Literary appreciation skills of grade 8 students in university of Rizal
Bernardo, Delfin John A.
Literary appreciation skills of grade 8 students in university of Rizal - 2014 - xiii, 65 leaves : colour illustrations ; 28 cm
EXECUTIVE SUMMARY: This study was conducted to determine the literary appreciation skills of grade 8 students in University of Rizal System Morong High School Laboratory school year 2013-2014. The subjects of the study were the 40 respondents who were selected through simple random sampling specifically lottery or fishbowl technique. The selected variables were sex, types of reading materials at home, grade in English and elementary school graduated from. This study used descriptive method of research utilizing a researcher-made questionnaire as a tool in gathering the needed information in order to determine the literary appreciation skills of the respondents. To determine the profile of the respondents in terms of sex, types of reading materials at home, grade in English and elementary school graduated from, frequency, percentage, and rank distribution were used. Mean and standard deviation were used to find out the level of literacy appreciation skills of the respondents in selected literacy pieces. One-way analysis of variance (ANNOVA) was used to find out the significant difference on the level of literary appreciation skills of the respondents in terms of selected parable, poem and folklore. Findings showed that in terms of sex, female dominated the population, in terms of types of reading materials at home, almost of the respondents have English textbooks, dictionary, magazines and newspaper, in terms of grade in English, most of the respondents belonged to the grade of 86-90 bracket, in terms of elementary school graduated from, most of the respondents were from private and public schools. When it comes to literary appreciation skills of the respondents in selected literary pieces, the obtained computed mean for parable is 9.05 and a standard deviation of 2.03 and was verbally interpreted as 'Proficient', while the obtained computed mean for poem is 8.38 and a standard deviation of 1.79 and was verbally interpreted as 'Approaching Proficiency' and for the folklore, the obtained computed mean is 8.83 and a standard deviation of 1.99 and was verbally interpreted as 'Approaching Profiency'. Based on the d\findings and analysis of data, it was found that there is o significant difference when it comes to sex as well as types of reading materials at home. Either male of female or whatever types of reading materials they kept at home, they have the same level of literary appreciation skills. On the other hand, there is a significant difference with the respect to parable and poem in terms of grade in English for the reason that the higher the grades they had attained, the higher the appreciation skills they have. However, when it comes to folklore, there is no significant difference in their literary appreciation skills perhaps because folklore is the easiest to understand among the three genre because folklore is simply a story as compared to two which use figurative language that made it difficult to understand. There is also significant difference with respect to parable in terms of elementary school graduated from for the reason that the respondents especially those who graduated in private or parish school were really exposed to this kind of literary piece. When it comes to poem and folklore, there is no significant difference meaning their elementary school is not a determinant in measuring literary appreciation skills. The respondents were found to be performing well among the three kinds of literature maybe because they are capable of utilizing their literary appreciation skills but still there is a need for improvement. Based from the findings and conclusions drawn, the following are really recommended; exposed students into different kinds of literary pieces and other reading selections through the use of different activities oral or written to motivate and improve their appreciation skills in a literary work, the teachers should continue using creative strategies and techniques in teaching literature class to catch the attention of the students that would trigger their interest in order for them to become active and well-cultivated thinkers and further study should be conducted on the strategies observed by the teachers ro enhance the literary appreciation skills of the students.
Literature -- Study and teaching,
LB1575 / .B456 2014
Literary appreciation skills of grade 8 students in university of Rizal - 2014 - xiii, 65 leaves : colour illustrations ; 28 cm
EXECUTIVE SUMMARY: This study was conducted to determine the literary appreciation skills of grade 8 students in University of Rizal System Morong High School Laboratory school year 2013-2014. The subjects of the study were the 40 respondents who were selected through simple random sampling specifically lottery or fishbowl technique. The selected variables were sex, types of reading materials at home, grade in English and elementary school graduated from. This study used descriptive method of research utilizing a researcher-made questionnaire as a tool in gathering the needed information in order to determine the literary appreciation skills of the respondents. To determine the profile of the respondents in terms of sex, types of reading materials at home, grade in English and elementary school graduated from, frequency, percentage, and rank distribution were used. Mean and standard deviation were used to find out the level of literacy appreciation skills of the respondents in selected literacy pieces. One-way analysis of variance (ANNOVA) was used to find out the significant difference on the level of literary appreciation skills of the respondents in terms of selected parable, poem and folklore. Findings showed that in terms of sex, female dominated the population, in terms of types of reading materials at home, almost of the respondents have English textbooks, dictionary, magazines and newspaper, in terms of grade in English, most of the respondents belonged to the grade of 86-90 bracket, in terms of elementary school graduated from, most of the respondents were from private and public schools. When it comes to literary appreciation skills of the respondents in selected literary pieces, the obtained computed mean for parable is 9.05 and a standard deviation of 2.03 and was verbally interpreted as 'Proficient', while the obtained computed mean for poem is 8.38 and a standard deviation of 1.79 and was verbally interpreted as 'Approaching Proficiency' and for the folklore, the obtained computed mean is 8.83 and a standard deviation of 1.99 and was verbally interpreted as 'Approaching Profiency'. Based on the d\findings and analysis of data, it was found that there is o significant difference when it comes to sex as well as types of reading materials at home. Either male of female or whatever types of reading materials they kept at home, they have the same level of literary appreciation skills. On the other hand, there is a significant difference with the respect to parable and poem in terms of grade in English for the reason that the higher the grades they had attained, the higher the appreciation skills they have. However, when it comes to folklore, there is no significant difference in their literary appreciation skills perhaps because folklore is the easiest to understand among the three genre because folklore is simply a story as compared to two which use figurative language that made it difficult to understand. There is also significant difference with respect to parable in terms of elementary school graduated from for the reason that the respondents especially those who graduated in private or parish school were really exposed to this kind of literary piece. When it comes to poem and folklore, there is no significant difference meaning their elementary school is not a determinant in measuring literary appreciation skills. The respondents were found to be performing well among the three kinds of literature maybe because they are capable of utilizing their literary appreciation skills but still there is a need for improvement. Based from the findings and conclusions drawn, the following are really recommended; exposed students into different kinds of literary pieces and other reading selections through the use of different activities oral or written to motivate and improve their appreciation skills in a literary work, the teachers should continue using creative strategies and techniques in teaching literature class to catch the attention of the students that would trigger their interest in order for them to become active and well-cultivated thinkers and further study should be conducted on the strategies observed by the teachers ro enhance the literary appreciation skills of the students.
Literature -- Study and teaching,
LB1575 / .B456 2014