1

Chapter 1

The Problem

Introduction

Reading attitude of a child is an important scope in the academic success. Gender

differences in reading attitudes has profound to be an effective domain in successful

reading activities. Male readers may differ their interest so as to the female readers. It

suggested that boy’s motivation may even play a bigger role in their development of

reading skills than in girls. This idea that the difference between boys and girls reading

may stem from biological differences is one proposed by NLT (2012) and supported by

Logan and Johnston (2010), who outlined evidence showing different brain patterns of

activation between the genders when reading and completing language related tasks.

The department of education in the Philippines released a memorandum on the

program that aims to develop in Filipino children the literacy and numeracy skills, and

attitudes, which will contribute to lifelong learning. The department of education is

strengthening its reading program through the implementation of early language, literacy,

and numeracy where it is the goal of the K to 12. It widely challenge for teachers to

motivate the learners so as to the interest of the reading materials may affect their attitude

towards reading. As regards to differing attitudes between boys and girls, McGeown et al.

(2015 p.390) and Clark (2012) have all presented data to show that boys generally have

worse attitudes to reading, while it is also claimed that this is evident in the children
 2

themselves, with boys willingness to learn to read being self-confessedly lower than girls.

Furthermore, Lundberg et al. (2012) cited in Wolter, Braun and Hannover, 2015 p.2)

explained that these gender differences can exist even before starting school while Casey

(2008; 2009 cited in Sarroub and Pernicek, 2014) claims that a cycle of negative

experience can ensue for struggling readers, resulting in frustration towards teachers,

structures in school and relations at home, leading to further difficulties in reading. This

epitomizes the need to address any problems and ensure that children can engage with

reading.

It has been suggested that an influential impact on reading attitudes may be the

attitude that the child has towards the way in which it is taught (NLT, 2012). It suggest

that boys often prefer different ways of learning, such as challenges, direct

instrumentation and interactive teaching (PLRS, 2015; Heron, 2003 cited in Sarroub and

Pernicek, 2014 p.30; NLT 2012), mainly because they tend to be less organized and less

able to concentrate for as long as girls (NLT, 2012). Therefore, failure to meet these

needs may result in loss of interest from the boy, disengaging him from reading. NLT

(2012) concluded this to be the case, explaining that there is too much focus on the

techniques of reading being taught and on the type of reading done which Sarroub and

Perincek (2014) say is over emphasized by some teachers. Furthermore, Mckool and

Gespass (2009) explained that reluctant and struggling readers, who Logan and Johnston

(2010) say are more likely to be male, tend to receive more intervention regarding skill

whilst their competent reading counterparts are given more time to read for pleasure,

cited by Ofsted (2012) as vital in building a love of reading. The implications of this are

that the child only reads for academic purposes, rarely for pleasure, potentially leading to
 3

what Gallagher (2009, p2), termed 'readicide': the focus on progress and standards in

reading causing the destruction or stunting of reading enjoyment.

Put forward is the idea that boys

additionally have built a belief that studying isfor girls and therefore choose not to spend

time on it over different activities (NLT, 2012). This stereotype is one explored by

Wolter, Braun and Hannover (2015) who suggested that boys are less motivated in pre-

school and behind in reading competence in year one if their pre-school teacher held

gender stereotypes, whilst girls were found to be unaffected by teacher role. Alarmingly

therefore, It has been found that holding views of this kind can result in children rejecting

reading because of its feminine reputation and interacting through this rejection, a notion

supported by NLT(2012) and Clark, Woodley and Lewis (2011), who highlighted the

negative impact that this has on attainment. The implication is that teaches own views

can heavily influence the development of the boys in their class as NLT (2012) found

strong evidence that those who viewed reading as for girls performed worse than those

who did not.

It is therefore the purpose of the study is to find out the interest male and female

readers in establishing reading activities if there are differences and relationship when it

comes to gender differences.

Framework

This study is anchored on the theory of mind by Premack and

Woodruff (1978) described that social cognitive ability to explain and predict other

people’s actions in terms of the underlying mental states, such as beliefs, intentions, or
 4

feelings. Theory of mind is thought to be at the core of any successful social interactions,

and its impairment has been implicated in various neuropsychiatric disorders involving

altered social understanding Gender differences in social cognitive processes are a long-

discussed issue, in particular, those about the theory of mind. This is true in behavioral

studies revealed that female subjects, compared to male, score higher on tests related to

the affective dimension of social cognition, such as emotion recognition, social

sensitivity, empathy, and emotional intelligence. This theory relates my study on the

gender differences of the male and female affecting their reading attitudes on how gender

would give an authentic result by the affective domain.

This study is anchored on the theory of Realism which defined as the doctrine that

objects exist independently of sensory experience. The essential problem of perception is

to account for how we experience things which exist in the time and space of the real

world, (Aristotle, 322 BC). It represents the theory that particular things exist

independently of our perception. It is an attitude of mind, a mode of thinking and trying

to explain the nature of things (Dhiman. 2008).According to the Realist, realism is a

preparation for life, for education equips the child by providing adequate training to face

the crude realities of life with courage. As such, education concerns with problems of life

of the child. A teacher should look at the interest of the child and to teach and set the

attitude in teaching reading considering their differences.

This study is anchored on the concept that children need help from teachers in

developing a concrete understanding of the world, Hoxie (2012). To assist our students

effectively, teachers must first observe children and from those observations determine

the types of experiences they maintain and are have an interest in. For Dewey, the path to
 5

quality education requires that learning builds on previous knowledge and experiences,

presented in a highly structured and well planned manner.

This study is anchored on the concept of learning by doing as the sole strategy for

any kind of learning. He identified education as a kind of experience, and through saying

this he actually means the same equation between what one actually does and the

resultant learning. So if a student learns how to listen and take notes from a lecture, he or

she only learns how to listen and taking notes. If afterwards the student memorizes the

lesson notes, the student learns how to memorize things, Elkan (2013).

It confirms that preferences and interests are not always the same in boys and

girls. As teachers, we must try to uncover the interest of each of our students. We believe

that single sex education might help cater to boy´s and girl´s natural interests and

strengths and therefore facilitate motivation towards reading. It is only by taking

differences seriously and analyzing current highly gendered practices that competent and

critical readers, of both sexes can be developed. Artola T. et.al (2013). This framework

may further find out the gender differences and effect on the reading attitudes.

Dependent Variables Independent Variables

Types of Gender Types of materials,

activities and Effects on the
 MALE
methods to be useful Reading Attitudes
 FEMALE
in motivation
 6

Figure 1.Schematic diagram on gender differences affecting reading attitudes

Statement of the Problem

This study will find out the gender differences affecting the reading attitudes of

grade seven students. It will further examine the relationship of gender differences

towards reading attitude. This will be conducted in Isulan National High School for the

School Year 2018-2019.

Specifically, it seeks answers to the following questions:

1. What are gender differences of the learners in terms of:

a. Male readers

b. Female readers

2. Analyze what type of materials, activities and methods can be more useful when it

comes to motivate boys and girls to read.

3. Is there a significant effect on the gender differences to the type of materials,

activities and methods on the reading attitude?

4. Is there a significant relationship between the male and female readers on their
reading attitude?

Significance of the Study

The findings of the study will have the following significance:

 7

Learners. This study will benefit the learners to identify their reading genres by

the various materials given and supported by the school and teachers to motivate their

reading attitude.

Teachers. This study will also benefit the teachers to scaffold and guide learners

according to the differences and needs of the learner in motivating their attitudes towards

reading by the use of various reading materials to a male and female reader.

The School Administrators. This study will make them aware to have a better

understanding, establish support to the teachers and learners to give importance on the

reading attitudes of the learners that will develop their reading comprehension

competences.

The English Language Teaching (ELT) Program. Since the ELT program focuses

on linguistic competence, communicative competence, and innovative teaching

technique. This study will serve as a function of reference that will eventually develop

positive attitude of pupils toward reading.

Delimitation of the Study

This study will focused on the gender differences and its effects on the reading

attitude to the grade 7 students in Isulan National High School during the first quarter

period of the school year 2018-2019. The research only involve teachers teaching reading

as to assess the gender differences of the learner affecting their reading attitudes.
 8

Definition of Terms

The following terms used are defined theoretically and/or operationally to

facilitate better understanding on the concepts used in the study.

Gender. Gender is used to describe those characteristics of women and men,

which are socially constructed, while sex refers to those which are biologically

determined. People are born female or male but learn to be girls and boys who grow into

women and men. This learned behavior makes up gender identity and determines gender

roles” (World Health Organization, 2002, p. 4). In the study, it refers to gender used in

the study as independent variables to find out the reading attitudes affecting male and

female readers.

Attitude. Attitude in reading are all share the idea of the level of enjoyment shown

towards reading McGeown et al. (2015) .The suggestion is that a good attitude to reading

can be more beneficial than both the amount of reading done (Wang and Guthrie, 2004

cited in Logan and Johnston, 2010 p.177) and having parents with a well-paid career

(OECD, 2002 cited in Lockwood, 2009 p.9). In the study, it refers to attitude is one

variable to be measured by the gender differences both male and female readers.
 9

Chapter 2

Review of Literature

This chapter presents the review of literature relevant to the researcher’s study.

Both local and foreign studies that have important bearing in the present study were taken

into consideration. Two major areas of research were reviewed: gender differences; and

reading attitudes.

Gender Differences

Gender differences in reading attitude of male and female learner plays a vital

role in the success of education. This is true in the study conducted by Forshey, (2013) on

the Effects of Reading Attitude on reading achievement of students in grade one through

six where factors that have been noted as affecting a student’s motivation and attitude

toward reading include gender (Coddington & Guthrie, 2009), family history (Conlon et

al., 2006), and early reading failure (Morgan, Fuchs, Compton, Cordray, & Fuchs, 2008).

The following research questions were examined in the study : is there a relationship

between reading attitude and reading achievement of elementary aged students?; What

are the gender differences noted on the Elementary Reading Attitude Survey (ERAS)

(McKenna & Kear, 1990)? ; What are the gender differences noted on the Northwest

Evaluation Association Assessments (NWEA) in reading? This study was designed as

quantitative research. The Pearson Correlation was used to determine the relationship

between grade and attitude. Next, an independent t-test was conducted to determine the
 10

relationship between gender; male and female. A hierarchical multiple regression was

used to determine how closely related reading attitude was with reading achievement

when factoring out disability, gender, socioeconomic status, and grade level. The

researcher first evaluated demographic characteristics (grade, gender, disability, and

gender) associated with reading attitude. The findings of the study showed that the

examination of the effects of reading attitude on reading achievement revealed that there

was a significant relationship in which 1.4% of variance in achievement is affected by a

student’s attitude toward reading. Further examination of the results also found that in

certain situations there were indications that a significant relationship between the

variables existed. For example, when comparing the reading attitude and reading

achievement of males and females, a significant difference occurred in relation to reading

attitude. Males tended to have a less positive attitude (lower mean score) toward reading

than their peers who were female. When comparing the reading attitudes of students in

the primary grades versus the intermediate grades a significant difference in mean score

was also noted. The students in the primary grades had a significantly more positive

attitude toward reading than their peers in the intermediate grades .The present study may

use the Elementary Reading Attitude Survey (ERAS) (McKenna & Kear, 1990) to

measure if there is a significant relationship on the gender differences toward reading

attitudes.

Gender differences may affect the learner’s attitude the way they read it. In the

study conducted by Ashcroft (2017) do boys’ attitudes to reading differ to those of girls?

A study into the views of reading within a year three class. Differences in reading

attainment between the genders have been widely reported, while less research has been
 11

carried out on gender differences as regards to interest towards reading. Within a sample

of two classes of year three children, information was collected to establish any

differences in the attitudes towards reading that may exist between boys and girls. The

following research questions were examined: It answer their feelings towards reading and

also potential reasons, specifically those relating to gender stereotype, type of books, and

the idea of academic reading as opposed to reading for fun. The study method used are

both quantitative and qualitative (Walliman, 2011) with Greig, Taylor and MacKay

(2012) describing it as suitable for obtaining statistical data as well as opinions. This

research was carried out in the two year three classes of one school in the North of

England at which the proportion of pupils supported by the pupil premium funding is the

almost twice the national average Ofsted (2014) p.3), in order to minimize the impacts of

age and socio-economic background which can have an effect (Clark, Woodley and

Lewis 2011; Clark 2011). The results showed that large support for reading as important

can be linked to the reasons given by the children when asked to explain either their like

or dislike of reading. Although, generally, the quantitative results were positive, the

qualitative data displayed several reoccurring themes. These themes related to viewing

reading as a vehicle to help improve reading and writing, meaning therefore that despite

the responses being generally positive and the question not asking them to do so, the

majority of children linked their view of reading to school. The present study may use the

study mentioned about to find out the gender differences and its effect on the reading

attitude.
 12

Reading Attitude

Gender differences in attitudes and their interests towards reading would really

have an impact on the reading development of the learners. In the study conducted by

Artola T. et.al (2013) differences in boys and girls attitudes toward reading. This study is

a replicate of previous investigation conducted in Finland that explored differences in

attitudes toward reading and study of boys and girls from 1st and 2nd grade primary

schools. Some recent studies even speak of “boy´s crisis” in literacy (Stevens, 2011).

Many hypothesis revealed that gender differences between boys and girls reading

attainment: differences in attitudes, in motivational factors, differences in cognitive

abilities, differences in brain activation during reading, differences in reading strategies

and learning styles (Logan & Johnston, 2010) , and mostly gender differences in values,

goals and out of school activities. The research questions were examined on this study:

what kind of attitudes boys and girls have towards reading during their first school years;

explore if reading attitudes and interests differ according to sex; analyze what type of

materials, activities and methods can be more useful when it comes to motivate boys and

girls to read; investigate how well are children able to accurately assess their level of

reading proficiency and if differences can be found between boys and girls when it comes

to estimating their reading competence; analyze if these differences are equally observed

in single sex education schools and coeducation schools or if they differ depending on the

selected pedagogical model considered. The methodology of the study is the adaptation

of the questionnaire used in the Finnish study (Merisuo-Storm & Soininen, 2012) was

employed. The original questionnaire included 22 questions which assessed four different

aspects: 1) attitudes toward reading;2) attitudes towards studying; 3) attitudes towards

 13

social reading d 4) feeling of reading competence. The scale used was a Likert type 1-4.

The findings of the study showed that the attitudes towards reading have no significant

differences were found between boys and girls in their general attitude towards reading,

result of the sum of all items of the questionnaire (F = 1.37; p =. 242). No differences

were found either in the global score of the questionnaire when the variable sex and the

variable pedagogical model (coeducation, single sex male and single sex female) were

combined. Therefore, overall scores on the scale are quite similar in boys and girls

independently of whether they study in a single sex or a coeducation school (F = .677; p

= .888) indicating that gender differences in global attitudes towards reading are not

affected by the type of pedagogical model in which the student studies. However

significant differences according to sex were found in some of the dimensions evaluated

through the questionnaire subscales. In particular, of the 4 sub-dimensions considered,

significant differences between boys and girls were found in social reading (F = 24.69;

p< 0.001) indicating that girls have a more positive attitude towards reading aloud and

shared reading, while boys are more reluctant to this type of social reading. Also

differences in the fourth dimension of the scale, perception of reading competence,

almost reached significance, (F = 3. 33; p = . 068), pointing out that boys usually have a

better image of themselves as readers and feel they are more proficient readers than girls.

In the present study the researcher conduct a further analysis on the gender differences on

reading attitudes and will adopt and use the questionnaire used in the Finnish study of

(Merisuo-Storm & Soininen, 2012) which allows a better adaptation of the materials to

facilitate promote acquisition and positive attitudes of each male and female readers.
 14

Gender differences plays a vital role in reading attitudes between male and

female learners. In the study conducted by Marinak, B. & Gambrell L., (2010) Reading

motivation: exploring the elementary gap that educators agree that motivation plays a

central role in literacy development, where mediating role of engagement in increased

achievement underscore the important role that motivation plays in reading development.

This study examined gender differences of third-grade average readers as assessed by the

motivation to read profile. This study was designed as descriptive statistics, a post-test

design and the independent samples tests were generated for the MRP total scores and

subscale scores. The data were analyzed using an electronic statistical package for which

p values are generated. The result of the study showed that third-grade boys and girls who

are average readers are equally self-confident about their reading ability; however, boys

value reading less than girls. The present study may use motivation to read profile

(MRP) if there is a difference between boys and girls students in their reading attitudes.

Reading attitude may vary from various aspects like gender, motivation,

environment and materials suitable for learning. In the study conducted by Asraf, R.M. &

Abdullah, H.(2016) elementary schoolers’ attitudes toward reading in english: how boys

feel relative to girls. It showed that boys have consistently lagged behind girls in reading

Chatterji (2006); from when they were enrolled in kindergarten until the end of first grade

where the gap is the widest. In a broad cross-sectional study of 14,315 students,

McQuillan (2013) found that the girls had more positive attitudes toward reading than the

boys. The study examined primary school students’ reading attitudes in their L2 and the

following research question were examined: What are the students’ attitudes toward

recreational and academic reading in English? Do boys and girls differ in terms of their
 15

attitudes? This study was designed as descriptive qualitative and employed to test for the

differences in reading attitudes between boys and girls as this test is the most suitable test

for the given data and assumptions made about the population. The ERAS by McKenna

and Kear (1990) is tailored for English speakers. Hence, to help the Malaysian students—

whose native language is not English—to answer the questions regarding their attitudes

towards reading in English, the researchers modified the The Mann-Whitney U Test

questions by adding “in English” to all the twenty original statements. The random

cluster sampling technique was employed to select the sample because it is the most

appropriate for and best suited to the school context. Random cluster sampling involves

“the random selection of naturally occurring groups or units ,universities, schools, school

districts, classrooms, city blocks, and households” (McMillan, 2008, p. 117). Before data

collection, all the schools in the state of Selangor, Malaysia were listed, and then six

schools were randomly selected from the list. The findings of the study showed that a

significant difference in the academic reading attitude levels of boys and girls. The

distribution of scores on the academic reading attitude measure for girls is also higher

than the boys. The null hypothesis revealed that there is no difference between boys’ and

girls’ academic reading attitude in English was also rejected, in favor of the alternative

hypothesis that girls have a more positive academic reading attitude compared to boys.

The medians of boys’ and girls’ recreational and academic attitudes are quite high, which

demonstrates their positive attitudes toward reading. On the other hand, even both male

and female showed positive reading attitudes, it was found that the girls scored

significantly higher on all the dimensions of reading attitudes compared to boys. The

present study may use to measure the boys’ and girls’ attitudes toward reading.
 16

Chapter 3

Methodology

This chapter presents the methods and procedures for this study on gender

differences in reading attitudes. It describes the research design, research ethics, and

research locale, participants of the study, instrumentation, and administration of the

instrument and treatment of data.

Research Design

A descriptive qualitative research design will be use in this study .This

specifically intended to describe the gender differences of male and female readers. The

Mann-Whitney U Test will be used to determine the significant differences between

gender (male and female) if there is a significant on the effects on male and female

readers on the type of materials, activities and methods to motivate them to read. A

Pearson r will be utilize to test the relationship between the gender differences on the

reading attitudes of the male and female readers.

Research Ethics

The researcher will ask approval and acceptance of the members of the Thesis

Committee on the research instrument to be used in the study. Then, the researcher will

request a written recommendation from the Dean of the Graduate School of Bukidnon
 17

State University and a written permission from the school principal of Isulan National

High School to administer the questionnaire to the participants in the school. Upon

approval, the researcher will meet the participants and discuss on their participation in the

study. After the agreement, the researcher will arrange the convenient schedule of the

participants.

Research Locale

The study will be conducted in Isulan National High School during the first

quarter of school year 2018-2019. Isulan National High School the second biggest school

in the division of Sultan Kudarat and popular to be called as bed-rock of Sultan Kudarat’s

finest.

The word Isulan was came in the battle cry of Mofac was the uttering of the word,

“ISU-SILAN” which means “they are there, advance”. This intrepid, although suicidal

show of force and determination , so impressed by UTTO, that in order to save lives on

both sides, he decided to resolve the issue by negotiation, thus placing Mofac and his

principality under his protectorate of Utto, Isulan municipality derived its name from

“ISU-SILAN” which means progress.

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Figure 2. Map of Kalawag 2 where Isulan National High School is located

Participants

The participants of the study are the grade seven students of Isulan National High

School who are enrolled for the school year 2018-2019. They will be selected through

random sampling. The participants in the study will be evaluated based on the

questionnaires given to be answer.

Sampling Procedure

This study will use descriptive random sampling with total sample of 74 students,

37 for males and 37 for females making use of the 10% of the total population out of 745

students population of the grade 7. Using the Slovin’s formula for the sample size with a

5% marginal error .The researcher will use a sample size of 254 participants.

Instruments

The study will adapt and modify a questionnaire in gathering the data from

Finnish questionnaire as cited by Artola T. et.al (2013) to be use and evaluate the

student’s reading attitude. This will be subject to review by group of experts in Bukidnon

State University teaching English language. Likewise 10 secondary school teachers of

Isulan National High School will be invited to review the questionnaire.

Administration
 19

The participants will be oriented about the questionnaires. They will be given one

questionnaire each participants containing questions to be answered by a checklist and

after finished answering the questionnaires will be retrieved.

Scoring Procedure

This section contains the scoring using Likert Scale type with descriptors and

descriptions. The following scale and limits were used in analyzing the data for the

attitudes toward reading.

Table 3
Scoring Scheme in Validating the Questionnaire on the Panel of Experts’ Evaluation
Gender Differences Affecting Reading Attitude

Scale Range Qualitative Developing Statement

5 4.01-5.00 Very High Gender differences manifested
Extent very high extent of effects
4 3.01-4.00 High Extent Gender differences manifested
high extent of effects
3 2.01-3.00 Moderately Gender differences manifested
Extent moderately effects
2 1.01-2.00 Low Extent Gender differences manifested
low extent of effect
1 0.01-1.00 No Extent at all Gender differences manifested
no extent of effect at all

Statistical treatment

Frequency and ranking will be used in this study. Specifically, to answer problem

1 on the differences of gender mean will be used.

 20

To answer the problem 2, on the type of reading materials preferred by the

students to be read, mean and standard deviation will be used.

For problem number three, is there a significant effects of the gender differences

on the reading attitude, the Mann-Whitney U Test will be used to determine the

significant differences between gender (male and female) if there is a significant on the

effects on male and female readers on the type of materials, activities and methods to

motivate them to read. A Pearson r will be utilized to test the relationship between the

gender differences on the reading attitudes of the male and female readers.
 21

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Ashcroft J. (2017). Do boys’ attitudes to reading differ to those of girls? A study into the
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Asraf, R.M. & Abdullah, H.(2016) Elementary Schoolers’ Attitudes toward Reading in
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