SOUTHERN MINDANAO COLLEGES

PAGADIAN CITY

FS 102

ACTION RESEARCH REPORT

BANDOLON, JOHN RONALD M.

AZUCENA, RUCHELLE P.

BARRUN, SHELKEIT L.

Researchers
 i

READING HABITS MANIFESTED BY GRADE 8 ORIOLE

STUDENTS IN SOUTHERN MINDANAO COLLEGES
SCHOOL YEAR 2024-2025

AN ACTION RESEARCH REPORT PRESENTED TO

THE FACULTY OF THE COLLEGE OF EDUCATION,
SOUTHERN MINDANAO COLLEGES,
PAGADIAN CITY

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR

THE DEGREE BACHELOR OF SECONDARY EDUCATION

BY:
BANDOLON, JOHN RONALD M.
AZUCENA, RUCHELLE P.
BARUN, SHELKEIT L.

November 2024
 ii

APPROVAL SHEET

In partial fulfillment of the requirements for the degree of

Bachelor in Secondary Education. This action research entitled

READING HABITS MANIFESTED BY GRADE 8 ORIOLE STUDENTS IN SOUTHERN

MINDANAO COLLEGES S.Y. 2024- 2025 has been prepared and submitted

by Mr. John Ronald M. Bandolon, Ms. Ruchelle P. Azucena, and Ms.

Shelkeit L. Barrun who are hereby recommended for oral

examination.

DR. LEONARDO V. FLORES

Adviser/Instructor

Accepted as partial fulfillment of the requirement for the

DEGREE OF BACHELOR IN SECONDARY EDUCATION.

LEONARDO FLORES ED.D

Dean, College of Education

Approved by the tribunal at the oral examination with the

rating of ______________________

NEDE A. BAYAWA ED.D.

Chairman

PROF. LERMA B. PAO ED.D (CAR) LEONARDO FLORES ED.D

 iii

Member Member

ACKNOWLEDGMENT

The completion of this work would not have been possible

without the help and support of the generous people who lent

their time and expertise to the individuals who worked on this

study. In connection with this, the researchers would like to

express their sincerest appreciation and gratitude to the

following.

To our Heavenly Father who gives us knowledge, wisdom,

guidance and protection as He protect us from any harm and be

able to finished our paper. To the researchers, who invested

their time, effort and money into the success of the study. To

Mrs. Lerma B. Pao, our Field study 102 (FS102) instructor who

gives us the authority to conduct a class observation. To Dr.

Leonardo Flores, the researchers’ thesis adviser who has been

extremely helpful for giving his time, expertise and effort in

guiding the researchers since the first day to the final

revisions of the study. And to Dr. Nede A. Bayawa, the Academic

Dean and chairman of the panel of interrogators.

To Mr. Albren Echin, the principal of Southern Mindanao

Colleges, High School Department for giving us the permission to

conduct a survey for our study and allowing us to distribute the

questionnaires for the data we needed.

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iv

To our critic teachers, Mrs. Meann Celeste Palabrica and

Ms. Sheila Layaguen, for letting us to observed their classes.

To Grade 8 – Oriole students at Southern Mindanao Colleges,

as our respondents for being cooperative and responsive.

-Researchers
 v

DEDICATION

This study is dedicated to the researchers’ supportive and

loving parents and loved ones who patiently supported the

researchers morally and financially and for supporting them in

other various ways. The researchers dedicate the product of this

study to the following people.

Mr. and Mrs. Barun, Mr. and Mrs. Ricardo and Lina Bandolon

and Mrs. Blechelle Azucena, the researchers’ supportive and

loving parents. Without their emotional and financial support,

the researchers would’ve encountered a lot of difficulties as

they complete the study.

Southern Mindanao College, the Educational Institution that

helped the researchers’ become selfless and competent.

Finally, to our Almighty God for the blessings of wisdom and

patience.

The Researchers,

John Ronald M. Bandolon

Ruchelle P. Azucena
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Shelkeit L. Barrun

TABLE OF CONTENTS

Title Page-----------------------------------------i

Approval Sheet-------------------------------------ii

Acknowledgement- ----------------------------------iii-iv

Dedication-----------------------------------------v

Table of Contents----------------------------------vi-vii

List of Tables-------------------------------------viii

CHAPTERS

I. Introduction-------------------------------1-2

A. Statement of the Problem----------------------2-3

B. Scope and Delimitation of the study-----------3

C. Definition of Terms---------------------------3-5

D. Significance of the Study---------------------5-6

E. Methods and Procedures------------------------6-7

F. Organization of the Study---------------------8

II. Presentation and Analysis of Data----------9-18

 vii

A. What reading habits are manifested by grade 8 Oriole

students?

B. What are the effects of reading habits to student’s academic

performance?

III. Summary of Findings, Conclusions and Generalization...

---------------------------------------------------.......19

1.What reading habits are manifested by grade 8 Oriole

students?
I. Findings-----------------------------------20

II. Conclusions and Generalization-------------21

2.What are the effects of reading habits to student’s academic

performance?
I. Findings-----------------------------------22

II. Conclusions and Generalization-------------23

IV.Recommendations---------------------------------24-25

Bibliography---------------------------------------26

Appendices

A. Letter of Request-----------------------------27

B. Questionnaire---------------------------------28-29

C. Appendix

C1--------------------------------------30

C2--------------------------------------31
 viii

C3--------------------------------------32

LIST OF TABLES

TABLE 1

FREQUENCY AND PERCENT OF RESPONSES ON READING HABITS MANIFESTED

BY GRADE 8 ORIOLE STUDENTS

TABLE 2

FREQUENCY AND PERCENT OF RESPONSES ON THE EFFECTS OF READING

HABITS TO STUDENT’S ACADEMIC PERFORMANCE BY GRADE 8 ORIOLE
STUDENTS

TABLE 3

PERCENTAGE AND INTERPRETATIONS OF RESPONSES ON THE READING HABITS

ARE MANIFESTED BY GRADE 8 ORIOLE STUDENTS

TABLE 4

PERCENTAGE AND INTERPRETATIONS OF RESPONSES ON THE EFFECTS OF

READING HABITS TO STUDENT’S ACADEMIC PERFORMANCE

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CHAPTER 1

INTRODUCTION

In today's fast-paced digital era, the significance of

reading and its impact on academic success cannot be overstated.

Reading has come to hold the most significant place in education

as a means of communication in a highly literate society. Reading

provides experience through which the individual may expand his

range of knowledge, identify, extend and intensify his interest

and gains deeper understanding of himself, of other human beings

and of the world. The ability to read is at the heart of self-

education and lifelong learning.

In this sense, reading habit is an important tool for the

development of personalities and mental capacities of

individuals. Reading habit refers to the behavior which expresses

the likeness of reading of individual types of reading and tastes

of reading (Sangkaeo 1999). It is a pattern with which an

individual organizes his or her reading. Similarly, Shen (2006),

identifies reading habits, as how often, how much, and what

students read.

Reading habits among students are of paramount importance

for their academic success and personal growth. These habits can

greatly influence their ability to learn, think critically, and

excel in their studies. Students who develop strong reading

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habits are better equipped to excel academically and continue

learning throughout their lives. These habits not only benefit

their educational journey but also contribute to their personal

development, critical thinking skills, and overall success in a

rapidly changing world.

The purpose of conducting this research is to contribute to

the existing knowledge and to address the importance of

manifesting, spending time for reading as it helps students to

their academic performance, how they can participate to the

classroom activities and even gain knowledge that they can used

outside the school premises. By investigating what reading habits

manifested by Grade 8 Oriole students and the effects of this to

the academic performance, this study aims to provide valuable

insights for educators and policymakers to develop effective

interventions and strategies. Ultimately, the goal is to improve

reading skills and foster a culture of lifelong reading among

Grade 8 Oriole students, leading to enhanced academic performance

and personal growth.

A. Statement of the Problem

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The study shall determine the reading habits manifested by

Grade 8 Oriole students in Southern Mindanao Colleges school year

2024 - 2025.

Specifically, it will answer the two following sub-problems:

1. What reading habits are manifested by Grade 8 Oriole students?

2. What are the effects of reading habits to student’s academic

performance?

B. Scope And Delimitation of the Study

This study is intended for the 31 respondents from Grade 8

Oriole, who extend their efforts to supplied the data of the

researchers. This study was conducted during the first semester,

school year 2024 - 2025 at Southern Mindanao Colleges, Pagadian

City.

C. Definitions Of Terms

These are several terms used in this study. These terms were

defined operationally and conceptually.

1. Academic - relating to, or associated with an academy or

school especially of higher learning.

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2. Academic performance - is the measurement of student

achievement across various academic subjects.

3. Data - facts and statistics collected together for reference

or analysis.

4. Habits - a behavior that has been repeated until it has become

less automatic, enacted without purposeful thinking, largely

without any sense of awareness.

Manifested - the act of making something happen by imagining it

and consciously thinking that it will happen.

6. Performance - the action or process of carrying out or

accomplishing an action, task or function.

7. Reading - the action or skill of reading written or printed

matter silently or aloud.

8. Reading Habits - refers to the behavior, which expresses the

likeness of reading and tastes of reading (Sangkaeo: 1991). It is

a way of how the reader organizes his or her reading and how

often, how much, and what the readers read.

9. Researchers - a group of individuals who conducted an action

research.

10. Respondents - a group of people who provides the data or

responses to the questionnaires given by researchers.

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11. Students - are the individual who belong to Grade 8 Oriole

and the respondents of the researchers.

12. Understanding - the procedure of attaining knowledge about

oneself or other people or of understanding the meaning or

significance of something, like a term, idea, argument, or

occurrence.

D. Significance of the Study

The findings of this study have significant implications for

administrators, educators, students and researchers. By

identifying the reading habits manifested by the Grade 8 Oriole

students, the study can provide insights into how administrators

and teachers can best support students in their learning

especially its impact to their academic performances as it is one

of the major concerns. The beneficiaries and the benefits they

can get from this study are the following:

Administrators: The results of this study could be their

point of reference in designing plans and programs that reading

habits will affect the academic performances of the students.

Teachers: It will provide them a basis for preparing scope and

sequence for teaching reading of the students across this grade

level. It is hoped that through this study, teachers will know

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the reading habits manifested by the students on how it will

affect to their academic performances.

Students: The results of this study will provide them what they

are going to do in order improve their reading habits and how

much time they should spend on reading. As reading helps them to

enhance their capabilities not just in reading but also in any

other macro-skills.

Other researchers: The results of this study could serve as one

of their references in conducting studies related to this study.

E. Methods and Procedures

In conducting this study, there are methods and procedures in

which the researchers followed. The researchers complied 30

hours’ observation for English classes at Southern Mindanao

Colleges High School Department, Pagadian City. Wherein the main

problem was based and formulated two (2) sub-problems. Each of

this sub-problem has 10 questions answerable by yes, no and

sometimes.

The researchers used questionnaire-checklist as a tool in

finding the data. The questionnaire-checklist was checked by the

adviser for correction and further suggestions. After the final

draft of the questionnaire-checklist, the researchers are ready

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to gathered data. The researchers handed a letter of request to

the principal of the High School Department to ask permission to

conduct a survey. As the permission was granted, the researchers

distributed the questionnaire-checklist to the Grade 8 Oriole

students during one of their classes upon granted of their

teacher. The respondents answered the questionnaires based on the

needed information. Frequency of each item was then determined

through tallying. The data was computed and reflected using the

formula below.

F
P= x 100 %
N

Where:

P = percent of responses or rate of percent

F = frequency/number of responses

N = Number of respondents
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F. Organization of the Study

This action research is composed of four chapters

Chapter I

Introduction, Statement of the problem, Scope and Delimitation of

the study, Definition of terms, Importance of the study, Methods

and Procedures as well as the Organization of the study

Chapter II

Presentation and Analysis of Data

Chapter III

Summary of findings, conclusions and Generalizations

Chapter IV

Recommendations, Bibliography and Appendices composed of

questionnaires, Letter of Request and Bio-data

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CHAPTER II

PRESENTATION AND ANALYSIS OF DATA

This chapter is the presentation and analysis of data from the

questionnaires that the researchers gathered from the Grade 8

Oriole students in Southern Mindanao Colleges, Pagadian City

School Year 2024-2025 who serve as the respondents of this

research entitled Reading Habits Manifested by Grade 8 Oriole

Students in Southern Mindanao Colleges School Year 2024-2025. The

first table is intended for the first sub-problem and the second

table is intended for the second-problem.

Specifically, this study intends to answer the following

inquiries:

1. What reading habits are manifested by grade 8 oriole students?

2. What are the effects of reading habits to student’s academic

performance?

A. What reading habits are manifested by grade 8 oriole students?

Item no. 1 = The students read books regularly.

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Out of 31 respondents, there were nine (9) or 29% students

answered YES, three (1) or 3% student answered NO and twenty-one

(21) or 68% answered SOMETIMES. Therefore, the data revealed that

most students read books sometimes, not regularly.

Item no. 2 = The students read books more than five hours a day.

In this item, four (4) or 13% students answered YES, eleven

(11) or 35% students answered NO and sixteen (16) or 52% students

answered SOMETIMES. Therefore, most students spend more than five

hours a day.

Item no. 3 = Students read books during meals.

There are three (3) or 10% students answered YES, fourteen

(14) or 45% answered NO and 14 or 45% answered SOMETIMES.

Therefore, most students both don’t read books and read books

during meals.

Item no. 4 = The students read books while commuting.

Out of 31 respondents, five (5) or 16% students answered

YES, eight (8) or 26% answered NO and eighteen (18) or 58%

answered SOMETIMES. Therefore, the data shows that most students

read books while commuting.

Item no. 5 = The students read books orally.

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In thus item, ten (10) or 32% students answered YES, two (2)

or 6% answered NO and nineteen (19) or 62% answered SOMETIMES.

Therefore, students read books orally, sometimes.

Item no. 6 = The students read books silently.

There are twenty-four (24) or 77% students answered YES,

none of the students answered NO and seven (7) or 23% students

answered SOMETIMES. Therefore, this item shows majority of the

students are prefer to read silently.

Item no. 7 = The students consult dictionary every time they

encounter unfamiliar words.

Out of 31 respondents, nineteen (19) or 61% students

answered YES, only one (1) or 3% student answered NO and eleven

(11) or 36% students answered SOMETIMES. Therefore, the data

shows that dictionary is useful in reading books.

Item no. 8 = The students observe proper posture while reading.

In this item, sixteen (16) or 52% students answered YES,

only one (1) or 3% percent student answered NO and fourteen (14)

or 45% students answered SOMETIMES. Therefore, this data shows

that most students observe proper posture while reading.

Item no. 9 = The students read only in well-lighted room.

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There are eighteen (18) or 58% students answered YES, two

(2) or 6% students answered NO and eleven (11) or 36% students

answered SOMETIMES. Therefore, this data revealed that most of

the students would prefer to read in a well-lighted room.

Item no. 10 = The students make notes while reading.

In this item, seventeen (17) or 55% students answered YES,

only one (1) or 3% student answered NO and thirteen 13% students

answered SOMETIMES. Therefore, this item shows that most of the

students are taking notes while reading.

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TABLE 1

FREQUENCY AND PERCENT OF RESPONSES ON READING HABITS MANIFESTED

BY GRADE 8 ORIOLE STUDENTS
N=31

Yes No Sometimes
Items
F P F P F P
1.The students 9 29% 1 3% 21 68%
read books
regularly.
2.The students
read books more
4 13% 11 35% 16 52%
than five hours a
day.
3.Students read 3 10% 14 45% 14 45%
books during
meals.
4.The students 5 16% 8 26% 18 58%
read books while
commuting.
5.The students 10 32% 2 6% 19 62%
read books
orally.
6.The students 24 77% 0 0% 7 23%
read books
silently.
7.The students
consult
19 61% 1 3% 11 36%
dictionary every
time they
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encounter
unfamiliar words.
8.The students
observe proper
16 52% 1 3% 14 45%
posture while
reading.
9.The students 18 58% 2 6% 11 36%
read only in
well-lighted
room.
10.The students 17 55% 1 3% 13 42%
make notes while
reading.

Average 12.5 40.3% 4.1 13% 14.4 46.7%

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B. What are the effects of reading habits to student’s academic

performance?

Item no. 1 = Reading improves student’s word power.

In this item, twenty-five (25) or 81% students answered YES,

one (0) or 3% student answered NO and six (6) or 19% students

answered SOMETIMES. This data means that reading helps the

students to improve their word power as manifested by majority of

the respondents.

Item no. 2 = Reading helps students develop speech or vocal

ability.

Out of 31 students, there were twenty-seven (27) or 87%

students answered YES, none of the students answered NO and four

(4) or 13% students answered SOMETIMES. Therefore, reading plays

a big role in student vocal development as majority in the data

presented.

Item no. 3 = Reading enhances student’s English fluency.

There were twenty-two (22) or 71% students answered YES, two

(2) or 6% student answered NO and seven (7) or 23% students

answered SOMETIMES. Therefore, reading helps them to enhance

their English fluency.

Item no. 4 = Reading widens student’s vocabulary.

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There were twenty-three (23) or 74% students answered YES,

three (3) or 10% students answered NO and five (5) or 16% student

answered SOMETIMES. Therefore, majority of the students enhances

vocabulary through reading.

Item no. 5 = Reading help students understand other activities.

There were twenty (20) or 65% students answered YES, two (2)

or 6% students answered NO and nine (9) or 29% students answered

SOMETIMES. This data means, reading helps the students to

understand of other activities as what the data presented.

Item no. 6 = Reading makes students perform better in class

activities.

Out of 31 respondents, twenty-one (21) or 68% students

answered YES, two (2) or 6% students answered NO and eight (8) or

26% students answered SOMETIMES. Therefore, the data

presented that reading makes students perform better in class

activities.

Item no. 7 = Reading improves student’s capability.

There were twenty-four (24) or 77% students answered YES,

three (3) or 10% answered NO and four (4) or 13% students

answered SOMETIMES. Meaning, students discover their capabilities

through reading.
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Item no. 8 = Reading help students improve pronunciation.

Out of 31 respondents, twenty-four (24) or 77% of them

answered YES, none of the students answered NO and seven (7) or

23% answered SOMETIMES. Meaning, reading habits help the students

to improve their pronunciation as what the data shows.

Item no. 9 = Reading help students focus on their activity.

In this item, eighteen (18) or 58% students answered YES,

three (3) or 10% answered NO and ten (10) or 32% students

answered SOMETIMES. The data proves that reading helps them to

focus on their activity and be cooperative with the group.

Item no. 10 = Reading makes students critical thinker.

Out of 31 respondents, nineteen (19) or 61% answered YES,

none of the students answered NO and twelve (12) or 39% students

answered SOMETIMES. The data means that reading helped to be a

critical thinker for most of the students.

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TABLE II

FREQUENCY AND PERCENT OF RESPONSES ON THE EFFECTS OF READING

HABITS TO STUDENT’S ACADEMIC PERFORMANCE

N=31

Yes No Sometimes
Items
F P F P F P
1.Reading improves
25 81% 0 0% 6 19%
student’s word power.
2.Reading helps students
develop speech or vocal 27 87% 0 0% 4 13%
ability.
3.Reading enhances
22 71% 2 6% 7 23%
student’s English fluency.
4.Reading widens student’s
23 74% 3 10% 5 16%
vocabulary.
5.Reading help students
understand other 20 65% 2 6% 9 29%
activities.
6.Reading makes students
perform better in class 21 68% 2 6% 8 26%
activities.
7.Reading improves
24 77% 3 10% 4 13%
student’s capability.
8.Reading help students
24 77% 0 0% 7 23%
improve pronunciation.
9.Reading help students
18 58% 3 10% 10 32%
focus on their activity.
10.Reading makes students
19 61% 0 0% 12 39%
critical thinker.
Average 20.2 71.9% 1.5 4.8% 7.2 23.3
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CHAPTER III

SUMMARY OF FINDINGS, CONCLUSIONS, AND GENERALIZATION

This chapter presents the summary of findings,

conclusions and generalization about the reading habits

manifested by Grade 8 Oriole students in Southern Mindanao

Colleges School Year 2024-2025.

The following data were the findings from the thirty-one

(31) respondents who answered the questionnaire.

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TABLE III

A. What reading habits are manifested by grade 8 Oriole students.

Items Yes No Sometimes Interpretation

1.The students read
29% 3% 68% INDEFINITE
books regularly.
2.The students read
books more than five 13% 35% 52% INDEFINITE
hours a day
3.Students read books
10% 45% 45% INDEFINITE
during meals.
4.The students read
16% 26% 58% INDEFINITE
books while commuting.
5.The students read
32% 6% 62% INDEFINITE
books orally.
6.The students read
77% 0% 23% POSITIVE
books silently.
7.The students consult
dictionary every time
61% 3% 36% POSITIVE
they encounter an
unfamiliar word.
8.The students observe
proper posture while 52% 3% 45% POSITIVE
reading.
9.The students read only
58% 6% 36% POSITIVE
in well-lighted room.
10.The students make
55% 3% 42% POSITIVE
notes while reading.
Average 40.3% 13% 46.7% INDEFINITE
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CONCLUSION AND GENERALIZATION

Based on the data on sub-problem no. 1, it shows that the

general average of YES is 40.3%, SOMETIMES 46.7%, and NO is 9.8%.

All items have a positive and indefinite interpretation as

reflected by the data from item no. 1 to no. 10. There is no

negative interpretation on the data provided. Unfortunately, most

of the students in Grade 8 Oriole are not manifesting reading

habits. Almost half of the students are doubtfully manifesting

reading habits. It obtained 40.3% who are having reading habits

manifested in their studies and in their daily life.

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TABLE IV
B. What are the effects of reading habits to student’s academic
performance?

Items Yes No Sometimes Interpretation

1.Reading improves
81% 0% 19% POSITIVE
students’ word power.
2.Reading helps students
develop speech or vocal
ability. 87% 0% 13% POSITIVE

3.Reading enhances
student’s English 71% 6% 23% POSITIVE
fluency.
4.Reading widens
74% 10% 16% POSITIVE
student’s vocabulary.
5.Reading helps students
understand other
activities. 65% 6% 29% POSITIVE

6.Reading makes students

perform better in class
activities. 68% 6% 26% POSITIVE

7.Reading improves
77% 10% 13% POSITIVE
student’s capability.
8.Reading helps students
77% 0% 23% POSITIVE
improve pronunciation.
9.Reading helps students
58% 10% 32% POSITIVE
focus on their activity.
10.Reading makes
students critical 61% 0% 39% POSITIVE
thinker.
Average 71.9% 4.8% 23.3% POSITIVE
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CONCLUSION AND GENERALIZATION

The data shown above results that the general average of YES

is 71.9%, SOMETIMES is 23.3%, and NO is 4.8%. Based on the result

on the survey regarding sub-problem no. 2, the result show that

the highest percent of the items got a positive result. There is

no negative or indefinite result on the survey.

Therefore, based on the positive results, the researchers

concluded that the reading habits of the students affected their

academic performances. It improves student’s word power, it helps

to develop vocal ability, it enhances English fluency, it

improves the students’ pronunciation, and understanding on their

lessons.

Overall, reading provides ways of improvement which settle to

help students’ cognitive development.

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CHAPTER IV

RECOMMENDATION

In this chapter are the recommendations formed by the

researchers based on the findings and conclusion after a thorough

investigation and interpretation of the data gathered from the

respondents.

SUB-PROBLEM NO.1

A. What reading habits are manifested by Grade 8 Oriole

students?

1. The teachers should provide reading materials to the students

regularly, to motivate them in reading every day and later on

they will develop interest in reading. Teachers must utilize an

activity to improve students’ ability in taking notes and finding

unfamiliar words in the dictionary.

2. Students must read in a well-lighted room to protect their

eyes and observe proper posture while reading.

3. Parents should be more attentive to what their child is

reading and motivate them to seek assistance if there is

something they don't understand.

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SUB-PROBLEM NO.2

B. What are the effects of reading habits to student’s academic

performance?

1. 1.The teachers should give new reading materials to the

students to widen their vocabulary and encourage them to

indulge in reading books that will test their critical and

analytical abilities.

2. 2.The students should develop consistent reading habit

regularly to improve language and vocabulary skills, and

also enhance concentration, memory and analytical thinking.

3. The parents should be an example and show enthusiasm for

reading. Make reading a part of daily routine as a family.

Be a role model, engage the children in reading books or

magazines, encourage them to give time for reading to

enhance child’s educational aspect.

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BIBLIOGRAPHY

PUBLISHED MATERIALS

Sangkaeo, S. (1999). Reading habit promotion in Asian libraries.

Retrieved from: https://www.ifla.org/IV/ifla65/papers/091-114e.htm.

Shen, L. (2006). Computer technology and college students’ reading

habits. Chia-Nan. Annual Bulletin, 32,559-572.

 27

APPENDIX A

LETTER OF REQUEST

SOUTHERN MINDANAO COLLEGES

PAGADIAN CITY
MAIN CAMPUS, ROXAS ST.

Dr. ALBREN V. ECHIN

Principal, High School Department
SOUTHERN MINDANAO COLLEGES
Pagadian City

Sir:
Greeting!
The undersigned students of the college of education, SMC-
Pagadian City would like to conduct a research study entitled
“Reading Habits Manifested By Grade 8 Oriole Students in Southern
Mindanao Colleges School Year 2024 – 2025”.
In connection with this, we humbly ask for your permission
to allow us to distribute the questionnaires to the grade 8
Oriole students of your department for the data needed for this
research.
We would greatly appreciate your consent to this request.
Thank you for your time and positive action. God bless!

Respectfully yours,
Mr.JOHN RONALD BANDOLON
Ms.RUCHELLE P. AZUCENA
Ms.SHELKEIT L. BARRUN
Approved by:
Dr.ALBREN V ECHIN
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Principal, High Schol Department

APPENDIX B
QUESTIONNAIRE-CHECKLIST
Direction: Read each item carefully and answer it by putting a
check on the given choices.
The main problem is divided into (2) two sub-problems, which
are as follows:
Sub-Problem No. 1
1. What reading habits are manifested by Grade 8 Oriole

students?

STATEMENTS YES NO SOMETIMES

1. The students read books

regularly.

2. The students read books more

than five hours a day.

3. Students read books during

meals.

4. The students read books while

commuting.

5. The students read books

orally.

6. The students read books

silently.

7. The students consult

dictionary every time they
encounter unfamiliar words.

8. The students observe proper

posture while reading.

9. The students read only in

well-lighted room.
 29

10. The students make notes

while reading.
Sub-problem no.2

2. What are the effects of reading habits to student’s academic

performance?

STATEMENTS YES NO SOMETIMES

1. Reading improves student’s

word power.
2. Reading helps students
develop speech or vocal
ability.
3. Reading enhances student’s
English fluency.
4. Reading widens student’s
vocabulary.
5. Reading help students
understand other
activities.
6. Reading makes students
perform better in class
activities.
7. Reading improves student’s
capability.
8. Reading help students
improve pronunciation.
9. Reading help students focus
on their activity.
10.Reading makes students
critical thinker.
 30

APPENDIX C1

BIO-DATA

A. PERSONAL DATA

NAME : Shelkeit L. Barrun

NICKNAME : Kyuti

AGE :21

BIRTHDAY : February 25, 2003

GENDER :Female

CIVIL STATUS :Single

HOME ADDRESS : Brgy. Kagawasan, Dimataling Z.D.S

CITIZENSHIP :Filipino

RELIGION :Catholic

FATHER : Merchor G. Barrun

MOTHER : Liezel L. Barrun

B. EDUCATIONAL BACKGROUND

PRIMARY : San Miguel Elementary School

SECONDARY : Laureano Salusod National High School

TERTIARY :Southern Mindanao Colleges

COURSE :Bachelor of Secondary Education

(Major in English)
31
 32

APPENDIX C2

BIO-DATA

A. PERSONAL DATA

NAME :JOHN RONALD MALADIA BANDOLON

NICKNAME :RON

AGE :22

BIRTHDAY :April 23 2002

GENDER :MALE

CIVIL STATUS :Single

HOME ADDRESS :Prk. 2 Golictop, Midsalip, Zambo. Sur

CITIZENSHIP :Filipino

RELIGION :WORLD MISSIOM SOCEITY CHURCH OF GOD

FATHER :Ricardo M. Bandolon

MOTHER :Lina R. Bandolon

B. EDUCATIONAL BACKGROUND

PRIMARY :Golictop Central Elementary School

SECONDARY :Golictop National High School

TERTIARY :Southern Mindanao Colleges

COURSE :Bachelor of Secondary Education

(Major in English)
 33

APPENDIX C3

BIO-DATA

A. PERSONAL DATA

NAME : Ruchelle p. Azucena

NICKNAME : Ching

AGE :23

BIRTHDAY : May 20, 2001

GENDER :Female

CIVIL STATUS :Single

HOME ADDRESS : Brgy. Sto Nino, Tukuran Z.D.S

CITIZENSHIP :Filipino

RELIGION :UCCP

FATHER : Ruel Azucena

MOTHER : Bletchelle Patagoc

B. EDUCATIONAL BACKGROUND

PRIMARY : Sto. Nino Central Elementary School

SECONDARY : Hyrons College Phil. INC

TERTIARY :Southern Mindanao Colleges

COURSE :Bachelor of Secondary Education

(Major in English)