This study purported to correlate the reading interest of Criminology I students of Carlos Hilado Memorial State College - Binalbagan Campus, Binalbagan, Negros Island Region during the Academic Year 2015-2016. A descriptive-relational research design was used in the study utilizing 150 students as respondents.
The percentile and Spearman's rho were used to treat the data. Findings revealed that the reading interest of the students was more on fictional reading materials like comics, novel, and drama which got the highest rank among the reading preferences rather than the non-fictional reading materials. Moreover, there were significant relationships between the pairs of novel and comics, novel and newspaper, and drama and poem.
Table of Contents
1. INTRODUCTION
2. METHODOLOGY
3. RESULTS, DISCUSSION, AND IMPLICATIONS
4. CONCLUSIONS AND RECOMMENDATIONS
5. REFERENCES
Objectives and Topics of the Study
This study aims to determine and correlate the reading interests of first-year Criminology students at Carlos Hilado Memorial State College – Binalbagan Campus. The research seeks to identify whether students prefer fictional or non-fictional materials and examines the potential relationships between different types of reading preferences to provide data for enhancing academic reading engagement.
- Analysis of reading preferences among Criminology students
- Comparison between fictional and non-fictional reading materials
- Correlation analysis of reading interests in different genres
- Application of descriptive-relational research methodology
- Recommendations for faculty and administrators to improve student literacy
Excerpt from the Book
INTRODUCTION
Reading is a complex mental activity which enables one’s capacity in obtaining information on the present situation (Alfassi, 2004 as cited by Zare and Othman, 2013) and Wallace (2007) stated that it is a process of learning opportunity and a skill that must be developed by the readers to achieve the pleasurable outcome. According to the U. S. Department of Education (2005), reading is one of the ways to achieving the success in school and in life. The reading ability of a person should be enhanced especially to the students to have high reading interests (Khairuddin, 2013).
Reading interest is the daily practice of the readers to seek for reading materials and engage themselves in reading whenever they are (Devarajan, 1995 as cited in Nawarathne, 2012). Generally, reading is a complex cognitive skill which involves various subskills, processes, and sources. It ranges from the basic level visual process to higher level skills that include semantics, syntax, discourse, and text representation skills and idea integration with the global knowledge of the readers (Nassaji, 2011).
Reading is an important tool in building and shaping one’s life and a vital element in the learning process especially to students’ reading interest that would enable them to understand and appreciate reading materials and tools (Dai, 2013). Similarly, learners who are learning English as their second language face experiences in reading English materials that could help them determine their attitudes in reading. Moreover, students advance their reading development stages when they employ their attitude in reading using English as their second language (Marrero, 2009).
Summary of Chapters
INTRODUCTION: This chapter establishes the theoretical foundation and the necessity of the study, emphasizing reading as a critical cognitive skill and defining the research problems regarding the reading interests of Criminology students.
METHODOLOGY: This section outlines the descriptive-relational research design, participant selection, instrument validation, and the statistical tools (percentile and Spearman’s rho) used to analyze the collected data.
RESULTS, DISCUSSION, AND IMPLICATIONS: This chapter presents the data analysis, revealing a preference for fictional materials among students and discussing the statistical relationships between different reading categories, supported by existing literature.
CONCLUSIONS AND RECOMMENDATIONS: This section summarizes the major findings regarding student reading preferences and offers actionable recommendations for school administrators, teachers, and parents to support students' reading development.
REFERENCES: This section lists all scholarly sources and literature utilized to ground the research in existing academic discourse.
Key Terms
reading interest, Criminology students, Carlos Hilado Memorial State College, fictional reading materials, non-fictional reading materials, reading comprehension, descriptive-relational research, survey method, student literacy, reading preference, academic performance, Vygotsky’s Theory, pedagogical development, statistical correlation, student engagement.
Frequently Asked Questions
What is the primary focus of this research?
The study focuses on determining the reading interests of first-year Criminology students at Carlos Hilado Memorial State College, specifically comparing their inclinations toward fictional versus non-fictional materials.
What are the main thematic areas covered?
The core themes include the definition and importance of reading interest, the role of reading in academic success, and the impact of personal preferences on developing reading comprehension skills.
What is the central research question?
The study aims to identify the reading interests of the students and determine whether significant correlations exist between their preferences for different types of reading materials.
Which scientific methodology was utilized?
The researcher employed a descriptive-relational research design, utilizing a survey method to collect data from 150 student respondents, which was then analyzed using percentile rankings and Spearman’s rho.
What is addressed in the main body of the work?
The main body details the theoretical background provided by Vygotsky’s theory, the validation of the questionnaire, the statistical results of student reading preferences, and a discussion on how these findings reflect male students' interest in action-oriented literature.
Which keywords best characterize this study?
Key terms include reading interest, Criminology students, fictional reading materials, non-fictional reading materials, and descriptive-relational research design.
Did the students show a preference for a specific type of reading material?
Yes, the findings revealed that students preferred fictional materials—specifically comics, novels, and drama—over non-fictional materials like newspaper stories and legal documents.
How were the reading preferences statistically correlated?
The study found significant relationships between specific pairs of genres, such as novel and comics, novel and newspaper, and drama and poem, leading to the rejection of the null hypothesis in those cases.
Why is the fondness for comics considered important by the researcher?
The author suggests that the students' strong interest in comics can be leveraged as a "springboard" to encourage and enhance their engagement with other types of reading materials.
How can the study results be applied in an academic setting?
The findings suggest that educators should provide a greater variety of reading materials that align with student preferences to better stimulate interest and improve overall reading comprehension.
- Citar trabajo
- Kenneth Bacala (Autor), 2019, Reading Interests of Criminology Students, Múnich, GRIN Verlag, https://www.grin.com/document/497389
