CHAPTER I

Background of the Study

Reading motivation is the motivational drive to read, an area of interest in the field of education.

Studying and implementing the conditions under which students are motivated to read is important in the
process of teaching and fostering learning. It also refers to what children can do. Motivational is very
important in the life of every student because it can help them to be competitive in every lesson not only
in the school but also in the outside world. When we get motivated to do something, it is enough that we
start working at that the thing but we get attracted to it. Our attraction toward it becomes so intense that
we persist working on it through thick and thin until its completion.

Gentiline 2020 stated that” Reading interest is suggest to be integral to reading achievements
which affects later academic performances” where through personal experiences, many of the students
struggle finding the right book to read independent and the motivation to increase their reading stamina.
The classroom need to be set up in a way that students can comprehend why reading is so important to
them now and in the future student do not always understand why reading important so educator need to
entice students with reading activities that they can relate the real world. The motivation to read is the
locomotive power that initiate the reading practice and is constituted by the system of perception and
values that maintain this practice.

Elleman and Oslond 2019 stated that Reading Comprehension complex cognitive undertaking. It
requires integrating information with in across text units ranging from the individual words and sentence
but According to OECD 2017, many children and adolescent demonstrate the limited motivation and
engagement in reading, reported who’s engage in their reading lessons as pirls 2016 noted too.

By using motivational in reading comprehension it can help the student feel comfortable to
express what they want to say in an open discussion about what he/ she read. The student also put an
effort to explain what they understand, what they hear for the discussion of the teacher and etc.
Motivational strategies can also help the student to feel the sense of belongings and it will help make the
students active in all times.

On the other hand, self-efficacy is concerned to achieve the goal of the students to finish the
given task by the teacher. It is desire to produce a good result or effect in the activity also to understand
and appreciate the ways of life of reading English or Native language.
Statement of the Problem

The researcher aimed to study the READING MOTIVATION AND READING

COMPREHENSION of Grade 8 students in EMA EMITS COLLEGE PHILIPPINES for the S.Y. 2020-
2021.

Specifically the researchers wanted to answer the following questions.

1. What is the exert of reading motivation drive to reading results of Grade 8 students as regard to:
1.1 Reading self- efficacy beliefs
1.2 Reading goals
1.3 Social reason of reading

2. What is the level of reading comprehension of Grade 8 students in terms of

2.1 Comprehension of individual word and phrases
2.2 Comprehension of concepts
2.3 Ability to cite textual evidence and support conclusions; and
2.4 Ability to infer

3. Is there a significant relationship between Reading Motivation and Reading comprehension?

Significance of the Study

This will be significant to the following persons:

Administrator The study will be able to come up with different administrative

strategies involving on how take part in students reading
motivation and reading comprehension among interpersonal
relationship.

Parents They play such a role in the development of their children. This
study would likely to help them know how to deal with diverse
individuality of children showing cooperation.

Teachers This study cover for teachers to create beneficial strategies

involving students to thought about the related factors and the level
of reading comprehension.

Students The students deal with the researchers to cooperate. This study is
the significance of awareness about the reason behind the study.

Future Researchers This study will be great help as means of data citation or basis for
future teacher
Scope and Delimitation

The researchers focused on the relation between Reading Motivation And Reading
Comprehension of Grade 8 Students in EMA EMITS COLLEGE PHILIPPINES for the S.Y.
2020-2021.

The results of Grade 8 students as regard to examine the relationship of the exert of reading
motivation drive to reading results and the researcher will measure the extent of reading motivation
including Reading self- efficacy beliefs, Reading goals, Social reason of reading as how it
affects the level of reading comprehension of the students.

DEFINITION OF TERMS

For a better understanding of this study, the following terms are defined in the context of
this research

Attraction. It refers to something interesting that children want to persist working on it through
thick and thin until its completion.

Goals

Motivation. It refers to initiation, direction, intensity and persistence of behaviour when we get motivated
to do something

Reading Comprehension. Is an integrating information with in across texts units ranging from the
individual words to phrases and sentences

Reading

Self -Efficacy
Conceptual Framework

IV DV

Reading Motivation Reading Comprehension

Reading self- efficacy beliefs Comprehension of individual word and

phrases
Reading goals;
Comprehension of concepts
Social reason of reading;
Ability to cite textual evidence and support
conclusions; and

Ability to infer

Figure 1. Hypothesized relationship between variables

The conceptual framework model presents the hypothesized between variables. The first
variables is the Reading motivation of the student respondents on the level of reading motivation
factors in terms Reading self- efficacy beliefs, Reading goals; Social reason of reading.
. The second variable is the level of reading comprehension in terms of Comprehension of
individual word and phrases, Comprehension of concepts, Ability to cite textual evidence and
support conclusions; and Ability to infer

The arrow signifies the significant relationship between these variables.

Theoretical Framework

Self Determination and Self- regulation theories

Students are motivated when they have a sense of self determination when they believe
that they have some choice control regarding the things they do and the direction their lives to
take. A student’s sense of self determination is demonstrated in his capacity for self- regulation.
Self- regulation. Self- regulation refers to a person’s ability to master himself. He is not a victim
of circumstances. He is capable of directing himself.

Goal Theory

A learning goal is a desire to acquire additional knowledge or master ne skills while a

performance goal is a desire to look good and receive favourable judgement from other or else
look bad and receive unfavourable judgements between those two goals with which the type or
goal is the students with a learning goal. The student with a learning goal is mastery- focused
while the student with a performance goal is performance focused.

Self- Efficacy Theory

Self- Efficacy theory means high sense of competence. Self-efficacy is the belief that one
has the necessary capabilities to perform a task, fulfil role expectations, or meet a challenging
situation successfully. When your students believe that they have the ability to perform learning
activities successfully, they more likely to be intrinsically motivated to do such learning
activities. The secret, therefore, to enhancing intrinsic motivation is enhancing our student’s
sense of self- efficacy. Social cognitive theorists identified several self- efficacy enhancing
strategies make sure students master the basic skills, help them make noticeable progress on
difficult task, communicate confidence in student’s abilities through words and action and
expose them to successful peers.

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and studies both local from foreign and local
sources. This is also includes of the synthesis of the art, gap bridge and the study and the
theoretical framework terms are defined conceptually and operationally for clarity.

Foreign Literature

Wigfield Allan and Gladstone Jessica stated that “Learning to read is a key objective of
early education and difficulties in learning to read can have a serious adverse consequence”
We review research on children’s motivation to read and it’s relation to their reading
Comprehension. We begin by discussing work on the development of school motivation in
general and reading motivation in particular reviewing studies showing that many children
motivate to read decline over the school years. Motivation to read tends to differ by gender with
girls motivated more positively to read than boys. It also differ by ethnicity, in more complex
way. Over the last 15 years, Researchers have identified instructional practice that boost student
motivation to read and to their reading comprehension. Researchers should build on this work by
developing and studying programs among children of different ages to identify effective
 classroom- based instructional approach that motivate reading and use a variety of narrative and
information materials.

According to Soemer , Alexander and Schiele,Ulrich (2018) The present study

investigated longitudinal relationship between intrinsic reading motivation, reading amount and
the reading comprehension in the early elementary grades with the particular focus on the
potential role of reading. Previously, suggested that children’s growth in reading abilities is
positively related to their reading motivation and the amount of spare time in reading
It is concluded that the process of becoming more sophisticated Reader early elementary
students more frequently in their spare time and this makes reading more rewarding for them in
the long run.
The role of reading motivation, self- efficacy and home influence in student’s literacy
achievement a preliminary examination of fourth year grades in Abu Dhabi. According to Yang
Guang “Recognizing the critical importance of reading literacy in children’s early schooling in
United Arab Emirates (UAE) and the emirate of Abu Dhabi extended their commitment to
evidence driven educational reforms through participating in the progress in international reading
literacy study the PRLS 2011. It was the most important large scale studies of literacy
environment on student reading achievement in an Arab country.

Local Literature

Marie Grace C. Reoperez published January 2019 that motivation is the essential and affective
elements in reading is a driving force in academic achievement. The highly motivated readers can
transcend difficulty of materials and adversities in life brought about the poverty as the OECD 2010
stated that despite, being a consistent predicator of academic achievement across grade levels, Reading
Motivation is never considered as an important topic in literacy as reflected in the recent annual survey of
the international literacy Association

According to Tra 2013 Adolescent readers bring with them cognitive and effective conditions in
reading accumulated from the initial stage of education at home and school.
 Chapter III

Research Methodology

This chapter presents how the instruments were used for the data collection and embodies the
requisite details to generate the study such as methods of research used, respondents, Data gathering
procedure, statistical treatment of data, and sampling procedures.

Research Design

This study used Descriptive- Correlational Method of Research Design. Sousa (2007) defined this
designed as the process that describes variables and the relationship that naturally occurs between them.

In this study, the Descriptive- Correlational Method was used to be described the Reading
Motivation in terms Reading self- efficacy beliefs, Reading goals; Social reason of reading and
its relationship to the Reading Comprehension of Grade 8 Students in EMA EMITS COLLEGE
PHILIPPINES for the S.Y. 2020-2021 in terms of participation and quarter examination.

Respondents of the study

The respondents of the study were limited to one hundred sixteen (116) randomly
selected Grade 8 students in EMA EMITS COLLEGE PHILIPPINES for the S.Y. 2020-2021.

Table A. Distribution of the Respondents

Respondents Population Sample

Grade 8 SC 41 29
Grade 8 A 41 29
Grade 8 B 42 30
Grade 8 C 40 28
Total 164 116

Sampling Technique Used

 Purposive random sampling was used in this study. The form of sampling is non-
probability sampling techniques that is selected based on researcher to represent the entire
population. The respondents were chosen with the use of Slovin’s formula.
N
n= 2
1+ Ne
Where:

n= sample size

N= total population

e= margin error

N
n= 2
1+ Ne

164
n= 2
1+ ( 164 ) (.05)

164
n=
1.41

n=116

Research Instrument

The research was Self- structured questionnaires as a research instrument in determining the
Reading Comprehension of Grade 8 students in EMA Emits College Philippines.

The test was identified by the researchers at use of test that was answered through the use of 5
point scaling
Scaling and Quantification of Data

The respondents of Reading Motivation was described using the scale and statistical
limit, the researchers applied the 5 point rating scale as follows:

Table B. Numerical Scale, Statistical Limits and Verbal Description

Scale Statistical Limit Description

5 4.50- 5.00 Always
4 3.50- 4.49 Often
3 2.50. 3.49 Sometimes
2 1.50- 2.49 Seldom
1 1.00-1.49 Never

Validation of Research Instrument

To established content validity of the questionnaire, it was subjected to the comments,

correlation and suggestions. The instrument was rewritten based on the corrections suggestions
provided by the thesis adviser.

The instrument was considered valid in its content as well as in its format, it’s appropriate
and comprehensive enough to cover the topics and variables intended to be the questionnaire
over a week interval.
Reliability of the Instrument

In order to set the reliability of the validated self-made questionnaire

Table C. Reliability Results

Variables Coefficient Descriptions Reliability

Correlation

Reading Motivation

1.1 Reading Self 0.66 High Reliable

Efficacy Beliefs

1.2 Reading Goals 0.71 High Reliable

1.3 Social reason of 0.80 Very High Correlation Reliable

Reading
Reading Comprehension

2.1 Comprehension of 0.61 High Reliable

individual words and
Phrases
2.2 Comprehension of 0.65 High Reliable
Concepts
2.3 Ability of cite 0.72 High Reliable
textual evidence to
support conclusions
2.4 Ability to Infer 0.64 High Reliable

Data Gathering Procedure

 Permit to conduct the study and to gather the necessary data from the students in Ema
Emits College of the Philippines was requested from the school head of the said institution. The
approved request was then presented to the principle of Junior High School and to the different
teachers involved in each class. After the approval for the conduct of the study, the questionnaire
was distributed to the respondents. Then the retrieval of the questionnaire was made. Finally, the
data gathered was manually utilized and it was feed to computer system using micro statistic.

Statistical Treatment of Data

The collected data was treated very carefully, classified and statistical organized according to the
criteria establish in the instrument.

The following statistical tool was utilized.

The Weighted Mean was used to provide the average weighted opinion of the students in Ema
Emits College Philippines.

∑ fx
x=
∑f
x= weight arithmetic mean
∑f x= product of f and x
f= frequency of weight
x= weight
∑f= sum of respondents

The Person Product- Moment Correlation Coefficient was used to determine

the relation between the Reading Motivation and Reading comprehension of the
students/respondents.
The formula was presented below.
rxy= n((∑ xy )−( ∑ x ) ¿
 rxy= correlation between x and y
x= sum of x
y= sum of y
∑xy= sum of the squared x scores
n= number of cases
∑ x 2= sum of the squared x scores
∑ y 2= sum of the squared y scores

Interpretation of Correlation Value

Coefficient Description
1.00 Perfect Correlation
0.80 – 0.99 Very High Correlation
0.60 – 0.79 High
0.40 – 0.59 Moderately High
0.20 – 0.39 Low
0.01 – 0.19 Very Low
0.00 No Correlation
Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter present the analysis and interpretation of the data collected to the group of
respondents. Each group of data was analysed and interpreted with corresponding tables for clear
interpretation of the results based on the problems rated as the study

1. Reading Motivation

1.1 Reading Efficacy Beliefs

Table 1.1 Mean Results on the Exert Reading Motivation of Grade 8 Students in EECP as
regard to Reading Self Efficacy Beliefs
 Items Mean Description
I am motivated because I know that I would do 4.18 Often
well in reading
I am motivated because I am a good reader 4.0 Often
I am motivated Because I learn from reading 4.13 Often

I am motivated because I believe I can succeed at 4.03 Often

the reading goals I set in my mind.
I am motivated because I am confident that I can 3.94 Often
perform my reading task effectively.
I am motivated because I am certain that I can 3.85 Often
accomplish difficult reading task
Over all Mean 4.02 Often

Table 1.1 presents the mean results on the Reading Motivation of Grade 8 students in EECP as
the regard to Reading Self- Efficacy Beliefs.

As can be seen from the table, many of the indicators were have an often results as reflected from
the highest mean scores which range from 4.18 to the lowest mean score that range of 3.85. The
indicators come up the result which conclude from the respondents answer in the questions number 1 to
question number. The highest mean range of 4.18 is often infer result on the questions number 1 said that
“students know what they would do well in reading” The higher mean range with 4.13 which can also
infer as an often that is percipate from the question number 3 stated that students learn more from reading.
Then the high mean range of 4.03 also indicates as often. This mean that from the

Reading goals

Table 1.2 Mean Results on the Exert Reading Motivation of Grade 8 Students in EECP as
regard to Reading Goals

Items Mean Description

I am motivated because I want to improved my 4.50 Always

communication skills
I am motivated because I want to widen my 4.43 Often
vocabulary
I am motivated because I want to improve my 4.31 Often
grammatical skills
 I am motivated because I want to improve my 4.30 Often
writing skills
I am motivated because I want to enhance my 4.11 Often
analytical thinking
I am motivated because I want to develop empathy. 4.03 Often

Over all Mean 4.28 Often

1.2 Social reason of reading

Table 1.3 Mean results on the Exert Reading Motivation of Grade 8 Students in EECP as
regard to Social reason of Reading

Items Mean Description

I am motivated because I want to share my knowledge 4.37 Often
I am motivated because I let my classmates guide for 3.87 Often
their reading
I am motivated because I want to provide a topic for 3.75 Often
discussion in class
I am motivated because I can help to answer the 4.0 Often
activity of my cousin
I am motivated because I want to share the idea of the 4.04 Often
texts I read to others.
I am motivated because I want to help my parents to 4.20 Often
understand what is in the text to avoid scamming.
Overall Mean 4.03 Often

1.4 Summary of the Mean Response on the Reading Motivation

Table 1.4 Summary Mean of the Grade 8 Students on the Reading Motivation

Reading Motivation Overall Mean Interpretation

 Reading Self Efficacy Beliefs 4.02 Often
Reading Goals 4.28 Often
Social reason of reading 4.03 Often

Table 1.4 presents the summary mean perception of the grade 8 students on the Reading
Motivation.

As shown on the table, the reading motivation in all indicators considered, such as Reading Self
Efficacy, Reading goals and Social reason of reading were rated Often by the students, as reflected by the
total mean scores ranging from 4.02 to 4.28. This show that the students motivate to read.

For instance, the students motivated

2. Reading Comprehension of Grade 8 students in EMA EMITS College Philippines S.Y.

2020- 2021

Table 2.1 Level of Reading Comprehension in terms of Comprehension of individual words and
phrase

Items Frequency Percentage

Correct Wrong Correct Wrong
Reading stories in English help us_____ our writing skills
a. To use
75% 25%
b. To using 87 29
c. using
Ann is interested in _____ young children
a. Teach
77.59% 22.41%
b. Teachers 90 26
c. teaching
I must go now. I promised ____ late.
a. Not being
68.97% 31.03%
b. Not to be 80 36
c. To not be
The children are looking forward_____ their grandma 37.93% 62.07%
again.
 a. Seeing
b. to see 44 72
c. To Seeing
Look at those windows! They really need ______
a. Cleaning
50% 50%
b. To be cleaned 58 58
c. A and b are correct
Total 359 221
Average Score Above
3.09 61.90%
Average

Table 2.1 presents the level of the students reading comprehension in term of comprehension of
Individual word and phrases.

In this table, table number 2 got the highest percentage of 77.59 after 90 out of 116 students the
correct answer for the item. The length of the text makes the student easily understand the meaning of the
sentence. Moreover, the presence of the context clues in the choices lead the students in choosing the
right choice which is the letter C. On the other hand, item 4 garnered the lowest percentage of 37.93 after
only 44 students got the correct answer. It is because the text in item number is complex that it gives
students hard time in understanding and choosing the best word for the text. The choices distractor also
confused students choosing the best individual words for the phrase. The result, if they will anchor to the
instrument and the outcome of the survey the length of text had brought impacts towards student’s ability
to comprehend individual words and phrase of the text.

The Above average percentage range of 61.90% or total of 359 correct answers out of 580 items
were answered correctly by the Grade 8 students got. This mean that the student’s ability to comprehend
the text is at an average level. As can also be seen in the result respondents were bothered by the choices
distractor that uses the same words from the original words.

Comprehension of concepts (Main Idea and Details)

Table 2.2 Level of Reading Comprehension in terms of Comprehension of Concepts (Main

Ideand Detail)
 Items Frequency Percentage
Correct Wrong Correct Wrong
What is the main idea of a passage? 78.45% 21.55%
a. A new coat 91 25
b. Zipper of the coat
c. Picture of snowman
What is the key word of the main idea in the paragraph? 52.59% 47.41%
a. A coat 61 55
b. The Zipper
c. A blue hood and red sleeves
What is the second sentence tells about? 72.41% 27.59%
a. The new coat 84 32
b. Blue hood and red sleeves
c. The new coat has blue hood and red sleeves

The Paragraph______________ 68.10 31.90

a. Describes the picture of snowman 79 37
b. Explain how to make a new coat
c. Describe the new coat
Which of the following does NOT support conclusions 46.55 53.45
a. I got a new coat 54 62
b. I will wear my coat to school
c. Picture of snowman

Total 369 211

Average Score 3.18 63.62% Above
Averag
e

Table 2, 2 the level of students reading comprehension in terms of comprehension of concept

(Main idea and the details)
As shown on the table, 91 out of the 116 respondents or 78.45% of the students got the correct
answer in item 1. It indicates that the students can identify the Main idea of the written text. It is essential
for the students can identify the idea of the text so that they can understand the selection and the purpose
of the written text. Moreover, the ability of the main idea of the text can help students in understanding
what he has read by lying all of the sentences of the text into a single sentence. In addition, identifying the
main idea of the text can give students giving the literal, critical and interpretative understanding of the
written text.
On the other hand, 54out of 116 respondents gained the average level on the question number 5,
with the percentage range of 46.55%. It only saying that the students have difficulty in identifying the
main concepts or idea in the sentence. But then again the result was not that bad since the level mastery
among the respondents is at above average level. Students who have this skill can identify the
components of the text in order. It can also help readers in knowing how the major events of the written
text. Moreover, the concept of the idea and details enables students to know the proper order doing a
particular task. It is trying to say that students not so knowledgeable enough with the main idea of the text
and a proper ways in writing comprehension concepts.

The above average percentage range of 63. 62% or 369 correct scores out of 580 items in the test
pertaining to concepts was correctly answered by the Grade 8 Students. This indicates that Reading
Comprehension in terms of Comprehension of concepts (main idea and details) is in above average level.
Comprehension of concepts is one of the important for the readers that serve as a key of comprehension
and tell the student the main point or idea of the text.
This was supported by
2.2 Ability to cite the textual evidence to support conclusion

Table 2.3 Level of Reading comprehension in terms of Ability to cite textual evidence to support
conclusions

Items Frequency Percentage

Correct Wrong Correct Wrong
Based on the text, how do you know that Ariel is a farmer?
a. He had tools 77 39 66.38% 33.62%
b. He wore hat
c. He had abundant harvest
d. He worked all day at the farm
What type of person is Ariel?
a. He is hardworking 99 17 85.34% 14.66%
b. He is helpful to others
c. He is obedient
d. He is Courage
 What relationship did Ethel and Ariel have?
a. They were Friends 97 19 83.62 16.38%
b. They were neighbours
c. They were husband and wife
d. They were brother and sister
According to the text what kind of person is Michael?
a. I can tell that Michael is coward 82 34 70.69 29.31%
b. I can tell that Michael is Afraid of consequences
c. I can tell that Michael is a good and honest person
d. None of the Above
Which choices provides the best evidence for the answer to
the previous question? 64 `52 55.17% 44.83%
a. Line 1 (“Michael and john … Baseball in the
backyard”)
b. Line 2-3 (“CRACK! The sound … the house but
Michael knew what he had to do”)
c. Line 4-5 (“ Michael Explain… he confessed and
offered to pay it”)
d. Line 6 (“ They could work … and figure out how to
get the window fix”)
Total 419 161
Average Score 3.61 72.24% Above
Average

Table 2.3 shows the level of the student’s Reading Comprehension in terms of ability to cite the
textual evidence to support conclusions.

This table revealed that 99 out of 116 respondents have answered correctly in question 2. Placing
that this item as the highest item that garnered the highest correct points with the average score 85.34%
that was described as excellent. This shows that the most of the students knows the title of the selection
which can be the most basic question in all reading level.

Meanwhile, 64 out of 116 respondents placed in the average level as supported by 55.17% mean
score in item 5, making this item the lowest item that the respondents have answer correctly. It indicates
that the students did not grasp the ways that character did to support conclusion. The ability of the
students to identify what that happened to the character after doing an action was affected by the
understanding of the text and their lack of focus with the information in text

The result had given these indicators an above average range of 72.24% or 419 out of 580 items
were recorded as correct answer of Grade 8 students, which depicted that the students reading
comprehension in terms of ability to cite the textual evidence to support conclusions is an above average.
This ability can help the readers read with case and with full understand what completely happened to the
story and how it was ended. Being student’s ability to cite the textual evidence to support conclusion in a
written text is in a good condition. Having the skills to cite the evidence rising from the start can help
readers discern the written text and identify how the text’s information make the selection effective
jumping into conclusions.

2.4 Ability to Infer

Table 2.4 Level of Reading Comprehension in terms of Ability to Infer

Items Frequency Percentage

Correct Wrong Correct Wrong
After Jeff‘s Caffs was taken off his leg. He ambled easily
along the path with his friend. 85 31 73.28% 26.72%
a. Worked
b. Walked
c. worried
Mom and Dad enjoyed some serene time while twins were
napping. 92 24 79.31% 20.69%
a. Peaceful
b. Loud
c. Means
Darla like to boast that her brother made three touchdowns
in the football game. 57 59 49.14% 50.86%
a. Blame
b. Twist
 c. Brag
Does it irritate you when your sister teases you about your
curly hair 67 49 57.76% 42.24%
a. Break
b. Bother
c. Build
When it gets cold, I shiver. My body shakes and
my teeth chatter 75 41 64.66% 35.34%
a. Frightened
b. Shock
c. Both A and B is the correct answer
376 204

3.24 64.83% Above

Average

Table 2.4 Level of the students Reading Comprehension in terms of Ability to Infer

As what we can see in the table 92 out of 116 or 79.31 students go the highest level in item 2. It is
an indication that the students know the definition of Infer that being said the students were also able to
know the concrete idea of the text, knowing of the idea of the text can help readers in many ways like
student clarifying the supporting details for the term. In knowing the definition of the term it must be
aware of the context clues that can increase child’s vocabulary, understanding the text and makes the
students as a better reader.

In the other hand, 57 out of 116 students or 49.24% of the students answered the item 3

Table 2.1 Frequency Distribution of Reading Comprehension of Grade 8 students of EMA EMITS
College Philippines for the S.Y. 2020-2021

Reading comprehension Average Score Rating Description

Comprehension of individual 3.09 Above Average

word and phrases 61.90%
 Comprehension of concepts 3.18 Above Average
63.62%
Ability to cite textual Above Average
evidence and support 3.61 72.24%
conclusions; and

Ability to infer 3.24 Above Average

64.83%
Over all 3.28 65.65% Above Average

Relationship between the Reading Motivation and Reading comprehension of Grade 8 students of
EMA EMITS College Philippines for the S.Y. 2020-2021

Table 3.1 Correlation between the Reading Motivation and Reading Comprehension of Grade 8
students

Reading Level of Reading Comprehension

Motivation
Comprehension of Comprehension of Ability to cite Ability to infer
individual word and concepts textual evidence
phrases and support
conclusions; and

Rxy Inter Rxy Inter Rxy Inter Rxy Inter

Reading
Efficacy Beliefs

Reading Goals

Social reason of
Reading
 Chapter V

SUMMARY AND FINDINGS, COCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of the findings, the conclusions drawn from the findings, and
the researcher’s recommendation.

Summary of the findings