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dc.contributor.adviserCervera, Herly Fie U.
dc.contributor.authorXiuming, Ji
dc.coverage.spatialBeipiaoen_US
dc.date.accessioned2022-02-22T01:27:34Z
dc.date.available2022-02-22T01:27:34Z
dc.date.issued2012
dc.identifier.citationXiuming, J. (2012). Motivation to read, reading interests and reading comprehension skills of students in a Chinese high school in Beipiao City, China (Unpublished Master’s thesis). Central Philippine University, Jaro, Iloilo City.en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12852/1951
dc.descriptionAbstract onlyen_US
dc.description.abstractThe study determined the motivation to read, reading interests and reading comprehension skills of students in a Chinese high school in Beipiao City, China. It made use of survey questionnaire which was administered to 250 high school students in China. The variables on sex, parents’ support toward time spent per week in helping their children, parents’ educational attainment, motivation to read, reading interests, and reading comprehension skills were assessed to determine the relationship towards respondents’ reading comprehension skills. As to the findings of the study, it was found out that there were more male respondents than the female respondents. Most of the parents supported their children with 30 minutes and below time spent per week. Majority of mothers’ and fathers’ educational attainment were at middle school level. Moreover, the respondents had a moderate level of motivation to read and were interested to read sometimes. In addition, they had a low level of reading interest while their reading comprehension skills are fairly observed. There was no relationship between respondents’ sex and motivation to read while there was a significant relationship between sex and reading interest. On the other hand, there was no significant relationship between parents’ support toward time spent per week in helping their children and motivation to read but there was a significant relationship between parents’ support toward time spent per week in helping their children and their reading interest. Moreover, both mothers’ and fathers’ educational attainment when related to motivation to read and reading interests have no significant relationship. Also, both motivation to read and reading interest have no significant relationship with reading comprehension skills. There was a significant relationship between sex and comprehension skills. In contrast, there was a significant relationship between parents’ support toward time spent per week in helping their children and reading comprehension skills. On the other hand, there was no relationship between mothers’ educational attainment and reading comprehension skills while there was a significant relationship between fathers’ educational attainment and reading comprehension skills.en_US
dc.format.extent68 leavesen_US
dc.language.isoenen_US
dc.subject.ddcGSL Theses 378.242 X47en_US
dc.subject.lcshReading interestsen_US
dc.subject.lcshHigh school students--Books and readingen_US
dc.subject.lcshHigh school studentsen_US
dc.subject.lcshChinese studentsen_US
dc.subject.lcshReading comprehensionen_US
dc.subject.lcshMotivation in educationen_US
dc.subject.lcshReading comprehension--Testingen_US
dc.subject.lcshChina--Beipiao Shien_US
dc.titleMotivation to read, reading interests and reading comprehension skills of students in a Chinese high school in Beipiao City, Chinaen_US
dc.typeThesisen_US
dcterms.accessRightsNot publicly accessibleen_US
dc.description.bibliographicalreferencesIncludes bibliographical referencesen_US
dc.contributor.chairCiriaco, Joel A.
dc.contributor.committeememberSalazar, Sheila T.
dc.contributor.committeememberCocjin, Annalee L.
dc.contributor.committeememberChin, Fely P.
dc.contributor.departmentSchool of Graduate Studiesen_US
dc.description.degreeMaster of Arts in Englishen_US


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