Students' reading habits, language proficiency and learning style preferences in relation to literary competence
The purpose of this research is to examine students' reading habits, language proficiency and perception of learning preferences in relation to literary competence. A sample size of one hundred and eighty one respondents was derived from two hundred and thirty six Form Four students in an urban...
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| Format: | Thesis |
| Language: | English |
| Published: |
2008
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| Subjects: | |
| Online Access: | https://eprints.ums.edu.my/id/eprint/17913/1/Students%20Reading%20Habits%20Language%20Proficiency%20And%20Learning%20Style%20Preferences%20In%20Relation%20To%20Literary%20Competence.pdf |
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| Summary: | The purpose of this research is to examine students' reading habits, language proficiency and perception of learning preferences in relation to literary competence. A sample size of one hundred and eighty one respondents was derived from two hundred and thirty six Form Four students in an urban
secondary school in Sabah. A self-administered questionnaire was selected as a mode of data collection. All instruments used in the hypotheses testing were adaptations of previously developed instruments. DeSCriptive, Pearson Product
Correlation Coefficient and Multiple Regression statistics were used to analyse the data with the aid of SPSS. Additional research instruments used were interviews conducted with teachers and students. The findings showed that there was a positive significant relationship between students' reading habits, language proficiency, learning style preferences and literary competence. However, language proficiency was found to be the salient predictor for literary competence. Additional findings also indicated that there was a mismatcb of teaching style and learning style. This study concludes that students' language profiCiency contributed significantly to the attainment of literary competence and therefore it should be given more emphasis in the teaching and learning of the literature component texts. |
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