Chapter 5

Chapter 5
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
This chapter contains the summary of the three variables treated in
this study, the conclusion and the recommendations proposed by the
researcher based on the findings of the study.
Summary of the Findings
The following are the findings of the Reading Engagement and
Reading Comprehension of the 1st year BAELS and 1st year BAPoS
students of the main campus.
1. The finding reveal that the level of reading engagement of BAPoS 1 st
year students tends to see a variety of things as being similar to
themselves, whereas the BAELS group sees these things as being
typically less similar. The standard deviations, however, show that there is
variation in each group’s perceptions (the overall mean score of BapolS is
3.52, which falls into the high category. This suggest that, on average,
individuals in the BapolS group perceive these items as somewhat similar
to themselves while the overall mean score for BAELS is 2.31, which falls
into low category. This indicates that, on average, individual in the BAELS
group do not perceive these items as very similar to themselves.)
2. The level of 1ST year BAELS and BapolS students combines score from
all three indicators. For the BapolS group, the overall reading performance
score is 6.23, corresponding to a mean percentage score of 41.55%, for
the BAELS group, the mean overall reading performance score is 5.53,
corresponding to a mean percentage score of 36.86. Descriptively both
groups are categorized as ‘’Average’’ in overall reading performance
suggesting that, when considering all three indicators together, their
reading performance is fairly similar.
3. The data statement suggests that there is a highly significant difference
in reading engagement between the BAELS and BAPoS groups. The
BapolS group has a significantly higher mean 3.52 reading engagement
score compared to the BAELS group 2.31 mean. This result is statistically
meaningful and suggest that there may be significant differences in
reading engagement between these two groups of individual.
4. The analysis suggests that the differences in the means for the various
aspects of BAELS and BAPoS reading comprehension are not statistically
significant. This means that the study did not find conclusive evidence to
support significant variations in this variables, at least within the context of
this analysis.
5. There is a significant relationship between 1st Year BAPoS AND 1ST year
BAELS students. However, the strength of the correlation is described as
“Weak Positive Linear Relationship.” This means that there is a weak,
positive association between Reading Engagement and Reading
Comprehension. The data indicates that there is a weak positive linear
relationship between Reading Engagement and Reading Comprehension,
suggesting that as Reading Engagement tends to increase, Reading

Comprehension tends to increase as well, but the relationship is not
statistically significant. This means that other factors or chance to could be
influencing the observed correlation, and it is not strong enough to draw a
robust conclusion about the relationship between these two variables in
this sample.
6. There was no sufficient evidence to prove the significant difference on
the correlations of reading engagement and reading comprehension of the
first year BAELS and BAPoS students.
7.
 Assessing the current reading engagement and reading
comprehension levels of the students. This can include
standardized tests, reading logs, and surveys.
 Work with students to set individualized reading goals. These goals
can be based on their current reading abilities and areas for
improvement.
 Regularly assess and monitor students’ progress in reading. Use
formative assessments and reading logs to track improvement.
 Pair students up as reading partners or in small groups for
discussions and peer support.
 Provide constructive, personalized feedback to students about
reading comprehension. Encourage self-assessment and reflection.

Conclusion
The level of reading engagement and reading comprehension of the
two groups in the survey is at the average level. This indicates that the
reading engagement of BAPoS 1st year is highly significant while the
BAELS 1st year is at the low.
Recommendation
The recommendations enumerated below are forwarded by the
researcher based on the findings of the study.
1. School administrators are encouraged to consider tailoring reading
materials to address the strengths and weaknesses of the lessons,
thereby fostering genuine engagement among students.
2. English teachers are advised to incorporate reading materials frequently
to enhance learner’s knowledge acquisition through reading.
3. Students facing challenges in reading are recommended to develop a
reading habit by dedicating some of their free time to easily
understandable materials before tackling more complex texts.
4. Parents, being the first teachers of their children are urged to promote a
reading culture at home by instructing them in decoding difficult words and
offering worthwhile reading materials.

5. An action plan thoughtfully crafted to enhance students’ reading
engagement and reading comprehension, incorporating activities and
guidelines to boost, critical, inferential, and literal comprehension levels.

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Chapter 5

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter contains the summary of the three variables treated in

this study, the conclusion and the recommendations proposed by the

researcher based on the findings of the study.

Summary of the Findings

The following are the findings of the Reading Engagement and

students of the main campus.

1. The finding reveal that the level of reading engagement of BAPoS 1 st

year students tends to see a variety of things as being similar to

themselves, whereas the BAELS group sees these things as being

variation in each group’s perceptions (the overall mean score of BapolS is

individuals in the BapolS group perceive these items as somewhat similar

group do not perceive these items as very similar to themselves.)

corresponding to a mean percentage score of 36.86. Descriptively both

groups are categorized as ‘’Average’’ in overall reading performance

suggesting that, when considering all three indicators together, their

reading performance is fairly similar.

3. The data statement suggests that there is a highly significant difference

in reading engagement between the BAELS and BAPoS groups. The

BapolS group has a significantly higher mean 3.52 reading engagement

meaningful and suggest that there may be significant differences in

reading engagement between these two groups of individual.

aspects of BAELS and BAPoS reading comprehension are not statistically

support significant variations in this variables, at least within the context of

BAELS students. However, the strength of the correlation is described as

“Weak Positive Linear Relationship.” This means that there is a weak,

positive association between Reading Engagement and Reading

Comprehension. The data indicates that there is a weak positive linear

relationship between Reading Engagement and Reading Comprehension,

suggesting that as Reading Engagement tends to increase, Reading

statistically significant. This means that other factors or chance to could be

influencing the observed correlation, and it is not strong enough to draw a

robust conclusion about the relationship between these two variables in

6. There was no sufficient evidence to prove the significant difference on

the correlations of reading engagement and reading comprehension of the

first year BAELS and BAPoS students.

 Assessing the current reading engagement and reading

comprehension levels of the students. This can include

standardized tests, reading logs, and surveys.

 Work with students to set individualized reading goals. These goals

can be based on their current reading abilities and areas for

 Regularly assess and monitor students’ progress in reading. Use

formative assessments and reading logs to track improvement.

 Pair students up as reading partners or in small groups for

discussions and peer support.

 Provide constructive, personalized feedback to students about

reading comprehension. Encourage self-assessment and reflection.

The level of reading engagement and reading comprehension of the

reading engagement of BAPoS 1st year is highly significant while the

BAELS 1st year is at the low.

The recommendations enumerated below are forwarded by the

researcher based on the findings of the study.

1. School administrators are encouraged to consider tailoring reading

materials to address the strengths and weaknesses of the lessons,

thereby fostering genuine engagement among students.

2. English teachers are advised to incorporate reading materials frequently