THE READING HABITS OF BACHELOR OF SCIENCE IN

ACCOUNTANCY STUDENTS OF TRINITY UNIVERSITY

OF ASIA AND ITS IMPACT ON THEIR
ACADEMIC PERFORMANCE

A THESIS

PRESENTED TO THE FACULTY OF THE

COLLEGE OF BUSINESS MANAGEMENT AND ACCOUNTANCY
TRINITY UNIVERSITY OF ASIA

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS IN

ACCOUNTING 406 (THESIS WRITING)

By

IGNACIO, KELLY ANN S.

OPIZ, MA. MIRELLE B.
ESPINO, EDRIELLE S.
IMAMURA, AIRI P.

May 2018
 ii

APPROVAL SHEET

In partial fulfillment of the requirements in Accounting 406 (Thesis

Writing), this thesis study entitled: “The Reading Habits of Bachelor of Science
in Accountancy Students of Trinity University of Asia and its impact on their
Academic Performance”, prepared and submitted byEdrielleS. Espino, Kelly
Ann S. Ignacio, Airi P. Imamura, and Ma. Mirelle B. Opiz, is hereby
recommended for oral examination.

GLEN V. ARDOÑA, CPA, J.D.

Adviser

Approved by the Panel of Examiners with a grade of

ARLENE B. GARROTE, CPA, MBA

Panelist

LADY DIANNE MADRID-CO, CPA, MBA

Panelist

Accepted in Partial fulfillment of the requirements in Accounting 406

(Thesis Writing)

REAH M. GILERA, CPA, MBA

Professor
 iii

ACKNOWLEDGEMENT

The researchers would like to take the opportunity to properly

acknowledge and give credit the people who, not only supported us but also, gave
us the confidence we needed to face the challenges in making this paper possible.

The researchers would like to acknowledge, first and foremost, God, who
gave us strength in every step of the way, to our beloved parents and family
members, who never gave up on us in our hardest hours and continued to shower
us with love, to our friends and classmates, who encouraged, supported, and
continued to push us to our limits to finish the research.

Secondly, to our professors, Ms. Reah M. Gilera, our thesis instructor,

who continued to guide us in making and finishing the research paper, Mr. Glen
V. Ardoña, our thesis adviser, that gave us insights to put together meaningful
ideas, Mrs. Serena Gomez, our thesis statistician, who made it possible for us to
thoroughly complete the paper, and to Mrs. Lady Dianne Madrid - Co who
disciplined us like a mother would to her children.

Lastly, to the faculty members of the BSA family, who made it possible
for us to come this far in our studies, we give you our deepest gratitude and
thanks for everything you have taught us.
.
 iv

DEDICATION

The researchers would like to dedicate this paper to the people who made
it possible for us to carry through this paper in the midst of doubt and hesitation,
and through our success and joy.

The researchers would like to dedicate this paper to God, who watched
over us in making this paper, to our parents and family members, who never
failed to show the love and encouragement we needed, to our friends and
classmates, for their unending support and comradery in the midst of our hectic
class schedule.

And to our professors and BSA faculty members, that taught us with
patience and care towards our academic life in Trinity University of Asia.
 v

TABLE OF CONTENTS

Page

Title Page i
Approval Sheet ii
Acknowledgement iii
Dedication iv
Table of Contents v
List of Tables vii
List of Figure ix
Abstract x

Chapter
1 The Problem and Its Background 1

Introduction 1
Background of the Study 3
Theoretical Framework 4
Conceptual Framework 6
Research Paradigm 6
Statement of the Problem 7
Hypotheses 8
Scope and Limitation of the Study 8
Significance of the Study 9
Definition of Terms 10
Abbreviations 11

2 Related Literature and Studies 12

3 Research Methodology 23

Research Design 23
Research Methodology 24
Population 24
 vi

Statistical Treatment of Data 26

Research Instrument 29
Research Procedure 30
Data Gathering Procedure 31

4 Presentation, Analysis and Interpretation of

Data 32

5 Summary of Findings, Conclusions and

Recommendations 47

Summary of Findings 47
Conclusions 51
Recommendations 52

Bibliography 53
Appendices
A Permission Letters 59
B Survey Questionnaire 61
C Curriculum Vitae 65
 vii

LIST OF TABLES
TABLE Page
1 Summary of Total Number of Respondents 26

2.1 Frequency and Percentage Distribution of Respondents

According to Gender 32

2.2 Frequency and Percentage Distribution of Respondent

According to Age 33

2.3 Frequency and Percentage Distribution of Respondents

According to Year Level 33

3.1 Frequency and Percentage Distribution of the Respondents’

Reading Habits 34

3.2.1 Frequency and Percentage Distribution of the Respondents’

Reading Preference 35

3.2.2 Frequency and Percentage Distribution of the Respondents’

Reading Cycle 36

3.2.3 Frequency and Percentage Distribution of the Respondents’

Times' Spent on Reading 37

3.2.4 Frequency and Percentage Distribution of the Respondents’

Reading Time Preference 38

3.2.5 Frequency and Percentage Distribution of the Respondents’

Reading Format Preferences 38

 viii

3.2.6 Frequency and Percentage Distribution of the Respondents’

Reading Entertainment Activity 39

3.2.7 Frequency and Percentage Distribution of the Respondents’

Trigger Inclinations towards Reading 40

4 Mean Scores and Descriptive Interpretation on the Reading

Techniques of the Respondents 41

5 Test of significant relationship between Reading Habits and

Techniques and Academic Performance 44

6 Relationship between the Reading Habits and Techniques

Of the respondents in consonance to their Academic

Performance 45
 ix

LIST OF FIGURES
FIGURE Page
1 Research Paradigm 6
2 Research Procedure 30
3 Data Gathering Procedure 31
 x

ABSTRACT
TITLE : THE READING HABITS OF BACHELOR OF
SCIENCE IN ACCOUNTANCY STUDENTS OF
TRINITY UNIVERSITY OF ASIA AND ITS
IMPACT ON THEIR ACADEMIC
PERFORMANCE

RESEARCHERS : EDRIELLE S. ESPINO

KELLY ANN S. IGNACIO
AIRI P. IMAMURA
MA. MIRELLE B. OPIZ
ADVISER : GLEN V. ARDOÑA, CPA, J.D.
INTSTITUTION : TRINITY UNIVERSITY OF ASIA
DEGREE : BACHELOR OF SCIENCE IN ACCOUNTANCY
DATE COMPLETED : MAY 2018
NUMBER OF PAGES : 73

The study was conducted to assess the relationship of a student’s reading

habits in correlation with their academic performance.

Reading is a process that involves word recognition, word mastery,

comprehension, and requires motivation and attention - it is a cognitive process. A

process that an individual involves its mental abilities to process information

acquired. Reading and understanding does not come naturally to a student. It

requires time; energy, effort, attention, patience and most specially, practice.
 xi

To gather information and data from the students about their reading

habits, the researchers put together a survey questionnaire. The survey

questionnaire included questions about their basic information and their GWA on

their previous semester. This is to test whether their reading habits have affected

their academic performance in the following categories:

1.1.Reading in general purposes

Do the students read on a regular basis? Do they read for leisure,

relaxation or for fun? Or do the students only read the textbooks, handouts, and

school material required by the university faculty.

1.2.Reading with or without a reading strategy

Do they read in groups or do they concentrate better alone? Do they read

while listening to music or do they find it distracting to do so? Having a

scheduled time and place to read can affect the students reading habit.

1.3. Reading with regards to their comprehension skills

Do the students understand the material after reading it once or do they

need to reread a sentence or paragraph to grasp the concept? Do the students find

it easier to read if they substitute complex word with easier ones or do they prefer

the material as it is? Reading is one thing as well as comprehension. They do not

come hand in hand and comes separately depending on the person reading.
 xii

2.The significance of the respondents answer to the survey questionnaire

handed down to them and its validity in each individual.

1. On the Respondent's Profile

a. Gender

As to gender, most participants of the study were female, having a

percentage of 64.47% as to males having only a percentage of 35.53%.

b. Age Intervals

A total of 76 respondents took part in the study. 81.58% are in the

age of 18-21 years old while 10.53% of the respondents are between 21-24

years. old and 7.89% are 25 years old and above.

c. Year Level

The respondents are the 3rd year and 4th year level currently

enrolled in BS Accountancy in Trinity University of Asia. 77.63% of

which are 3rd year students while 21.05% are 4th year students.

2. Reading Habits

2.1 Reading Habits

77.65% of the respondents have agreed that they do have a reading

strategy but 64.41% does not practice it with consistency. Also, 57.89% of

the respondents read in advance and 71.05% finds reading fun.

 xiii

2.2 Reading Preferences

Most of the students have greed that they prefer to read alone with a

percentage of 86.84% and only reads when it is required in school having

a percentage of 31.16%. 64.47% of the students have responded that they

read at least more than an hour. Students' response with the time of the day

they usually read have lead to a top 3 answers, it is in the evening,

morning and before going to school. Most of the respondents desired to

read from a printed book and handouts given by a professor. This is in line

with the result of the study conducted by Udoaku that students read lecture

notes and handouts. Students have responded that they usually listen to

music, drink coffee in a café, and highlight to make reading more

entertaining. Students have responded that they read for self-information

but passing an upcoming examination and school assignments motivates

the student the most to read. Both of these, especially examinations, are

essential cost drivers when it comes to the GWA of the students. This

finding is in line with the study conducted by Acheaw that students only

read to pass an examination. Also, it agrees with Udoaku that the students

mainly read for examination.

3. Reading Techniques

The respondents had an overall rating of 2.41 which implies of

neutral perception when it comes to reading techniques being executed.

 xiv

4. Determine the relationship of BSA students reading techniques in

consonance to their academic performance.

A relation exists between reading techniques as to the academic

performance of the students.

5. Determine the relationship between reading habits and techniques in

respect to the academic performance of the BSA students.

Reading habits and reading techniques has a significant correlation

with academic performance and that the null hypothesis is rejected.

Therefore, good reading techniques assisted with good reading habits

impact the academic performance of the students positive