Language Research Chapter 4 - Results Only

Chapter 4
RESULTS
Presented in this chapter the results, interpretation and analysis of
findings. Presentation of the results started in the following order: determining the
level second language acquisition of students; identifying the level of reading
comprehension of students; and finding the relation between the second
language acquisition and reading comprehension of students in Davao City.
Moreover, in this chapter were the results of second language acquisistion
and reading comprehension of students. The responses of the respondent of the
study will be critically analyzed and interpreted to substantiate the utility of value
of the study in favor to the beneficiaries posed earlier.
Level of the Second Language Acquisition (SLA) of Sutdents
The the second language acquisition was assessed based on the students
of Philippine College of Technology. Critical analysis of the data was considered
to come up with a reliable results and findings.
Table 1
Summary on the level of second language acquisition
Indicator Standard Mean Descriptive

Deviation Equivalent
Motivation 0.79 3.93 High
Atittude 0.73 3.53 High
Intelligence 0.70 3.34 Moderate
Aptitude 1.13 3.67 High
Total 0.84 3.62 High
Table 1 shows the summary on the level of second language acquisition
(SLA) with the following sub-indicators: motivation; atittude; intelligence; and
aptitude with an overall mean of (M-3.63) which is descriptively described as
high. This means that the second anguage acquisition of respondents is
oftentimes manifested.
It furthe depicts from the data that the indicators with the highest mean
rating of (M-3.93) or qualitatively described as high is motivation; followed by (M-
3.67) which is aptitude; and the indicator with the second lowest mean rating of
(M-3.53) is atittude and the indicator garnered with the lowest mean rating of (
M-3.34) is intelligence.
Level of Reading Comprehension of Students
The level of reading comprehension of students was evaluated based on
vocabulary, moephological and grammatical knowledge, and reading strategies.
On the basis of evaluation, the researcher clarified the content of the research
tool to the students and explained to them the purpose of study.

Table 2
Summary on the level of second reading comprehension
Indicator Standard Mean Descriptive

Deviation Equivalent
Vocabulary 1.05 3.66 High
Morphological and 0.96 3.44 Moderate

Grammatical Knowledge
Reading Strtegies 0.93 3.46 Moderate
Total 0.98 3.52 High
Table 2 depicts the summary on the level of reading comprehension of
students of students with the following sub-indicators: vocabulary; morphological
and grammatical knowledge; and reading strtegies with an overall mean rating of
( M-3.52) which is descriptively described as high. This means that the reading
comprehension of respondents are oftentimes manifested.
It further indicates from the data that the indicators with the highest mean
rating of (M-3.66) or qualitatively described as high is vocabulary; followed by (M-
3.46) which is reading strategies; and the indicator with the lowest mean rating of
(M-3.44) is morphological and grammatical knowledge.
Significance on the Relationship between Second Language Acquisition

(SLA) and Reading Comprehension of Students
The correlation between second language acquisition and reading
comprehension of students was carefully analyzed and interpreted to dissect a

credible finding and result. These findings and results underwent thorough
analysis to provide meaningful advantage to the recipients of the study.
Table 3
Significance on the relationship between second language acquisition and

reading comprehension
INDICATORS READING COMPREHENSION
Overal Decision
Morphologica l on Ho
Reading
Vocabular l and
SLA Strategie
y Grammatical
s
Knowledge
Reject
.688** .469** .375** .511**
Motivation (Significant
. 000 .001 .007 .003
)
Reject
.462** .440** .450** . 451**
Attitude (Significant
.001 .001 .001 .001
)
Reject
.496** .308* .325* .365*
Intelligence (Significant
.000 .029 .021 000
)
Reject
.549** .468** .334* .450**
Aptitude (Significant
.000 .001 .018 .000
)
Reject
.549** .421** .371** .451
Overall (Significant
.000 .008 .011 .003
)
[email protected] Level of significance
Note: **. Correlation is significant at the 0.01 level (2-tailed) and *. Correlation is
significant at the 0.05 level (2-tailed).
Table 3 presents the correlation between second language acquisition and
reading comprehension of students with an overall computed r-value of .451 and
p-value of .003 lesser than .05 level of significance set in this study. This leads to
the rejection of the null hypothesis. It is stated therefore that there is significant
relationship between second language acquisition and reading comprehension of
students. This emphasizes that the second language acquisition is correlated to
the reading comprehension of students.
It could be viewed from the data that the correlation with significant
relationship between indicators of second language acquissition and reading
comprehennsion of students high school are as follows:
Motivation attained a computed r-value of .511 and p-value of .003
(Significant). Attitude attained a computed r-value of .451 and p-value of .001
(Significant). Similarly, intelligence garnered a computed r-value of .365 and p-
value of .000 (Significant) and aptitude obtained a computed r-value of .450 and
p-value of .000 (Significant) . On the other hand, vocabulary attained a computed
r-value of .549 and p-value of .000 (Significant). Morphological and grammatical
knowledge gained a computed r-value of .421 and p-value of .008 (Significant).
Reading strategies attained a computed r-value of .371 and p-value of .011
(Significant).
Similarly, motivation is correlated to vocabulary with a computed r-value of
.688 and p-value of .000 (Significant). Motivation is also correlated to
morphological and grammatical knowledge with a computed r-value of .469 and

p-value of .001 (Significant).Motivation is also correlated to reading strategies
with a computed r-value of .375 and p-value of .007 (Significant).
In the same manner, attitude is correlated to vocabulary with a computed
r-value of .462 and p-value of .001 (Significant). Attitude is also correlated to
p-value of .001 (Significant).Attitude is also correlated to reading strategies with a
computed r-value of .540 and p-value of .001 (Significant).
Moreover, Intelligence is correlated to vocabulary with a computed r-value
of .496 and p-value of .000 (Significant). Intelligence is also correlated to
p-value of .029 (Significant).Intelligence is also correlated to reading strategies
with a computed r-value of .325 and p-value of .021 (Significant).
And uptitude is correlated to vocabulary with a computed r-value of .549
and p-value of .000 (Significant). Uptitude is also correlated to morphological and
grammatical knowledge with a computed r-value of .468 and p-value of .001
(Significant). Uptitude is also correlated to reading strategies with a computed r-
value of .334 and p-value of .018 (Significant).

Chapter 5
DISCUSSION, CONCLUSION, AND RECOMMENDATIOS

Language Research Chapter 4 - Results Only

Uploaded by

Copyright:

Available Formats

Language Research Chapter 4 - Results Only

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Language Research Chapter 4 - Results Only

Uploaded by

Copyright:

Available Formats

Chapter 4

Presented in this chapter the results, interpretation and analysis of

level second language acquisition of students; identifying the level of reading

comprehension of students; and finding the relation between the second

language acquisition and reading comprehension of students in Davao City.

Moreover, in this chapter were the results of second language acquisistion

and reading comprehension of students. The responses of the respondent of the

of the study in favor to the beneficiaries posed earlier.

Level of the Second Language Acquisition (SLA) of Sutdents

of Philippine College of Technology. Critical analysis of the data was considered

to come up with a reliable results and findings.

Summary on the level of second language acquisition

Indicator Standard Mean Descriptive

Intelligence 0.70 3.34 Moderate

Aptitude 1.13 3.67 High

Total 0.84 3.62 High

Table 1 shows the summary on the level of second language acquisition

(SLA) with the following sub-indicators: motivation; atittude; intelligence; and

aptitude with an overall mean of (M-3.63) which is descriptively described as

high. This means that the second anguage acquisition of respondents is

rating of (M-3.93) or qualitatively described as high is motivation; followed by (M-

Level of Reading Comprehension of Students

The level of reading comprehension of students was evaluated based on

vocabulary, moephological and grammatical knowledge, and reading strategies.

tool to the students and explained to them the purpose of study.

Summary on the level of second reading comprehension

Indicator Standard Mean Descriptive

Morphological and 0.96 3.44 Moderate

Total 0.98 3.52 High

Table 2 depicts the summary on the level of reading comprehension of

students of students with the following sub-indicators: vocabulary; morphological

comprehension of respondents are oftentimes manifested.

rating of (M-3.66) or qualitatively described as high is vocabulary; followed by (M-

(M-3.44) is morphological and grammatical knowledge.

Significance on the Relationship between Second Language Acquisition

The correlation between second language acquisition and reading

comprehension of students was carefully analyzed and interpreted to dissect a

analysis to provide meaningful advantage to the recipients of the study.

Significance on the relationship between second language acquisition and

INDICATORS READING COMPREHENSION

reading comprehension of students with an overall computed r-value of .451 and

relationship between second language acquisition and reading comprehension of

students. This emphasizes that the second language acquisition is correlated to

the reading comprehension of students.

relationship between indicators of second language acquissition and reading

comprehennsion of students high school are as follows:

Motivation attained a computed r-value of .511 and p-value of .003

(Significant). Attitude attained a computed r-value of .451 and p-value of .001

(Significant). Similarly, intelligence garnered a computed r-value of .365 and p-

p-value of .000 (Significant) . On the other hand, vocabulary attained a computed

r-value of .549 and p-value of .000 (Significant). Morphological and grammatical

knowledge gained a computed r-value of .421 and p-value of .008 (Significant).

Reading strategies attained a computed r-value of .371 and p-value of .011

Similarly, motivation is correlated to vocabulary with a computed r-value of

.688 and p-value of .000 (Significant). Motivation is also correlated to

morphological and grammatical knowledge with a computed r-value of .469 and

with a computed r-value of .375 and p-value of .007 (Significant).

In the same manner, attitude is correlated to vocabulary with a computed