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A CORRELATION STUDY BETWEEN READING COMPREHENSION AND INTERNET EXPOSURE OF 3rd YEAR BSE-ENGLISH STUDENTS Aprilyn A.

Celestial In Partial Fulfillment of the Requirements for the Subject Technical Writing under

Prof. George Paguio

January 2012

This paper examines the correlation between reading comprehension and internet exposure of 3rd year English Education students. In this study, the researcher first determines level of the participants reading comprehension as well as the amount of time they spend surfing the internet. Afterwards, the scores will be analyzed separately and then finally correlated to determine how internet exposure affects reading comprehension.

This study was formed out of the renewed enthusiasm within the education department about reading comprehension after the colleges first LET eight-placer declared that he used a good part of his LET review reading books and other materials. The study then intends to supplement this by engaging some of its students comprehension skills in connection to the most prominent development of the 21st century: the internet.

There were studies which speculated that media, including the internet, influence the academic performances of the youth, who were the most frequent users of it. However, the students performances were evaluated as a whole (GPA), which made it impossible to assess how media affect specific learning areas. This limitation presented a new line of research, which has been taken up in this study and is made more significant by focusing on reading comprehension, as mentioned above. The success of this study will give a description of the reading comprehension skills of the 3rd year English Education students as well as their average weekly internet usage. It will also give an idea of how the internet influences comprehension and provide answer to speculations about the bad effect of the internet among the youth. This might also offer administrators and teachers some hints about the integration of internet-related activities in the curriculum. As a subtopic, the study includes a description of the participants socioeconomic status age group, which is also correlated to internet usage and reading comprehension. This will give a clearer picture of the factors that might have affected reading comprehension. STATEMENT OF THE PROBLEM 1. What is the profile of the respondents in terms of: a. Age b. Socio-economic status 2. What kind of reading materials do the respondents read? 3. What is the level of the respondents reading comprehension? 4. What is the frequency of the respondents internet exposure/usage?

5. What is the correlation between respondents internet usage and reading comprehension. HYPOTHESIS There is no correlation between the respondents reading comprehension and internet usage. PURPOSES OF THE STUDY 1. Describe the reading comprehension ability, weekly internet usage, and economic status of the 3rd year English Education students. 2. Identify how internet usage affects the reading comprehension of the participants. 3. Identify how socio-economic status affects reading comprehension and internet usage.

IMPORTANCE OF THE STUDY 1. The study will give administrators, and teachers, as well as the participants themselves, an illustration of their reading comprehension level and internet usage. 2. The study will provide an idea on how internet usage could hinder or benefit the reading comprehension of students. 3. The study will present how other factors might have an effect on comprehension and internet exposure.

RESPONDENTS The respondents are 55 Third year English Education students within an age bracket of 18 to 30 years old. METHODOLOGY This research uses the descriptive-correlative method which determines how much variation is caused by another variable in relation with the variation caused by another variable. (Garcia, Sapa, & Nuevo, 2007) The instrument to be used is an ACCUPLACER standardized comprehension test. The test will be administered within 10 minutes. Due to the small population, universal sampling technique was used. Other data, such as respondent description will be gathered through questionnaire. Data to be gathered will be treated through the formulas:

This formula (percentage) is an indicator for determining which items in a group were favored most and which items in a group were favored least, this will be used for the questionnaire. The Pearson Product-Moment Correlation Coefficient

( )

( )

where: x the observed data for the independent variable y the observed data for the dependent variable N sample size r degree of relationship between x and y

This formula will be used for the correlation of internet usage and reading comprehension.

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