. The
study revealed that there was a high level of literary engagement of the college
students. The result also revealed that three levels of literary engagement
namely very high, high, and moderate, significantly differ from each other. More
so, the findings showed that among the factors of personal relevance,
understanding and empathy was strongly relevant, while enjoyment was the least
relevant to the students. In addition, it was also proven that there was at least
one of the factors of personal relevance that differed significantly from others,
which was the enjoyment factor. Finally, the researchers found out that literary
engagement and personal relevance had a significant correlation. Based from
these findings, the researchers concluded that college students with high literary
engagement tend to attain more personal benefits in disparate domains,
specifically fostering their moral reasoning, developing their capability to
empathize, gaining vicarious experience, appreciating the works of literature and
even achieving fun. The researchers strongly recommended that teachers should
focus on imparting the importance of literary engagement in classroom
discussion. Moreover, the school should ensure the availability of good reading
materials and different genres of literature in the library in order for the students
to access works of literature easily.
Keywords: Literary Engagement, Reading, Literature, Personal Relevance
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TABLE OF CONTENTS

Page

TITLE PAGE…………………………………………………………… i

APPROVAL SHEET…………………………………………………… ii

ACKNOWLEDGEMENTS……………………………………………. iii

ABSTRACT…………………………………………………………….. v

TABLE OF CONTENTS……………………………………………….. vi

LIST OF TABLES……………………………………………………… ix

Chapter

1 THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale of the Study.……………………………… 1

Theoretical Background…………………………….. 3

THE PROBLEM

Statement of the Problem………………………….. 8

Research Hypotheses……………………………... 9
 vii

Significance of the Study…………………………... 10

RESEARCH METHODOLOGY

Design ………….……………………………………. 11

Environment………………..………………………... 11

Participants.……………………………..……………. 12

Instrument…………………………………………….. 12

Procedures

Gathering of Data……………………………….. 14

Treatment of Data………………………………. 15

DEFINITION OF TERMS…………………………………. 16

2 PRESENTATION, ANALYSIS AND INTERPRETATION OF

DATA

Students’ Level of Literary Engagement………..... 18

Significant Differences on the Students’ Level of

Literary Engagement……………………………….. 20

Personal Relevance of the Students’ Literary

 viii

Engagement …………………………………………. 22

Significant Differences on the Factors of Personal

Relevance…………………………………………….. 24

Significant Degree of Correlation between Literary

Engagement and Personal Relevance…………… 26

3 SUMMARY, FINDINGS, CONCLUSION, AND

RECOMMENDATIONS

Summary………………………………………………. 30

Findings………………………………………………… 31

Conclusions……………………………………………. 32

Recommendations……………………………………. 32

REFERENCES……………………………………………… 35

APPENDICES………………………………………………. 40

A. Transmittal Letters...…………………………………… 41

B. Research Questionnaire……………………………….. 44

C. Timetable of Activities………………………………….. 52

CURRICULUM VITAE………………………………………….. 53
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LIST OF TABLES

Table Page

1 Students’ Level of Literary Engagement………….. 18

2 Significant Differences on the Students’ Level of

Literary Engagement…………………………………. 20

3 Personal Relevance of the Students’ Literary

Engagement ………………………………………….. 22

4 Significant Differences on the Factors of Personal

Relevance …………………………………………….. 24

5 Significant Degree of Correlation between Literary

Engagement and Personal Relevance…………….. 26

 Chapter 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale of the Study

Literature is an instrument to describe the true happenings of the world. It

provides a window for readers to view the experiences of others and a pathway

for readers to experience a sense of joy and enlightenment, and a sense of

empathy and guilt. According to Anzar Ahmed (2017), literature grows out of life,

reacts upon life and is fed by life. It serves as a reflection of reality, a product of

art, and a window to an ideology. Indeed, life is the foundation of literature, and

literature gives life to the experiences of the world.

For the Merriam-Webster dictionary, literature refers to any writings having

excellence of form or expression and expressing ideas that are written in prose

or verse. Literature is generally divided into two types: prose and poetry. Prose

consists of those written within the flow of conversation in sentences and

paragraphs. On the one hand, poetry refers to those expressions in verse, with

measure and rhyme, line and stanza, and has a more melodious tone (Philippine

Literature, 2013).

Poetry has three major types: narrative poetry, dramatic poetry and lyric

poetry. Narrative poetry consists of epic, ballad, metrical tale, idyll and lay;

1
dramatic poetry has drama, dramatic monologue and rhyme verse; and lyric

poetry has different categories like elegy, ode, sonnet, psalm, song and corrido.

The prose, on the contrary, is further categorized as fiction and non-fiction.

Fiction deals with literary works that contain imaginary events and people such

as short stories and novels while non-fiction purports in good faith to represent

truth and accuracy regarding information, events, or people such as biography,

autobiography, essays, etc. (Farner, 2014). Specific genres of prose fiction are

action, adventure, classic, comic/graphic novel, crime and detective, fan-fiction,

fantasy, historical fiction, horror, humor, magical realism, mystery, political thriller,

realistic fiction, romance, science fiction, suspense/thriller and the list go on.

Non-fiction, by contrast, is factual and reports of true events like biography,

autobiography, letter, journal, historical, philosophy, travel, pamphlet, eulogy and

speech. Usually, nonfiction has a higher standard to uphold than fiction.

In point of fact, literature covers a wide range of genres that captivates the

general interest of some people to read and engage with literary pieces.

Engagement with such texts invites dialogic relationships with the characters

whose narratives have relevance for the lives of the readers (Rosenblatt, 1983).

Indeed, Coats (2011) suggested that through learners’ engagement in literature,

it invites them to participate in the vibrant and constantly shifting cultural dialogue

regarding what we value and how our lives might be lived both responsibly and

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responsively in the face of increasing globalization, perspective-altering

technologies, and ideological challenge and change.

In the perspective of pre-service English language teachers and as

learners of the English language, the researchers believe that it is important to

not only immerse one’s self with bulks of literary pieces but also find out what

literary engagement can bring to one’s life. Due to the emergence of literature

engagement in today’s generation, the researchers wished to investigate the

personal relevance of literary engagement to the college students of Mater Dei

College, Tubigon, Bohol. Thus, this study strived to find out the students’ level of

literary engagement in order to explore its personal relevance in terms of moral

reasoning, vicarious experience, understanding and empathy, literary

appreciation, and enjoyment. Furthermore, this study also wanted to know if the

literary engagement levels as well as the factors of personal relevance of the

students’ literary engagement significantly differ with one other. Lastly, this paper

aimed to investigate if there is a significant correlation between literary

engagement and its personal relevance.

Theoretical Background

Literature is a useful tool that greatly contributes to the personal growth

and development of the readers. Guthrie (2004) states that engaged reading with

interesting text such as from literary pieces, is observable as behavior in the

classroom that entails cognitive, motivational, and social attributes. Moreover,

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according to Carol Lynch-Brown of Florida State University and Carl M.

Tomlinson of Northern Illinois University in their influential book Essentials of

Children’s Literature: 3rd Edition (2005), the personal value of literature to the

readers includes moral reasoning, vicarious experiences, understanding and

empathy, literary appreciation, and enjoyment (aside from imagination and

aspiration, and cultural heritage).

Literature develops the moral reasoning of the readers in a sense that it

can help them formulate their own concepts of right and wrong. In fact, constantly

reading stories has the power to promote emotional intelligence and moral

development. Often, story characters are placed in situations that require them to

make moral decisions, and readers naturally consider what they themselves

would do in such a situation (Essentials of Children’s Literature). Crick (2012)

further argues that the literary engagements necessarily would have

ethical/moral implications. Next, reading literature enriches the vicarious

experiences of a person, as they are taken to places and times that they could

never actually visit through the books they read. When a story is so convincingly

written, readers feel as though they have lived through an experience or have

actually been in the place and time where the story is set (Essentials of

Children’s Literature).

Moreover, through stories from many lands and cultures, reading literature

builds a solid foundation for multicultural and international understanding.

4
Engaging in literature often helps readers to develop a greater capacity to

empathize with others, thus propagating understanding and empathy (Essentials

of Children’s Literature). Another valuable result of people reading regularly from

a wide variety of books is that they quickly come to appreciate the literary and

artistic styles of many authors and illustrators, thus developing their own personal

preferences as expressed through self-selection of reading materials (Essentials

of Children’s Literature). Lastly, the most obvious personal gain that literature

offers to readers is enjoyment, in such a way that good readers feel fun, relaxed,

excited, and thrilled whenever they immerse themselves with books (Essentials

of Children’s Literature).

In addition, according to one of the most prominent theorists in reading,

Louise Rosenblatt in her Reader-Response Theory, “if we read something, we

gain completely different messages from the text rather than other people

around.” (Rosenblatt, 1978) In her two influential texts, Literature as Exploration

(1938) and The Reader, The Text, The Poem: The Transactional Theory of the

Literary Work (1978), she argues that the act of reading literature involves a

transaction (Dewey’s term) between the reader and the text. As part of her

“transactional” theory, Rosenblatt distinguished two kinds of reading, or

“stances”: the efferent reading and the aesthetic reading.

The efferent stance deals more with “the cognitive, the referential, the

factual, the analytic, the logical, the quantitative aspect of meaning,” while the

5
aesthetic stance deals more with “the sensuous, the affective, the emotive, the

qualitative.” (Rosenblatt, 1978/1994) According to him, when readers read

efferently, they read text in order to extract information like dates in a history text

or directions in a user manual or to pay attention to the rhetorical form or the

logic or structure of an argument, and they purposefully “narrow” their “focus

attention” to find specific information (Rosenblatt, On the Aesthetic). On the other

hand, when readers read aesthetically, they allow their minds and sensibilities to

open and experience their transaction with the text both cognitively and

affectively (On the Aesthetic). Thus, reading provides the guiding orientation

toward activating particular elements of our consciousness.

Hence, some studies related to the present investigation are worth

reviewing and looking into to give insights and direction to the present research.

The research of Crippen (2012) argued that stories from literature help students

improve emotional and moral development. As Crippen stated in her study,

"children’s literature contains numerous moments of crisis, when characters

make moral decisions and contemplate the reasons for their decisions” (Norton,

2010). In the studies conducted by Mar and Oatley (2008), they found out that

those "who often read appear to be better able to understand other people,

empathize with them and view the world from their perspective." Furthermore, the

study of Fakoya and Ogunpitan (2001) revealed that through reading and

understanding a piece of literary work, the reader develops a meaningful grasp of

6
a work of literature's theme(s) and subject matter, and learns how its formal

structure aids in their realization.

Additionally, the enjoyment of reading literature comes from engaging with

themes and topics that are intrinsically interesting. Literature has a unique

element of entertaining its readers (Compagnon, 2013). However, reading for

pleasure is not always cited as the reason for reading, for other reasons include

skills-based reasons or reasons to do with learning and understanding (Nestle

Family Monitor, 2003). Finally, according to the study of Alexander et. Al (2001),

“through reading literature, people not only can experience pleasure but also can

advance beyond present understanding, extend the boundaries of their lives,

contemplate world’s possible as well as actual, understand cause and

consequence, develop the capacity to empathize, and reflect on and regulate

their behavior.”

The term 'engagement' as a goal of teaching reading, according to the

study of V. Vaish (2016) and Wigfield et al. (2008), is congruent with a multi-

dimensional approach in that it incorporates behavioral, emotional/motivational,

and cognitive dimensions. As a result, the engaged reader is thought to be

behaviorally active (reading frequently), internally motivated (liking to read), and

cognitively active (uses strategies in reading). The findings of Guthrie and

Wigfield (2000) also highlight that students with high levels of reading

engagement are those who (a) are motivated to read, (b) use strategies when

7
reading, (c) use reading as a way to construct meaning from texts, and (d)

participate in social interactions around reading.

Lastly, the study of Kuzmicova and Balint (2019) with the title Personal

Relevance in Story Reading found out that increased levels of literary

engagement ensures the growth of cognitive, social, emotional, moral and

behavioral development of the readers through processing of text, which means

that people process personally relevant texts with more care and intention.

THE PROBLEM

Statement of the Problem

This study investigated the relationship between literary engagement and

its personal relevance to the college students of Mater Dei College, Tubigon,

Bohol.

Specifically, it sought to answer the following questions:

1. What is the students’ level of literary engagement?

2. Are there significant differences on the students’ level of literary

engagement?

3. What is the personal relevance of the students’ literary engagement

in terms of:

2.1 moral reasoning;

8
 2.2 understanding and empathy;

2.3 vicarious experience;

2.4 literary appreciation; and

2.5 enjoyment?

4. Are there significant differences among the factors of personal

relevance of the students’ literary engagement?

5. Is there a significant degree of correlation between the students’

literary engagement and personal relevance?

Research Hypotheses

In the conduct of this study, the researchers also explored various studies

and researches which were related to the present investigation. Thus, the

following hypotheses were proposed:

1. There are significant differences on the students’ level of literary

engagement.

2. There are significant differences among the factors of personal

relevance of the students’ literary engagement.

3. There is a significant degree of correlation between the students’

literary engagement and personal relevance.

The result of this study will determine if the following hypotheses will be

approved or rejected.

9
Significance of the Study

The researchers believe that college students, particularly those who are

readers, will be benefited from the findings of this research since this study gives

them an idea of what literature is and its possible significance and its effect on

their lives. This study will also benefit the non-readers as this would encourage

and motivate them to read and engage in literary reading. Next, this can also be

advantageous to the teachers especially in understanding why students engage

in reading literary pieces. Also, the outcome of this study will facilitate the school

to provide developmental programs that will help students build efficient and

effective literary reading engagement. Lastly, the results can serve as bases for

the future researchers who would plan to make any related study regarding

literary engagement and its personal relevance to the readers.

10
 RESEARCH METHODOLOGY

Research Design

In this study, the researchers used the quantitative method of research to

ensure the validity and reliability of the study. The researchers also utilized the

cross-sectional explanatory research design (Johnson, 2014) with the aid of the

online survey questionnaire to identify the relationship between literary

engagement and personal relevance of the college students. This research

design was used to make inferences about possible relationship between the

participants’ literary engagement and its personal relevance.

Research Environment

The study was conducted at Mater Dei College, located at Cabulijan,

Tubigon Bohol. It consisted of six college departments, namely College of

Education (COE), College of Nursing (CON), College of Accountancy and

Business Management- Business Department (CABM-B), College of

Accountancy and Business Management- Hospitality (CABM-H), College of

Criminal Justice (CCJ), and College of Arts, Sciences and Technology (CAST),

wherein the participants of the study were selected. This school was chosen to

be the focus of the study since the researchers are currently studying in the said

institution.

11
Research Participants

The target size of the participants of this study was composed of 60

college students where 10 students from each department: COE, CON, CABM-

Accountancy, CABM-Hospitality, CCJ, and CAST of Mater Dei College who were

enrolled in the academic year 2020-2021 were selected. Moreover, the target

participants from different departments came from different year levels – first

year to third year since the school currently does not have senior enrollees.

The sampling design that was used in this study was probability sampling,

specifically stratified sampling technique. Using the sampling method, all college

students were given a fair chance to be drawn as part of the participants. Each

name from the list which was gathered from the school registrar was written in a

piece of paper and placed in a box. All the college students were classified

according to their departments. Each department had a designated box wherein

the researchers picked ten (10) papers each box which determined ten (10)

names per college totaling sixty (60) selected participants.

Research Instruments

In this study, the researchers used only one instrument and that was the

online survey questionnaire through Google Forms. The online survey

questionnaire was composed of two parts. The first part comprised of a 50-item

standardized questionnaire adapted from Reading Engagement Survey by Sarah

K. Whitaker in determining the students’ level of literary engagement. The

12
researchers made sure to formally ask for permission from the owner to employ

this questionnaire in this research study through sending an e-mail. On the other

hand, the second part was the researcher-made questionnaire based on the

constructs of literature’s personal relevance stated by Carol M. Lynch-Brown of

Florida State University and Carl M. Tomlinson of Northern Illinois University.

The first part of the questionnaire adapted from Reading Engagement

Survey by Sarah K. Whitaker would be answered using a 5-point Likert scale in

order to measure the level of literary engagement of the college students. The

parameters used in this standardized questionnaire were as follows:

Code Response Interval Interpretation

5 Always 4.21-5.00 Very High
4 Oftentimes 3.41-4.20 High
3 Sometimes 2.61-3.40 Moderate
2 Seldom 1.81-2.60 Low
1 Never 1.00-1.80 Very Low

Lastly, researcher-made questionnaire based on the constructs of

literature’s personal relevance stated by Carol M. Lynch-Brown of Florida State

University and Carl M. Tomlinson of Northern Illinois University would also be

using 5-point Likert scale upon identifying the personal relevance of literary

engagement of the college students that contains the following parameters:

Code Response Interval Interpretation

5 Strongly Agree 4.21-5.00 Strongly Relevant
4 Agree 3.41-4.20 Moderately Relevant
3 Neutral 2.61-3.40 Relevant
2 Disagree 1.81-2.60 Poorly Relevant
1 Strongly Disagree 1.00-1.80 Not Relevant at All

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 Since the survey questionnaire was done online through Google Forms,

the researchers strongly controlled the way it has to be answered. All items were

set to have only one answer and would not submit if some items were left

unanswered.

The researcher-made questionnaire underwent the process of content

validation with the help of the Mater Dei College research panel. After the content

validation, the instrument underwent validity and reliability tests through pilot

testing.

Research Procedures

Gathering of Data. In the beginning of the study, the original title

proposed by the researchers was checked and revised by the research instructor

to maintain the conformity of the subject of research. The questionnaire that

aimed to draw out proper responses of the objectives of this study was

constructed. This questionnaire made by the researchers was presented,

analyzed and checked by the research adviser to assure the validity of

responses it would elicit. In addition, pilot testing was also conducted prior to the

actual survey to ensure the validity of the questions.

Before administering the survey, the researchers sought approval from the

deans and department heads of the various college departments. After the

approval, copies of the questionnaires were administered to the participants in

gathering the relevant data through online. The link of the questionnaire was sent

14
via email and/or messenger account of the participants. Afterwards, the

researchers gathered the data survey from the Google Form research

questionnaire and were used in the tabulation, interpretation, and analysis of

data.

Treatment of Data. The responses of the participants through the

questionnaire were collected, tallied and tabulated through the use of the

Microsoft Excel. For this treatment, statistical tools such as the percentage,

weighted mean, one-way analysis of variance (ANOVA) and Pearson Product

Moment Correlation Coefficient were used to interpret the data.

The percentages were used to effectively compare one quantity against

another. Then, the weighted means were employed to interpret the information

on 5-point scale type of choices. On the other hand, one-way analysis of

variance (ANOVA) was utilized to analyze the significant differences in the

students’ level of literary engagement, as well as the factors of the students’

literary engagement. Lastly, this study also made use of the Pearson Product

Moment Correlation to investigate the significant degree of correlation between

the students’ literary engagement and its personal relevance.

15
 DEFINITION OF TERMS

For the purpose of this study, the following terms are defined according to

their use in this study for aid of understanding.

College Students refer to the population or the participants of the study.

Enjoyment refers to the state or process of the students of taking

pleasure in reading pieces of literature.

Literary Appreciation refers to the ability of the students to make critical

judgment with the help of reading literary pieces.

Literary Engagement refers to the commitment of the students to reading

literary pieces for intentional purposes: to draw feelings, to perceive the

obscurity of the world, and to witness different beliefs and ideas that would

give relevance to their lives as learners.

Moral Reasoning refers to the ability of the students to distinguish right

from wrong through reading the literature.

Personal Relevance refers to the degree to which the students expect an

issue to have significant consequences on their own lives.

Vicarious Experience refers to a phenomenon where the students are

able to observe and feel what the others feel through reading different

genres of literary pieces.

16
Understanding and Empathy refers to the ability of the students to

understand and share the feelings of one another as they read literary

pieces.

17
 Chapter 2

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter covers the presentation, analysis, and interpretation of data

gathered. It deals specifically with the level of literary engagement and the

personal relevance of literary engagement of the college students.

Table 1

Students’ Level of Literary Engagement

Literary Frequency Percentage (%) Rank

Engagement Level
Very High 3 5.00 3
High 38 63.33 1
Moderate 19 31.67 2
Low 0 0 4
Very Low 0 0 4
Note: Very High (4.21-5.00); High (3.41-4.20); Moderate (2.61-3.40); Low (1.81-2.60); Very Low (1.00-1.80)

Table 1 revealed the literary engagement level of the college students of

Mater Dei College. Included in the table are the frequency, percentage, and the

ranking of each level. It can be seen that the first in rank is the level “high” with a

frequency of 38 and a percentage of 63.33. It is followed by “moderate level”,

with a frequency of 19 (31.67%). The figures explicitly imply that college students

markedly indulge themselves in reading literary pieces with their preferred genres

and intended motives. Since the students find it interesting to engage themselves

in literature, none of the participants claimed that literary engagement is not

18
essential in their lives since the level of “low” and “very low” gained zero

frequency and are last in rank.

As shown in Table 1, the result infers that literary engagement

indisputably anchor a certain importance to the lives of the students. Moreover,

this is an implication that literature which is engaged by students helps develop

emotional consideration, and a prominent understanding of the world and other

people. This is being reinforced in the study of Guthrie (2004), which states that

engaged reading with interesting text such as from literary pieces is observable

as behavior in the classroom but also entails cognitive, motivational, and social

attributes.

In point of fact, the result resonates that literature produces a positive

effect to the students who engages in it. The high level of literary engagement

indicates that indulging oneself to literature serves a relevant factor to students,

which extracts an inarguable inference that its existence is essential. Considering

the different purposes in reading, and the significantly high level of literary

engagement, it can be implicated that the students find literature as a means of

feeding their interest in things, a portal for information and entertainment, as well

as a motivating feature for the nourishment of emotions.

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Table 2

Significant Differences on the Students’ Levels of Literary Engagement

Level Mean p- Significance Decision on Difference

(SD) value Level Null Significance
Hypothesis
Very High 4.39
(0.05)
High 3.70 <0.01 0.05 Reject Significant
(0.18)
Moderate 3.13
(0.16)
Note: Level of Significance is 0.05; H0 is null hypothesis

Table 2 presented facts on the significance of differences in the levels of

literary engagement. Since the p-value computed is less than the significance

level of 0.05, the null hypothesis of no significant difference in the levels of

literary engagement was rejected. So, enough evidence supports the research

hypothesis advanced in this study claiming the significance of the difference in at

least one of the levels of literary engagement. In order to find what level or levels

significantly differ from others, Scheffe’s post hoc test was computed.

Consequently, the result revealed that the three levels of literary engagement

significantly differ from each other. This means that those belonging to the very

high level of literary engagement with a mean of 4.39 performed significantly

higher than those belonging to high literary engagement with a mean of 3.70 that

in turn, also performed significantly higher than those belonging to the moderate

literary engagement with a mean of 3.13. Hence, there is sufficient evidence to

20
support the study's research hypothesis that there are significant differences in

students' levels of literary engagement.

This finding suggested that the participants who belonged to a Very High,

High, and Moderate level of literary engagement appeared to have varying aims,

motivations, and interests in terms of reading literature. Thus, those students

who are more engaged in reading are thought to be behaviorally active (they

read frequently), internally motivated (they enjoy reading), and cognitively active

(they use strategies in reading). It is encouraging to compare this assumption

with that study found by V. Vaish (2016) and Wigfield et al. (2008) who found that

engaged readers are taught by a multi-dimensional approach in that it includes

behavioral, emotional/motivational, and cognitive aspects.

This result may be explained by the fact that the participants of the

present study who have high levels of reading engagement are those who are

motivated to read, use strategies when reading, use reading as a way to

construct meaning from texts, and participate in social interactions around

reading (Guthrie & Wigfield, 2000). In this view, highly engaged readers are

behaviorally active, internally motivated, and strategic, whereas less engaged

readers are less interested in reading, less motivated, and apply fewer

comprehension tactics.

21
Table 3

Personal Relevance of the Students’ Literary Engagement

Factors of Personal Relevance Mean Interpretation

Understanding Empathy 4.37 Strongly Relevant
Literary Appreciation 4.31 Strongly Relevant
Vicarious Experience 4.22 Strongly Relevant
Moral Reasoning 4.18 Strongly Relevant
Enjoyment 4.08 Relevant
Note: Strongly Relevant (4.21-5.00); Relevant (3.41-4.20); Moderately Relevant (2.61-3.40); Poorly Relevant
(1.81-2.60); Not Relevant at All (1.00-1.80)

Observably, the highest mean among the five factors of personal

relevance of the students’ literary engagement fall under understanding and

empathy with a mean of 4.37, which can be interpreted as strongly relevant,

while the factor on enjoyment falls on the last spot with a mean of 4.08 or

relevant. This indicates that college students read not merely for fun, but for them

to broaden their perspective and understanding of the world and as well as

elevate their ability to empathize with people, as they delve into the different

works of literature. In the study of Clark and Rumbold (2006), it was revealed that

the most popular reason for reading was emotional, which is related to the way

reading made the readers feel. Hence, it aligns with the result generated in this

study which points more strongly on understanding and empathy as the reason

why students immerse themselves into literary reading.

Furthermore, the findings affirm the study conducted by Mar and Oatley

(2008), which showed that those who often read appear to have a better

22
understanding and empathy towards other people and the world. Through stories

from many lands and cultures, literature is building a solid foundation for

multicultural and international understanding. Walking in someone else’s shoes

often helps readers to develop a greater capacity to empathize with others, thus

propagating understanding and empathy (Essentials of Children’s Literature).

On the other hand, enjoyment being the last among the factors of personal

relevance is a confirmation on the study of Nestle Family Monitor (2003) that

reading for pleasure is not always cited as the reason for reading. Other reasons

include skills-based reasons or reasons to do with learning and understanding.

Given the fact that college students have different mindsets compared to

children, it is highly understandable that their reasons for reading noticeably

differ. They tend to consider reading more as an instrument for tolerant and

personal affection than purely for aesthetic enjoyment. Besides, when it comes to

entertainment, the possibilities are endless. Apart from reading stories and other

writings, students nowadays have so many options and activities to choose from

with regards to how they wanted to enjoy and entertain themselves.

In general, four among the five factors are interpreted as strongly relevant

on the students’ literary engagement. Though understanding and empathy

earned the highest mean, this does not imply that other personal relevance of

literary engagement do not have a personal value. Factors such as literary

23
appreciation, vicarious experiences, and moral reasoning are also proven as

strongly relevant in terms of the literary engagement of the college students.

Table 4

Significant Differences on the Factors of Personal Relevance

Factors Mean (SD) p-value Significance Decision on Difference

Level Null Significance
Hypothesis
Understanding 4.37 (0.50)
and Empathy
Literary 4.31 (0.53)
Appreciation
Vicarious 4.22 (0.49) 0.04 0.05 Reject Significant
Experience
Moral 4.18 (0.57)
Reasoning
Enjoyment 4.08 (0.61)
Note: Level of Significance is 0.05; H0 is null hypothesis

The Table 4 presented the factors arranged in descending order according

to the magnitude of the means. Noticeably, the factor on understanding and

empathy got the highest mean of 4.37 while the factor on enjoyment earned the

lowest mean of 4.08. In comparing the means of the factors of personal

relevance, since the p-value of 0.04 is less than the significance level of 0.05, the

null hypothesis of no significant difference is rejected. Thus, enough evidence

supports the research hypothesis advanced in this study that at least one of the

five factors of personal relevance differs significantly from others. Furthermore,

when Tukey post hoc test was employed to determine what factor or factors

24
differ, the enjoyment factor was found to be significantly different from the rest of

the factors. Specifically, the enjoyment factor was found to have significantly

lower mean compared to all other factors.

Since the results indicated that the enjoyment factor significantly differs

from the other factors, this implies that the college students purposefully read not

mainly to be entertained, but for them to develop their ability to put themselves in

someone else’s shoes, to flourish lifelong appreciation of literature, to vicariously

engage themselves into different perspectives and worldviews, and to enhance

their critical thinking and moral judgment. Therefore, it was proven that people

have varying reasons why they engage themselves into literature – some put

emphasis on the intellectual and moral development, while others on the

emotional fulfillment. The results shown support Louise Rosenblatt in her

Reader-Response Theory (1978) that people read “to improve the cognitive, the

referential, the factual, the analytic, the logical, or the quantitative aspect

(efferent stance), or to satisfy the sensuous, the affective, the emotive, or the

qualitative aspect (aesthetic stance).”

Although considered as the most obvious personal gain and motive of

reading literature, the students view enjoyment as significantly different among

the five factors of the personal relevance of literary engagement. This is an

implication that the college students consider literary engagement not solely for

emotional gratification as what Alexander et. Al (2001) stated in his study,

25
“through reading literature, people not only can experience pleasure but also can

advance beyond present understanding, extend the boundaries of their lives,

contemplate world’s possible as well as actual, understand cause and

consequence, develop the capacity to empathize, and reflect on and regulate

their behavior.” Hence, whether fiction or nonfiction, reading offers a unique

experience to the readers with the opportunity to connect with other perspectives

and human experiences.

Table 5

Significant Degree of Correlation between Literary Engagement and Personal

Relevance

Correlation Coefficient of p- Significance Decision on Correlation

Coefficient Determination value Level Null Significance
Hypothesis

0.71 0.51 <0.001 0.05 Reject Significant

Note: Level of Significance is 0.05; H0 is null hypothesis

Table 5 showed a positively high correlation coefficient of 0.71. The

coefficient of determination of 0.51 also showed that literary significance

contributes around 51% of the variance of personal relevance. Since the p-value

is less than the significance level of 0.05, the null hypothesis of no significant

correlation between literary engagement and personal relevance was rejected.

Thus, enough evidence supports the research hypothesis advanced in this study

that literary engagement and personal relevance have significant correlation.

26
 The results all point out in the same direction: the students’ literary

engagement depicted to have proven its relationship on gaining personal

relevance to the lives of the students. Readers with high literary engagement find

literature relevant to them because engaging in literary works benefits them in

various aspects. It implies that high literary engagement brings positive impact on

the lives of the student because the more they immersed themselves into it, the

greater the personal advantage they obtained such as developing their moral

reasoning, understanding and promoting their capability to empathize, gaining

vicarious experience, appreciating the works of literature and even achieving fun.

This is supported through the result concluded in the study of Kuzmicova and

Balint (2019) with the title “Personal Relevance in Story Reading,” which stated

that increased levels of literary engagement ensures the growth of cognitive,

social, emotional, moral and behavioral development of the readers through

processing of text, which means that people process personally relevant texts

with more care and intention.

Specifically, the more committed the students were in reading literature,

the more they gained opportunity to achieve moral maturity because as they read

literary pieces, the more they obtain life lessons which help them build their

characters and foster their ability to determine what is right and wrong. This claim

agreed to the account of Children’s Literature which emphasized that constantly

reading story has the power to promote emotional intelligence and moral

development since story characters are placed in situations that require them to

27
make moral decisions and readers naturally consider what they themselves

would do in such a situation (Essentials of Children’s Literature).

Moreover, it can be gleaned that students increased their sense of

understanding and empathy when they have more exposures to literary pieces

since they learn about and come to understand people who are coming from

different culture and race. This is affirmed by the statement mentioned in the

Children’s Literature that engaging in stories helps readers to develop a greater

capacity to empathize with others, thus propagating understanding and empathy

(Essentials of Children’s Literature).

The result also implies that there is a strong association of literary

appreciation when the students are more engaged in literature. The students

shared that reading and watching works of literature permit them to venture into

the diverse themes and topics because the more they read, the more concepts

and ideologies they encounter which expand their knowledge and later applies it.

This is in accordance with the result reflected in the study of Fakoya and

Ogunpitan (2001) which revealed that through reading and understanding a

piece of literature, a reader develops a meaningful grasp of a work of literature's

theme(s) and subject matter, and learns how its formal structure aids in their

realization.

Lastly, the result also signifies that the more the students read literary

pieces; they attain greater chances to explore the world around and even beyond

28
them and at the same time, increase the fun they experience. As they read, it

gives them thrill and excitement since they were able to travel different places,

learn various languages and even discover certain groups’ practices. This

concurred with the fact that aside from enjoyment that the reader feels whenever

they immerse themselves with books, reading literature also enriches the

vicarious experiences of a person, as they are taken to places and times that

they could never actually visit through the books they read (Essentials of

Children’s Literature).

29
 Chapter 3

SUMMARY, FINDINGS, CONCLUSION, AND RECOMMENDATIONS

This chapter presents the summary of the major research findings which

are analyzed and interpreted in the preceding chapter. These findings serve as

the bases in the formulation of the conclusions and recommendations pertaining

to the issues and concerns determined in the study.

Summary

The main objective of the study was to investigate the students’ level of

literary engagement in order to explore its personal relevance in terms of moral

reasoning, vicarious experience, understanding and empathy, literary

appreciation, and enjoyment. Furthermore, this study investigated the difference

among the factors of personal relevance of the students’ literary engagement.

This paper also aimed to investigate if there was a significant relationship

between literary engagement and personal relevance. The study answered the

following questions: What is the students’ level of literary engagement?; Are

there significant differences in the levels of the students’ levels of literary

engagement?; What is the personal relevance of the students’ literary

engagement in terms of moral reasoning, understanding and empathy, vicarious

experience, literary appreciation, and enjoyment?; Are there significant

differences among the factors of personal relevance of the students’ literary

30
engagement?; Is there a significant degree of correlation between the students’

literary engagement and personal relevance?

The researchers utilized the cross-sectional explanatory research design

(Johnson, 2014) with the aid of the online survey questionnaire. It was

participated by sixty (60) college students who came from various departments.

The gathered data were tallied and organized and were treated using statistical

analyses such as the percentage, weighted mean, one-way analysis of variance

(ANOVA) and Pearson Product Moment Correlation Coefficient. Based on the

data gathered, it was proven that students’ literary engagement and its personal

relevance had a significant correlation. The findings were the bases for the

conclusions and recommendations.

Findings

The detailed analysis of the data gathered revealed the following findings:

1. There was a high level of literary engagement of the college students.

2. The three levels of literary engagement of the students namely very

high, high, and moderate, significantly differ from one another.

3. Among the factors of personal relevance, understanding and empathy

garnered the highest mean, which was interpreted as strongly relevant.

In contrary, enjoyment got the lowest mean. Although it gained the

lowest mean, it was still relevant to the college students.

31
 4. In comparing the means of the factors of personal relevance, the null

hypothesis of no significant difference was rejected. Hence, it was

proven that there was at least one of the five factors of personal

relevance that differed significantly from others, which was the

enjoyment.

5. According to the magnitude of means, there was a positively high

correlation coefficient. It was proven that literary engagement and

personal relevance had a significant correlation.

Conclusion

Since literary engagement and its personal relevance to the college

students has a positively high correlation, the researchers concluded that

language and literature teachers play an integral role in the development of the

moral, intellectual, and emotional aspects of the students through motivating

them to immerse themselves in reading literature. Students with high literary

engagement tend to attain more personal benefits in disparate domains,

specifically fostering their moral reasoning, developing their capability to

empathize, gaining vicarious experience, appreciating the works of literature, and

even achieving fun.

Recommendations

After all the data gathered, analyzed, and interpreted, the researchers

suggest the following recommendations:

32
1. College students may continue engaging themselves on literature as it

provides everything: pleasure, information, and connection with the

happenings of the world.

2. The lessons that are learned through reading literature may be applied in

real life experiences by the college students.

3. College instructors may focus on imparting the importance of literary

engagement in the learning of the students. Literature should be

integrated in the different class activities that will be performed by the

students.

4. College instructors, particularly English language teachers may use

various reading approaches and strategies that they can apply in their

instruction such as guided reading, monitoring-clarifying, questioning,

inferring, summarizing, and the list goes on. These approaches and

techniques will help develop not just the students’ reading interest, but

also their reading fluency and comprehension.

5. Bringing a positive impact on the student’s growth, the availability of good

reading materials and different genres of literature in the library should be

prioritized by the academe.

6. The school administrators may instigate certain reading programs such as

Book Exchange Program, Read-A-Thon, and other reading activities that

will help the students enhance their moral reasoning, understand their

33
 capability to empathize with others, gain vicarious experience, appreciate

other works of literature, and even achieve entertainment and pleasure.

7. College students may join the school publication to exercise what they

have learned in their reading. This may also sharpen their writing skills,

boost their self-esteem and confidence, promote understanding and

communication, and make their literature-learning more enjoyable.

8. Future researchers who will conduct a study related to this topic may

conduct their research with larger participants. They are also advised to

delve deeper in other aspects such as classification of college levels,

students’ preferred genres, students’ preferred reading materials

(digital/online or printed), and a lot of more.

34
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39
APPENDICES

40
 APPENDIX A-1
LETTER TO THE DEAN
Mater Dei College
College of Education
Cabulijan, Tubigon, Bohol

Date _______________

(Name of the Dean and/or College Department Head)

College Dean/Chairman, Mater Dei College

Sir/Madam:
Good day!
The undersigned are currently conducting a study with a title: “LITERARY
ENGAGEMENT AND ITS PERSONAL RELEVANCE TO COLLEGE
STUDENTS”. This undertaking is part of the requirements for the degree of
Bachelor of Secondary Education Major in English.
In connection with this, the researchers would like to ask your permission to
conduct their study among the college students of your department.
Thank you and God bless you!

Sincerely yours,

(Sgd.) Rosemarie Gay D. Balonga

(Sgd.) Ellaine A. Curib
(Sgd.) Mariel L.Jumamoy
(Sgd.) Chiara Genevieve I. Lastimado
(Sgd.) Ivy R. Tuquib

Noted by:

(Sgd.) Mrs. Jennifer Valero, MAN-RN

Educational Research Instructor

41
 APPENDIX A-2

LETTER TO THE PARTICIPANTS

Mater Dei College

College of Education
Cabulijan, Tubigon, Bohol

Date _______________

Dear participant,
Good day!
The undersigned are currently conducting a study with a title: “LITERARY
ENGAGEMENT AND ITS PERSONAL RELEVANCE TO COLLEGE
STUDENTS”. This undertaking is part of the requirements for the degree of
Bachelor of Secondary Education Major in English.
In connection with this, the researchers humbly ask for your active participation
to make the study possible. Rest assured that your responses will only be used
for the study.

Thank you and God bless you!

Sincerely yours,

(Sgd.) Rosemarie Gay D. Balonga

(Sgd.) Ellaine A. Curib
(Sgd.) Mariel L.Jumamoy
(Sgd.) Chiara Genevieve I. Lastimado
(Sgd.) Ivy R. Tuquib

Noted by:
(Sgd.) Jennifer J. Valero, MAN-RN
Educational Research Instructor

42
 APPENDIX A-3

E-MAIL TO THE SURVEY QUESTIONNAIRE’S AUTHOR

From: Rosemarie Gay D. Balonga ([email protected]); Ellaine A.

Curib ([email protected]); Mariel L. Jumamoy
([email protected]); Chiara Genevieve I. Lastimado
([email protected]); Ivy R. Tuquib ([email protected])
Date: April 10, 2021
To: Sarah K. Whitaker ([email protected])
Subject: PERMISSION TO USE SURVEY QUESTIONNAIRE

Dear Dr. Whitaker:

Good day!
We are English major undergraduate students from Mater Dei College of
Cabulijan, Tubigon, Bohol, Philippines conducting the study with a title:
“LITERARY ENGAGEMENT AND ITS PERSONAL RELEVANCE TO
COLLEGE STUDENTS.” We have seen the abstract of your paper
“DEVELOPMENT AND VALIDATION OF THE READING ENGAGEMENT
SURVEY” on the internet and we believe that this appears to be useful in our
research.
Hence, we would like to ask for your permission to use your reading engagement
survey instrument in our research study. We would like to use and print your
survey under the following conditions:
• We will use the questionnaire only for our research study and will not sell
or use it with any compensation or curriculum development activities.
• We will include the copyright statement in all copies of the instrument.
• We will send a copy of our completed research study to your attention
upon completion of the study.
If these are acceptable terms and conditions, please indicate so by replying to us
through email: [email protected].

Sincerely,
The Researchers

43
 APPENDIX B

RESEARCH QUESTIONNAIRE

Name (Optional): ________________________________

Year and Course: ________________________________

I. Literary Engagement (Adapted questionnaire from Reading Engagement

Survey by Sarah K. Whitaker)

Instruction: Put a check (✔) mark inside the box that applies to your

choice. Base your answer on the legend below.

5- Always 3- Sometimes 1- Never

4- Oftentimes 2- Seldom

Item Always Oftentimes Sometimes Seldom Never

(5) (4) (3) (2) (1)

1. I have fun reading

literary pieces.
2. It is hard to pay
attention to what I am
reading.
3. I think reading literary
pieces is hard.
4. I feel very happy with
myself when I

44
 understand the piece
that I read.
5. I feel very happy
whenever I read novels
or any literary piece.
6. I feel very happy
whenever I buy
literature books.
7. I get worried whenever
I read any literary
piece.
8. I only read stories that
look short and easy.
9. I love to read poems.
10. I love attending
literature classes.
11. I worry about what
people say about my
reading.
12. I work hard to read
more literary pieces
(novels, short stories,
and poems).
13. When a book looks
hard, I do not try to
read it.
14. I can read almost
anything if I try hard.
15. I only read if I have to.
16. I want to have the best
grades in literature.
17. I try hard to become
well- read.
18. I practice reading
literature so that I get
better at it.
19. I get worried whenever
I am assigned to read

45
 a book.
20. I think it is important to
understand what I
read.
21. I get to choose what I
read for fun.
22. I feel scared when I
have to read out loud
in class.
23. I work hard to
understand what I
read.
24. I get nervous when I
read something new.
25. I like to read about
people.
26. I sometimes pause
when I am reading to
make sure I
understand what I
have just read.
27. I think reading
literature is important
in my personal growth.
28. When I read, I do not
think about what’s
going on around me.
29. I think it is important to
be good at literature,
reading literary pieces.
30. I feel like I have a
choice of what to read
for fun.
31. I plan how I am going
to read something
before I read it.
32. I worry about what
other teachers will say
46
 if I don’t read enough.
33. I ask myself questions
to help me understand
what I am reading.
34. I have trouble finding
interesting things to
read.
35. I like to learn new
things about my
hobbies when I read.
36. I like to have choices
of what I read.
37. I love reading.
38. I do summary of the
stories that I have
read.
39. I share the stories that
I have read to my
colleagues and family.
40. I do reflect on the
lessons and insights
drawn from the literary
pieces.
41. I make comments on
how the writer
structures the plot of
the stories.
42. I evaluate the literary
piece by sharing my
thoughts about the text
with my colleagues
and on my social
media accounts.
43. Sometimes, I devise
my own version of the
story which I think is
way better than the

47
 original.
44. I do text adaptations
based on some literary
pieces I have read.
45. I love doing literary
analysis on the literary
texts I have read.
46. I apply whatever I
learn from literary
pieces I have read.
47. I have a feeling that
whatever I read
happens for real.
48. I love watching movies.
49. I always retell the
movies that I have
watched.
50. I always read movie
review or any literature
review, and I make my
own, too.

II. Personal Relevance (Researcher-made based on the Essential of

Children’s Literature by Carol M. Lynch-Brown and Carl M. Tomlinson)

Instruction: Rate yourself from 1-5, and put a check (✔) mark on the

space provided which corresponds to your answer based on the legend

below.

5- Strongly Agree (SA) 3- Neutral (N) 1- Strongly Disagree (SD)

4- Agree (A) 2- Disagree (DA)

48
II.1. Moral Reasoning

5 4 3 2 1
Indicators
(SA) (A) (N) (D) (SD)

Literature fosters my ability to

learn what is right and wrong.
Literature helps me in making
good decisions in life.
Literature gives me a lot of life
lesson.
Literature helps me develop
and build my character.
Literature shapes my own
feelings and responses toward
real-life struggles.

2.2. Vicarious Experiences

5 4 3 2 1
Indicators
(SA) (A) (N) (D) (SD)

I have learned the practices of

other people.
I could have a grasp of the
language spoken by people in
different countries.
I have travelled different places
across the world through
reading.
I have experienced different
kinds of feelings and emotions.

49
I encountered different people
with different personalities.

2.3. Understanding and Empathy

5 4 3 2 1
Indicators
(SA) (A) (N) (D) (SD)

Reading literature encourages

me to be sensitive to the whole
spectrum of human experience.
Through reading, I can learn
about and come to understand
people who are coming from
different culture and race.
Reading about how people live
makes me value what humanity
is able to accomplish and
endure.
Reading literature helps me
appreciate and empathize the
diversity of cultures through
global perspectives.
Reading literature broadens my
perspective in dealing with life’s
circumstances.

2.4. Literary Appreciation

5 4 3 2 1
Indicators
(SA) (A) (N) (D) (SD)

It allows me to incorporate a

50
profound range of vocabulary
learning.
It helps me refine and improve
my writing and composition
skills.
It helps me enhance my critical
thinking skills.
It helps me develop a lifelong
love of reading, listening and
viewing quality literature.
It enables me to engage with
themes and topics that are
intrinsically interesting.

2.5. Enjoyment

5 4 3 2 1
Indicators
(SA) (A) (N) (D) (SD)

I find happiness in reading

literary pieces.
Reading literature offers me a
great time for self-reflection.
Reading literature is one best
way for relaxation and
recreation.
Reading keeps me away from
stress and worries.
Reading keeps me alive as I
discover many things, explore
many places, and experience
vicariously.

51
 APPENDIX C

TIMETABLE OF ACTIVITIES

COMPLETION TIME (NO. OF WEEKS)

Activities OCT. NOV. DEC. JAN. FEB. MAR. APR. MAY JUNE
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1
1. Gathering of
data
(distribution
and collection
of
questionnaire)
2. Tabulation of
the data
gathered
3. Formulation &
interpretation
of the extent of
the need of the
project
4. Formulation &
interpretation
of data in the
Technical
Aspect
5. Formulation &
interpretation
of data in the
Marketing
Aspect
6. Formulation &
interpretation
of data in the
Financial
Aspect
7. Formulation &
interpretation
of data in the
Management
Aspect
8. Formulation &
interpretation
of data about
the social and
economic
implications of
the project.
9. Formulation of
conclusions &
recommendati
ons
10. Compilation
of the
outputs
11. Project
defend

52
 12. Submission
of the
research
output

CURRICULUM VITAE

PERSONAL INFORMATION
Name : Rosemarie Gay Deiparine Balonga
Nickname : “Gigi”
Contact No. : 09302349485
Address : Macaas, Tubigon, Bohol
Date of Birth : February 11, 1999
Place of Birth : Talibon, Bohol
Civil Status : Single
Religion : Roman Catholic
EDUCATIONAL BACKGROUND
Elementary : Clarin Central Elementary School
Poblacion Centro, Clarin, Bohol
2006-2012
Secondary
Junior High school : Hinlayagan National High School
Hinlayagan, Trinidad, Bohol

53
 2012-2016
Senior High school : Hinlayagan National High School
Hinlayagan, Trinidad, Bohol
2016-2018
Tertiary : Mater Dei College
Cabulijan, Tubigon, Bohol
CURRICULUM VITAE

PERSONAL INFORMATION
Name : Ellaine Algusar Curib
Nickname : “Laine”
Contact No. : 09465970289
Address : Ilijan Norte, Tubigon, Bohol
Date of Birth : February 20, 1999
Place of Birth : Ilijan Norte, Tubigon, Bohol
Civil Status : Single
Religion : Roman Catholic
EDUCATIONAL BACKGROUND
Elementary : Avelino Chagas Elementary School
Ilijan Norte, Tubigon, Bohol
2006-2012
Secondary
Junior High school : Holy Cross Academy
Pooc Oriental, Tubigon, Bohol

54
 2012-2016
Senior High school : Mater Dei College
Cabulijan, Tubigon, Bohol
2016-2018
Tertiary : Mater Dei College
Cabulijan, Tubigon, Bohol
CURRICULUM VITAE

PERSONAL INFORMATION
Name : Mariel Lazan Jumamoy
Nickname : “Maymay”
Contact No. : 09561494511
Address : Carlos P. Garcia, Getafe, Bohol
Date of Birth : July 19, 1999
Place of Birth : El Progreso, Carmen, Bohol
Civil Status : Single
Religion : Seventh Day Adventist
EDUCATIONAL BACKGROUND
Elementary : Taytay Elementary School
Taytay, Getafe, Bohol
2006-2012
Secondary
Junior High school : Tulang National High School
Tulang, Getafe, Bohol

55
 2012-2016
Senior High school : Tulang National High School
Tulang, Getafe, Bohol
2016-2018
Tertiary : Mater Dei College
Cabulijan, Tubigon, Bohol
CURRICULUM VITAE

PERSONAL INFORMATION
Name : Chiara Genevieve Intes Lastimado
Nickname : “Kyar”
Contact No. : 09461799042
Address : Candajec, Clarin, Bohol
Date of Birth : November 20, 1999
Place of Birth : Sta. Cruz, Manila
Civil Status : Single
Religion : Roman Catholic
EDUCATIONAL BACKGROUND
Elementary : Clarin Central Elementary School
Poblacion Centro, Clarin, Bohol
2006-2012
Secondary
Junior High school : Salus Institute of Technology
Cabulijan, Tubigon, Bohol
56
 2012-2016
Senior High school : Salus Institute of Technology
Cabulijan, Tubigon, Bohol
2016-2018
Tertiary : Mater Dei College
Cabulijan, Tubigon, Bohol
CURRICULUM VITAE

PERSONAL INFORMATION
Name : Ivy Rubin Tuquib
Nickname : “Ebyang”
Contact No. : 09484779926
Address : Causwagan Norte, Catigbian, Bohol
Date of Birth : February 28, 2000
Place of Birth : Catigbian, Bohol
Civil Status : Single
Religion : United Church of Christ in the Philippines
EDUCATIONAL BACKGROUND
Elementary : Causwagan Elementary School
Causwagan Norte, Catigiban, Bohol
2006-2012
Secondary
Junior High school : Mantacida National High School
Mantasida, Catigbian, Bohol
57
 2012-2016
Senior High school : Mantacida National High School
Mantasida, Catigbian, Bohol
2016-2018
Tertiary : Mater Dei College
Cabulijan, Tubigon, Bohol

58