Level of Self-Efficacy Gleaned from above table are the summary responses of the identified levels ofself-efficacy of the respondents in relation to their reading comprehension. Therespondents showed very high level of self-efficacy on I keep on trying until I can makeit (4.26), and if I fail I try harder the next time (4.22); The table also reveals the high level of the respondents self-efficacy on I havefriends because people like who I am (3.99), I do not give up things before Iaccomplished them (3.96). When I decide to do something, I go right to work on it(3.95), I want to learn about nature and the way the world works (3.93), I really likemeeting new people (3.84), I often meet the set goals (3.79), I accomplished my planson time (3.74), I feel sure about my ability to do things and I rely on myself thanothers(3.73), I find easy to have new friends (3.71) and I try to learn to become friendswith someone even though I know I get nothing out of it (3.43). It also show the low level of self-efficacy of the respondents on I stick on thingsuntil it is done even it is having (3.34), I cannot handle things very well, when somethingbad happens out of the blue (3.31), I avoid things that are difficult (3.02), and I do giveup easily on my work. And with a very low level of self-efficacy on I do not play myfavorite sport (2.59) and I do not treat everyone fairly. With an overall weighted meansof high in level of self-efficacy among the respondents. It means that most of has a highlevel of self-efficacy. This implies that in some situations the respondents are very capable of attainingor managing prospective circumstances, while at other times they have only enoughability to manage themselves.
Table 4 The Level of Self Efficacy of the Respondents Self-Efficacy 5 4 3 2 1 Weighted Remarks Mean1. Like to stay with my friends outside. 48 55 128 41 14 3.29 High2. I accomplish my plans on time. 71 88 112 12 3 3.74 High3. I keep on trying until I can make it. 145 85 45 8 3 4.26 Very High4. I often meet the set goals. 68 114 85 15 4 3.79 High5. I do not give up things before I 108 78 81 18 1 3.96 Highaccomplished them.6. I do not play favorite my favorite 17 39 110 51 69 2.59 Very Lowsports.7. I avoid things that are difficult. 30 40 145 48 23 3.02 Low8. I stick on things until it is done even it 44 71 126 28 17 3.34 Lowis boring9. I want to learn about nature and the 116 68 76 18 8 3.93 Highway the world works.10. I try to become friend with someone 72 61 94 35 24 3.43 Higheven thought I know I get nothing out ofit.11. I do not treat everyone fairly. 23 33 67 71 92 2.38 Very Low12. If I fail I try harder the next time. 153 65 53 7 8 4.22 Very High13. I rely on myself than others. 84 75 100 21 6 3.73 High14. I find easy to have new friends. 93 65 92 25 11 3.71 High15. I feel sure about my ability to do 87 74 96 20 9 3.73 Highthings.16. I do give up easily on my work. 34 32 96 56 68 2.68 Low17. I have friends because people like 112 79 79 12 4 3.99 Highwho I am.18. I really like meeting new people. 114 61 74 25 12 3.84 High19. When I decide to do something, I go 104 90 73 13 6 3.95 Highright to work on it.20. I cannot handle things very well when 40 68 128 40 10 3.31 Lowsomething bad happens out of the blue. Weighted Mean 3.68 HighLegend: Reading Comprehension Scoring4.21-5.00=Always 9-10-Very High3.41-4.20=Often 7-8- High2.61-3.40=Sometimes 5-6- Low1.81-2.60=Rarely 3-4- Very Low1.00-1.80=Never 1-2- Poor 0- No Competencies at all
Table 3 show the level of Self-esteem of the respondents. The data reveals that a veryhigh level of self-esteem of the respondents on being myself is important (4.69), Ideserve love and respect (4.55), I accept myself as I am and I am happy with mys elf(4.54), i feel valued and needed (4.36), i admit my mistakes openly (4.32) and I amhappy, carefree person (4.28). It also show a High Level on I make friends easily (3.98), I do not enjoysocializing (3.93), I don’t worry what others think of my wears (3.74), I don’t need othersapproval to feel good (3.58), I always speak up for myself and put my views scores(3.51), I like being done sometimes (3.42) and I never hide my true feelings (3.38). Ifurther show a Low level of self-esteem on I do not feel guilty about doing or sayingwhat I want (3.22), at time, I think I am no good at all (3.05), I don’t need other to tell meI have done a good job (3.02), Other people are not better off a more fortunate than me(3.00), I feel I do not have much to be proud of (2.89) and I certainly feel useless at time(2.74). It means that most of the respondents have a high level of self-esteem. It implies that Table 5 shows the significant relationship between the readingcomprehension, self-esteem and self-efficacy. The data shows a P-value of 0.030 with aP-value of 0.610 for reading comprehension and self-esteem, since the P-value isgreater than the significant level of 0.05, hence, there is no significant relationship.Another data shows that a r-value of 0.009 with a P-value of 0.875 reveals that there isno significant relationship between reading comprehension and self-efficacy since theP-value is greater than the level of significant of 0.05. It means that there is no significant relationship in the reading comprehension,self-esteem and self-efficacy of the respondents. It implies that the reading comprehension of the students does not affect theirself-esteem.
Chapter V Summary of Findings, Conclusions, and Recommendations This chapter presented the summary of findings, conclusions, andrecommendations derived from this research work. Summary of the Study The primary aim of this study was to determine the reading comprehension, self-esteem and self-efficacy among the students of the school of Allied Medicine.Specifically, it sought to answers the following questions: 1. What is the profile of therespondents in terms of course, age, type & school, family size and birth order. 2. Whatis the reading comprehension level of the respondents in terms of literalcomprehension, interpretative comprehension, critical evaluation, integrativecomprehension, creative comprehension? 3. What is the level of self-esteem of therespondents? 4. What is the level of self-efficacy of the respondents? 5. Is there asignificant relationship between the respondents comprehension level, self-esteem, andself-efficacy? 6. Are there intervening effects of the following variable of the followingvariables to the relationship between reading comprehension level and self-esteem andself-efficacy? The study uses the descriptive design employing questionnaire checklist.The study was conducted at the school of Allied Medicine, Universidad de Zamboanga.Slovin’s formula was used to determine the total number of respondents. Summary of the Findings The study revealed the following findings:Conclusions
Based on the findings generated in this study, the researcher was motivated todraw the following conclusions:1. Based on profile of the respondents, majority of the respondents were female, andmost of them ages _______. The respondents include all courses of the school of AlliedMedicine which is being dominated by the students taking Associate in Radiologictechnology. Most of the respondents were a graduate of public school in their secondarylevel. Majority of them came from a family size of more than seven and usual eldest inthe family.2. In terms of reading comprehension level, the respondent has a very high level, therespondent has very high level on critical evaluation and creative comprehension; Lowon their Integrative Comprehension; Very low in Interpretative comprehension and poorin literal comprehension.3. In terms of the level of self-esteem of the respondents is described as high, likewiseself-efficacy of the respondents are also described as high.4.There is no significance relationship in the reading comprehension level, self-esteemand self-efficacy of the respondents. Recommendations With all there results of this study, the following recommendations are advanced:1. A seminar-workshop or training for the students may be conducted by the Deans,Faculty of different department that will enhance comprehension, self-esteem and self-efficacy.2. The syllabi in English subjects should intensify reading activities.3. The researcher encourages to conduct furthered study using same variable butdifferent setting and respondents.