How to Write an Article Review Essay Example for Free

How to Write an Article Review Essay Writing an article review, which is also sometimes referred to as an article critique, is a special type of writing that involves reading an article and then providing the reader with your personal take on its content. In general, article review essays should start with a heading that includes a citation of the sources that are being reviewed. The first paragraph, which is the introduction to the article review, should provide a summary of the article highlights. This summary should not provide every last detail about the article being reviewed. Rather, it should only discuss the most important details. If you find yourself carrying on or needing more than one paragraph to write your summary, you need to revisit the paragraph and find ways to trim down the length of your summary. Following the brief summary of your article, you will then need to explain why the article is significant. Questions you should ask yourself when writing these paragraphs include: Does the article fill a void within the literature that already exists on the topic? Does the article contain any information that would be considered â€Å"breakthrough† information? Will the information contained within this article cause other people in the field to change their ideas about the subject matter or does it simply revisit information that is already known in the field? In your final paragraphs, you will need to present your personal evaluation of the article. Some questions you should ask yourself in order to come up with your personal evaluation include whether or not the article is well written and clear. You should also consider whether or not any information was missing and if more research is needed on the topic. If you are writing the article review for a class, try to connect the article to organizational and industrial experience and try to connect the content of the article to information that you have been studying in your course. As you write your article review, keep in mind that you are doing more than just a book report. Rather than focus on telling what the article was about, your article review should reflect your personal opinions on the article as well as how it affects you or the field in which it was written. After you have finished writing your article review, be sure to go back and re-read it. This way, you will be able to look at it with a fresh set of eyes and you may notice errors that you had not previously noticed. Outline of the Article Review Please include the following categories in your article review. Full Bibliographic Reference Introduction: Objectives, Article Domain, Audience, Journal and Conceptual/Emprical Classification Very Brief Summary Results Contributions Foundation Synthesis with other materials Analysis Additional Analysis General Critique) Further Critique of a Conceptual Article -or- Further Critique of an Empirical Article Issues (in your opinion). Questions Annotated Bibliography Citation Analysis Appendix 1. Full Bibliographic Reference State the full bibliographic reference for the article you are reviewing (authors, title, journal name, volume, issue, year, page numbers, etc. ) Important: this is not the bibliography listed at the end of the article, rather the citation of the article itself! 2. Introduction: Objectives, Article Domain, Audience, Journal and Conceptual/Emprical Classification Paragraph 1: State the objectives (goals or purpose) of the article. What is the articles domain (topic area)? Paragraph 2: State whether the article is conceptual or empirical, and why you believe it is conceptual or empirical. Empirical articles and conceptual articles have a similar objective: to substantiate an argument proposed by the author. While a conceptual article supports such an argument based on logical and persuasive reasoning, an empirical article offers empirical evidence to support the argument. Empirical articles offer substantial, detailed evidence which the authors analyze using statistical methods. Empirical articles must include hypotheses (or propositions), detailed research results, and (statistical) analyses of this empirical evidence. Empirical research includes experiments, surveys, questionnaires, field studies, etc, and to limited degree, case studies. Conceptual articles may refer to such empirical evidence, but do not provide the detailed analysis of that evidence. 3. Brief Summary For an article review, do not spend much space summarizing the article. Instead focus on analysis of the article. Thus, in this section, summarize the article only very briefly. Paragraph 1: what is the problem or opportunity being addressed Paragraph 2: which solution is proposed (the solution could be a new model or a theory that explains the problem) Paragraph 3: what evidence is put forth that this solution is appropriate (If this is an empirical article, be sure to briefly describe what kind of empirical study was done as part of the evidence) 4. Results Very briefly summarize the important points (observations, conclusions, findings) in the article. Please do not repeat lists of items in the articles just summarize the essence of these if you feel they are necessary to include. 5. Contributions. An article makes a contribution by adding to the knowledge of researchers in a research field. An article can make a contribution to the research field in many ways. Does it provide a new way to look at a problem? Does it bring together or synthesize several concepts (or frameworks, models, etc. ) together in an insightful way that has not been done before? Does it provide new solutions? Does it provide new results? Does it identify new issues? Does it provide a comprehensive survey or review of a domain? Does it provide new insights? Also, is it salient (relevant and current) to a particular scientific issue or managerial problem? Are the issues addressed introduced in a way that their relevance to practice is evident? Would answers to the questions raised in the article likely to be useful to researchers and managers? Note: Do not discuss the contributions of the technologies the article describes, but rather the contributions of the article itself! The articles contributions should be original. Describe each contribution clearly in a separate paragraph or bullet point. Discuss why the contribution is important. Alternatively, if you believe the article makes no contributions, explain why clearly. 6. Foundation. Good research often is built upon theories and frameworks that other researchers have developed. Sometimes articles will be substantially based upon this prior work, and refer back to it in some detail. (Not all research articles will do this. ) Which theoretical foundations does this article and research build on, if any? In what ways? Include references/citations of the foundation work. (You can determine this in part from the works the article cites. )Note, however, that most works cited are not core foundational work, but rather just support certain aspects of the article. Similarly, do not confuse a general discussion of related topics as foundational work. If the article does not build upon key pieces of prior research, then write in your review This article does not build upon any foundation research. (If you do not state this explicitly, you will not receive credit for this section. ) 7. Synthesis with Class Materials Synthesis means analyzing a particular topic by comparing and contrasting it with, and thinking about it from the viewpoint of, the class materials from across the semester. These materials include the articles, models, frameworks, guidelines and other concepts weve covered. (Of course, only certain materials will be relevant for any given article. )Note: You have to do this synthesis! You need to relate this article to other things we have studied, so by definition you will not find this analysis in the article itself! You also could analyze the approach the author took to the articles analysis and discussion. Discuss the articles approach and results in terms of one or more of the frameworks, etc. , from the text or readings, or any you find elsewhere. As part of this analysis, reference other articles youve read, when appropriate. Compare the approach, results and contribution with all articles about similar topics or with a similar approach. For all of these, do your synthesis comparison in as much depth as you can! 8. Analysis Note: Many people assume this category is the same as General Critique. It is not. General Critique is a different category from this, and follows below. What has changed since the article was written? How do its lessons, ideas and theories still apply? To what extent has its issues been resolved? Additional Analysis Optionally, try applying the articles models, frameworks and guidelines, etc. yourself. Do you find them useful? In addition, you may optionally add your own additional analysis in a separate subsection. (Do not repeat the authors analysis in the paper you could summarize this as part of the results section. ) 9. General Critique In this section you should state your opinions of how well (or poorly) the authors did their research and presented the research results in the article. Your critique can contain both positive and negative comments. Justify and explain in detail each of your critique points in a separate paragraph of at least 4-5 sentences. The following are suggestions only: Does it build upon the appropriate foundation (i. e. , upon appropriate prior research)? Did the authors choose the correct approach, and then execute it properly? How confident are you in the articles results, and why? Are its ideas really new, or do the authors simply repackage old ideas and perhaps give them a new name? Do the authors discuss everything they promise in the articles introduction and outline? What are the articles shortcomings (faults) and limitations (boundaries)? Did it discuss all of the important aspects and issues in its domain (topic area)? In what way should the article have made a contribution, but then did not? Do the authors make appropriate comparisons to similar events, cases or occurrences? How complete and thorough a job did the authors do? Do the authors include an adequate discussion, analysis and conclusions? Did they justify everything adequately? Did they provide enough background information for the intended audience to understand it? For you to understand it? Were there adequate and appropriate examples and illustrations? Ask yourself these questions when justifying your critique points: why/why not? how? what distinguishes the differences/different approaches, and in what ways? 9. 1. Further Critique of a Conceptual Article (only for conceptual articles) A critique of a conceptual article examines the logic of the arguments made by the authors. Both strengths and weaknesses should be identified in a critique. Explain and justify each of your critique points in at least 3-4 sentences. Give examples whenever possible. To the best of your abilities, discuss each of the following categories in a separate paragraph: 1. LOGICAL CONSISTENCY: Do any parts of the article or research contradict or invalidate other parts? If so, have the authors acknowledged and explained this adequately? 2. COHERENCE: Does the article make sense? Did the authors approach this article (and this research) sensibly? Does the article develop an argument that follows a coherent line of reasoning? Are the boundaries of the argument reasonably well defined? Does the argument anticipate most, if not all, rival arguments? Does the article flow in a logical sequence? Do later parts build logically upon earlier parts? 3. SUBSTANCE: Does the article provide an argument or a line of reasoning that offers insight into important issues, or does it merely summarize previous studies in a shallow way that does not reflect depth of analysis? Does the article provide ways (a model, framework, guidelines, etc. ) to guide future thinking about the issue(s) the author is addressing? 4. FOCUS: Is there a clear audience that the authors address? Was the article written at the appropriate level for this audience? 9. 2. Further Critique of an Empirical Article (only for empirical articles) A critique of an empirical article examines the strength of the empirical evidence supporting the authors argument. Both strengths and weaknesses should be identified in a critique. Explain and justify each of your critique points in at least 3-4 sentences. To the best of your abilities, discuss each of the following categories in a separate paragraph: 1. CLARITY: Is the articles purpose and argument clear? Do the researchers clearly develop a major research question, proposition, or hypothesis that is to be evaluated in the empirical study and discussed in this article? If the study is exploratory (preliminary), is sufficient justification for an exploratory strategy given? 2. THEORETICAL GROUNDING: Is the researchers argument grounded in more basic theory? Is it clear whether the structure of the empirical study (i. e., what they do) was derived from theory, or just made up? In theory-building articles, is the need for new theory adequately established? 3. DESIGN OF RESEARCH INVESTIGATION: Is it clear exactly how the empirical study was carried out? Is the design of the research approach (field study, experiments, questionnaires, etc. both contents and how they will be used) adequate to address the common threats to internal and external validity? Have appropriate controls been established, and is the selection of research sites justified? Are the hypotheses and experiments, etc., significant? 4. MEASUREMENT: Empirical studies can have quantitative measurements (i. e. , numeric results) and qualitative or subjective measurements. Are the measures used adequately described (i. e. , what is measured in the study and how)? Are data on the reliability and validity of these measures reported? Does the article feel anecdotal or solidly supported with evidence? For example, in case or field studies, are the results well documented? Is it clear who the subjects were, and with whom interviews were carried out? Were important results cross-checked, i. e., determined across a range of subjects or just gotten from one or two subjects? 5. ANALYSIS: Is the analysis of empirical data conducted properly? Do the data conform to the requirements of any statistical tests used? Are qualitative data adequately described and presented? 6. DISCUSSION AND CONCLUSIONS: In discussing the results of the empirical study, do the authors remain true to the actual findings of the study? Are the claims made in the conclusion of the article actually supported by the empirical data? If the study is exploratory, do the authors offer research questions or hypotheses for future research? 7. BIASES: Do the biases of the authors affect the design of the research or the interpretation of the results? Are the authors aware of potential biases and the affect on the study? 10. Issues (listed by the author) What open questions or issues has the author stated remain unresolved? Discuss each in a separate paragraph of 5-10 sentences. Each issues paragraph should take the following format: what is the issue? why do you believe this is an important issue? in what way is it unresolved suggestions for resolving it if you give your own suggestions (instead of or in addition to the authors, then precede each with I would propose If it has been resolved since the article was written, then state how it was resolved. 11. Issues (in your opinion) List several open questions or issues which remain unresolved in your opinion? For example, what possible future research questions could arise from this article? Discuss each in a separate paragraph of 5-10 sentences. Each issues paragraph should take the following format: what is the issue? why do you believe this is an important issue? in what way is it unresolved suggestions for resolving it 12. Questions List three insightful questions of your own, arising from this article. Do not ask definitions, but rather questions that really make one think. 13. Annotated Bibliography For every item you have cited in your report, you need a full reference and an annotation explaining it. List the full bibliographic references (authors, title, journal name, volume, issue, year, page numbers, etc. ) for anything you have cited in your review. IMPORTANT: This is NOT the bibliography listed at the end of the article. It is the bibliographic references for any readings you yourself referred to inside your review. Write 2-4 sentences describing the article. Write 2-3 sentences describing why you cited it. 14. Citation Analysis Appendix If the article has no citations then write in that section I found no citations in the [Science Citation Index or the Social Sciences Citation Index or on the Internet]. Note, if your article has more than 20 citations, you only need to include a selection of them: State how many citations each index has and the Web search found List 1-2 citations for each year in which the article has been cited. Try to include citations from several different journals spread over your selection ? Include a citation analysis to see who has cited it and how.

Essay on the Outdated Themes of Taming of the Shrew :: Taming Shrew Essays

The Outdated Themes of Taming of the Shrew The play, Taming of the Shrew is one of Shakespeare’s comedies. It portrays the humorous events regarding the suiting of Kate, a shrew dwelling in the city of Padua. It portrays many ideas about love and marriage that do not quite fit with our current views and what we know about relationships. It can be argued that the comedy of the play makes it universal, but it contains some themes that will not be received in the same light as they were during Shakespeare’s time. The comedy is still mostly universal. The visual comedy in the play, like Kate falling off of her horse into the mud, is still universally appealing. The comedy of actions is also equally universal. For example, Petruchio’s actions would be just as humorous now as they were in Shakespeare’s day. But, the situations that erupt from his actions are sometimes questionable in whether they are humorous or if they border into off-color disrespect for Kate, or females in general. The majority of the play is universal, but I feel the major themes the play puts forth are a little outdated and lacking of respect. The major theme is portrayed by the attitude towards marriage shown in Petruchio and Kate’s relationship. First the relationship was started entirely against the wife’s will, and for the fiscal benefit of the husband, with no intent of love involved. This is especially shown when Kate walks onto the roof of her father's house. The first thing that Petruchio does is states his worries about loosing not Kate, but his "20 thousand crowns," that he was promised if he wed Kate. Petruchio used his wife only as a stepping block, and later after "taming" her, used her as a status symbol. His method of "taming" her was suppressive, and locked her into a position she did not willingly want to be in. After she was tamed, she stopped speaking of her feelings and misgivings honestly, and suppressed them. In a relationship, the second most important thing is to be able to openly share and reveal your feelings, which is not what the play of this play shows. In the play, Kate is forced to suppress her feelings just to get food, or to be able to visit her friends and family. Petruchio "tames" Kate by rewarding her for being obedient, and punishing her when she disagrees with him. Essay on the Outdated Themes of Taming of the Shrew :: Taming Shrew Essays The Outdated Themes of Taming of the Shrew The play, Taming of the Shrew is one of Shakespeare’s comedies. It portrays the humorous events regarding the suiting of Kate, a shrew dwelling in the city of Padua. It portrays many ideas about love and marriage that do not quite fit with our current views and what we know about relationships. It can be argued that the comedy of the play makes it universal, but it contains some themes that will not be received in the same light as they were during Shakespeare’s time. The comedy is still mostly universal. The visual comedy in the play, like Kate falling off of her horse into the mud, is still universally appealing. The comedy of actions is also equally universal. For example, Petruchio’s actions would be just as humorous now as they were in Shakespeare’s day. But, the situations that erupt from his actions are sometimes questionable in whether they are humorous or if they border into off-color disrespect for Kate, or females in general. The majority of the play is universal, but I feel the major themes the play puts forth are a little outdated and lacking of respect. The major theme is portrayed by the attitude towards marriage shown in Petruchio and Kate’s relationship. First the relationship was started entirely against the wife’s will, and for the fiscal benefit of the husband, with no intent of love involved. This is especially shown when Kate walks onto the roof of her father's house. The first thing that Petruchio does is states his worries about loosing not Kate, but his "20 thousand crowns," that he was promised if he wed Kate. Petruchio used his wife only as a stepping block, and later after "taming" her, used her as a status symbol. His method of "taming" her was suppressive, and locked her into a position she did not willingly want to be in. After she was tamed, she stopped speaking of her feelings and misgivings honestly, and suppressed them. In a relationship, the second most important thing is to be able to openly share and reveal your feelings, which is not what the play of this play shows. In the play, Kate is forced to suppress her feelings just to get food, or to be able to visit her friends and family. Petruchio "tames" Kate by rewarding her for being obedient, and punishing her when she disagrees with him.

Reading Level of Grade Three Pupils at Luis Mirasol Memorial School Essay

The current issue being faced today by most educators is that during enrolment, some pupils who are promoted in Grade Three are still considered as non-readers. According to Arnold Peralta (2006), enabling the child to read in Grade 1 and 2, the primary grade is very necessary. It is in this stage that the habit of reading should be developed. If a child will not be able to read, understand what he reads and developed the habit of reading, he/she can hardly make it in the higher grades. According to Businessdictionary. com, reading grade level means number assigned to the level of complexity of a reading material, it equates to a given level of schooling, For example, a reading grade level of seven means the reading material is intended for a seventh grade student. In the field of education, this concept is very important in determining pupils’ progress in reading. According to Juan Miguel Luz (2007), Grade Three (10 years old) is a critical year in terms of formal schooling. Before School Year 2012-2023 preschooling is neither compulsory nor part of the package of free public education guaranteed by the Constitution, Grade Three marks the third full year of basic education for children who attend public elementary school and the year when the facility to read, write, and do the four operations of arithmetic with competence is expected. (Less than 20 percent of those who go to public elementary school actually attend a full year of preschool education). Dropping out before this grade level thus becomes a major contributor to the lack of functional literacy, which in turn has a negative impact on adults and their eventual work productivity. This is assuming, of course, that by the end of Grade 3 (or the third year of formal full-time schooling), the children’s competence in the three ‘Rs are being honed fully. But seeing it, that may not be happening in far too many schools. Furthermore, since they learned the basic skills in reading during their previous grades, they are expected to be a good reader when they reach Grade Three. However, there are many pupils who are still considered as non-readers. Stothard & Hulme (1996) described reading as the interaction of two distinct processes, decoding and comprehension. For skilled readers decoding is a highly automated task. Skilled readers can focus their attention on comprehension of the novel material. Low ability readers typically have difficulties studying and learning from expository textual material (Helwig, Almond, Rozek-Tedesco, Tindal, & Heath, 1999). Readers with robust verbal ability skills are more likely to analyze new information and draw inferences than their peers with low verbal ability. DepEd intensifies reading literacy in schools by enforcing the policy called â€Å"Every Child A Reader† (the Education Post Vol. 21, No. 1). Undersecretary Bacani said the new policy aims to make every Filipino child a successful reader at the end of Grade 3. The undersecretary is expecting that no pupil will be promoted to higher grades unless he or she manifests mastery of the basic literacy skills in a particular grade (Arnold Peralta,2006). The researchers presupposed factors to consider in eradicating or minimizing non- readers in every school. Among this are children who have spent less time in reading, their father and mother educational attainment, type of pre-school attended whether in public or private, and monthly family income. This is caused by the influence of the modern world, and parents’ inability to monitor the child’s progress because they are preoccupied with their chosen job. Some children choose to hang around malls, play computer or video games, or watch cartoons and consider reading as part of school activities that need to be forgotten during their spare time. (Arnold Peralta,2006) On the other hand, this is maybe caused by parent’s low educational attainment, and the absence of any reading and educational materials in their homes. According to Arnold Peralta (2006), the parents’ role is very important in helping increase their children’s habits. They must be involved in any activity to improve their children’s reading ability. That is why, in relation to this, the researchers aim to conduct a study that shall determine if such factors have indeed some kind of influence with the Reading Level of Grade Three pupils of Luis Mirasol Memorial School. Statement of the Problem This study will be conducted to determine the Reading Level of Grade Three Pupils at Luis Mirasol Memorial School. Specifically, this study aims to: 1. Describe the respondent’s socio-economic characteristics in terms of educational attainment of the father , educational attainment of the mother, and the monthly family income,type of pre-school attended, and number of hours spent in reading; 2. Determine the reading level of the respondents; 3. Determine if there is a relationship between the respondents’ socio-economic characteristics such as: educational attainment of a father, educational attainment of mother, monthly family income, and type of pre-school attended and number of hours spent in reading of the respondents. Research Hypotheses 1. There is no significant relationship between the respondents’ socio-economic characteristics such as: educational attainment of a father, educational attainment of mother, monthly family income, and type of pre-school attended, time spent in reading and the reading level. Theoretical Framework This study is based on various theories on reading level: According to the theory of reading as defined by (Henry,1986) that it must deal with wide range of issues and account for a wide range of behaviors and capabilities. Reading occurs when a child has developed sufficient decoding skills. Decoding is the ability to decipher printed words into meaningful spoken language. More specifically, decoding refers to the skill at which one is able to recognize sound, individual phonemes in a printed or written word and then length and those phonemes to form the sound of the word by (Adams 1990)NRP,2000;National Researcher Council,1998) Philip Gough and Wesley Hoover (1990) describe a theory called simple review of reading, a theory that supported that decoding is necessary for reading level success. This view asserts that weaknesses in reading decoding will result in weak reading. According to (Moats 1999, p5). Reading is the fundamental skill upon which all formal education depends. Research now shows that a child who does [not] learn the basics early is unlikely to learn them at all. Any child who does learn [not] to learn to read-early and will not easily master other skills  and knowledge and unlikely to ever flourish in schools or in life. According to (Kantawala, 1980) states that, the higher the socioeconomic status the better the reading attitude, according to him students of small size family had a more favourable reading attitude than those of large families. Due to the lack of independent reading student may not have developed the positive attitude towards reading. Conceptual Framework Reading level is one of the problems of teachers and parents with regards to their pupils and children. As parents become worried on the reading level of their sons and daughters many of them are unaware of the factors which may significantly affect such occurrence. These pupils on the other hand, who have delayed reading level, frequently, consider reading a task for them to study. In this study, Monthly family income, Preschool last attended, Time spent in reading serves as the Independent Variables while Reading level serve as the Dependent Variable. In terms of Monthly Family Income the researcher believe that those respondents with a higher monthly family income are expected to have a high reading level. In terms of Pre-school last attended, researchers believe that those pupils who obtain schooling in private pre-school than in public are expected to a have high reading level. In terms of Time spent in reading, the researchers believe that those who spent much time in reading are expected to have high reading level. Independent variable 1. Socio-economic characteristics * Educational attainment the father * Educational attainment the mother * Monthly family income 2. Type of school where pre-school education was obtained * Public * Private 3. Time spent in reading Dependent variable Reading Level Figure 1. A Schematic diagram showing the relationship between the Independent and Dependent Variables. Definition of Terms To establish a frame of understanding for both the researchers and readers to facilitate correct interpretation of the results of the study, the following term were defined: Educational Attainment of Father – this pertains to the highest level of instruction, obtained in an institution of learning by the father. It is classified as elementary, high school or college. Educational Attainment of Mother – this pertains to the highest level of instruction, obtained in an institution of learning by the mother. It is classified as elementary, high school or college. Monthly Family Income. This refers to the total gross income of the pupils family per month and is further classified into High (Php 5000 and above), Average (Php2500 and above), Low (1500 and below). Pre-school last attended. Type of school where pre-school education was obtained whether it is in Day Care Center or Pre-Elementary Public School. Time Spent in Reading. This refers to average time not less than 80 to 100 minutes of independent or shared reading per week by the pupils. Reading Level- reading will be measured by using the IRI assessment and the respondents will be ranked through Frustration level, Instructional Level, Independent Level. Scope and Limitation of the Study This study aims to determine the factors related to the Reading Level of Grade 3 pupils at Luis Mirasol Memorial School during the School Year 2012-2013. This study will be conducted at Luis Mirasol Memorial School for convenience of both the researchers and the respondents. The Grade 3 pupils were selected as respondents of this study. The information needed in this study will be gathered using a self-administered questionnaire structured by the researchers. Furthermore, the interview and questionnaire will use to test the reliability of the research instrument. This study would be more reliable if it covers a larger scope and if more respondents will be involved. But this will also mean more effort, time and money that the researchers despondently lack. Significance of the study. The results of this investigation are expected to be highly beneficial to the following: Central Philippine University—College of Education. As an educational institution that hones every individual to become successful professionals in the future, the problem would be beneficial to the College of Education for the outreach center in the field study, to plan out certain programs, and strategies for the Luis Mirasol Memorial School as a partnership of Central Philippine University. Luis Mirasol Memorial School. If this study proves to be beneficial as a means of basis and standards, teachers will be able to find new ways and strategies on how to improve the reading level of their pupils. Parents. As the legal guardians of the children, the results of this investigation would serve as a stimuli towards their awareness on the factors that affect the reading level of their children. Furthermore, this study would initiate them to be more involved to follow up their children at home with partnership to the teacher and open line communication for the development of their children. Elementary Pupils. Whenever proven that the mentioned factors have something to do with the Reading Level of the pupils, the pupils themselves can learn and even do something to counteract negative impact caused by such factors as to their reading skills. Researchers. The outcome and conclusions drawn from this study will be beneficial to other researchers as a guideline for future studies. Chapter II REVIEW OF RELATED LITERATURE Educational Attainment of both Parents and Reading Level Research on parenting also has shown that parent education is related to a warm, social climate in the home. Klebanov et al. (1994) found that both mothers’ education and family income were important predictors of the physical environment and learning experiences in the home but that mothers’ education alone was predictive of parental warmth. Likewise, Smith et al. (1997) found that the association of family income and parents’ education with children’s academic achievement was mediated by the home environment. The mediation effect was stronger for maternal education than for family income. Thus, these authors posited that education might be linked to specific achievement behaviors in the home (e. g. , reading, playing). Preschool Attended and Reading Level Preschool helps children to use their minds by knowing where the child means also knowing how his mind deals with the activities of the curriculum and other experiences in the early years. Mental operation most relevant for early education can be grouped into 3 major areas: perception, memory and problem solving. According to Maria Montessori, early education has an indispensable role in the whole personality of the child. The stage of human development from 0-6 years is the stage of the most absorbent mind and the critical period of a child. This stage is the most sensitive period in the life of the child that needed a wholesome, healthful and rich background. If a child fails in reading during the primary grades, his chances for success in any other academic area are greatly reduced. It is therefore essential that a pre-school program for children do all it can to ensure that the children will succeed in reading when they enter school. (http://onlineacademics. org/ReadingDiagnosis. html) Preschool improves children’s problem solving abilities for elementary school. Educational advocates recognize early childhood education, during the preschool years, as among the most enduring and beneficial services a community can provide for its children. Some parents choose to delay formal education until kindergarten, instead instructing their children in reading readiness tasks and offering enrichment classes at home. Children who aren’t offered these opportunities, whether at home or in a formal school setting, perform below their kindergarten classmates in reading and social readiness. (W. Steven Barnett; January 2006). According to a study by Organization for Economic Co-operation and Development, children who attended preschool scored at a higher reading level than children who did not attend preschool. Even if they couldn’t read, exposure to reading, books and listening to stories resulted in higher levels of letter and number recognition. When introduced to numbers and letters during kindergarten, children who attended preschool already had conceptual and visual familiarity, making it easier for them to make sense of written words. This advantage in reading comprehension and ability continued through age 15. Time Spent in Reading and Reading Level. (U. S. Department of Education, 1986) have recently reiterated the assertion that time spent reading at school and at home is an important facet of a reading program. Despite the perceived importance of time spent reading, a number of studies have found that intermediate grade students spend relatively little time reading at school or at home. It has been well documented that, in general, the amount of time that students are engaged in academic tasks during the reading period at school is positively correlated with gains in reading achievement (Brophy & Good,1986; Fisher et al. , 1980; Stallings & Kaskowitz, 1974). At the same time, however, many activities besides silent reading occur during the reading period (Anderson et al. , 1985). Consequently, studies on general student engagement during the reading period do not provide direct evidence of a meaningful relationship between time spent on silent reading and reading achievement. A few studies have supported the assertion that time engaged in silent reading is an important determinant of elementary students’ reading achievement. Greaney (1980) found a positive relationship between the amount of time spent reading at home and the reading achievement of elementary-age children. In effect, the assertion that time engaged in silent reading at school and at home is important for children’s reading growth has little empirical support; the literature contains surprisingly few studies that have actually found significant relations between time engaged in silent reading and gains in reading achievement for intermediate grade students. In fact, Wilkinson et al. (1988) and Anderson et al. (1988) have recently bemoaned the paucity of evidence. Thus, in the present study we focus on the relationship between reading and achievement gains. We attempt to provide data directly relevant to the policy question of whether or not elementary teachers and administrators should advocate students devoting more time to silent reading at school and at home. Synthesis of Review of Related Literature The Related Literature presented above revealed that there are certain existing factors related to the Reading Level of the pupils in an educational institution. It was mentioned by Klebanov et al. (1994) that education of parents and family income were important predictors of the physical environment and learning experiences in the home. Likewise, Smith et al. (1997) found that the association of family income and parents’ education with children’s academic achievement was mediated by the home environment. The pre-school program for children do all it can to ensure that the children will succeed in reading when they enter school (Maria Montessori). This serve as a foundation to their basic learning during their elementary grades. The time spent on reading has been beneficial to children who read during their free time. It has been well documented that, in general, the amount of time that students are engaged in academic tasks during the  reading period at school is positively correlated with gains in reading achievement (Brophy & Good,1986; Fisher et al. , 1980; Stallings & Kaskowitz, 1974). Chapter III METHODOLOGY This chapter presents a description of the Research Design, locale of Study, Sampling Population, Research Instrument, Data Gathering Procedure and Data Analysis. Research Design The non –experimental Design, Specifically the One shot survey was used in this study since it is the most appropriate approach in collecting the prescribed data. This design is suitable for the collection of descriptive information about the population or subjects of the study. Moreover, the design requires data to be collected once and it also utilized when the objective is describe a situation or condition of a study population as it exist. Locale of the Study The data and information needed in this study was obtained at Luis Mirasol Memorial School, for the convenience of both the respondents and the researchers. The locale is also appropriate, as it can accommodate all the respondents of the study. Respondents of the Study. All of the Grade III pupils from Luis Mirasol Memorial School will be taken as respondents of this study. Census of the total population from the mention institution will be formally obtained with proper permission from the School’s Principal with the total 70 respondents. Data Gathering Instrument The information needed in this study will be gathered using self-administered questionnaire and to be structured by the researchers. It consists of four parts: The first part of the instrument will asks about the Educational Attainment of both Parents, the second part pertains to the  Family Income of the respondents, the third part will asks about the Type of Pre-school the respondent attended, and the fourth part is the number of hours that the respondents spent in reading. Data Processing and Analysis The data in this study will be subjected to computer processed statistics using the SPSS (Statistical Package for Social Sciences) Program. A coding manual was prepared for easy facilitation of the data. In order to achieve the goals of the study, Descriptive Statistics which included the mean and Inferential Statistics which included the frequency count and percentage of the results was used. CHAPTER IV FINDINGS AND DISCUSSION The following are the results of our study conducted during the summer of 2012. We interviewed 53 students and the results show that when the respondents are grouped according to educational attainment of the father, the results are: Table 1. Distribution of Respondents According To Educational Attainment of the Father EDUCATIONAL ATTAINMENT OF THE FATHER| | Frequency (F)| Percent %| Valid Percent| Cumulative Percent| | Elementary| 4| 7. 5| 7. 5| 7. 5| | High School| 15| 28. 3| 28. 3| 35. 8| | College Level| 6| 11. 3| 11. 3| 47. 2| | College Graduate| 28| 52. 8| 52. 8| 100. 0| | Total| 53| 100.0| 100. 0| | In table 1, out of the 53 respondents, majority of their fathers are college graduate, 28 in total which comprise 52. 8% of the total population, followed by fathers who are high school graduates 15 in total, which comprise 28% of the total population. College level fathers and Elementary graduate are the bottom two, 6 and 4 in total respectively and comprise 11. 3% and 7. 5% of the total population. The data shows that the degree of educational attainment of mother does not affect the reading level of the pupils. Table 2. Distribution of Respondents According To Educational Attainment of the Mother  EDUCATIONAL ATTAINMENT OF THE MOTHER| | Frequency (F)| Percent %| Valid Percent %| Cumulative Percent %| | Elementary| 6| 11. 3| 11. 3| 11. 3| | High school| 15| 28. 3| 28. 3| 39. 6| | College level| 11| 20. 8| 20. 8| 60. 4| | College graduate| 21| 39. 6| 39. 6| 100. 0| | Total| 53| 100. 0| 100. 0| | In table 2, the data shows that out of the 53 respondents, majority of their mothers are college graduate, 21 in total which comprise 39. 6% of the total population, followed by mothers who are high school graduates 15 in total, which comprise 28. 3% of the total population. College level mothers and Elementary graduate are the bottom two, 11 and 6 in total respectively and comprise 20. 8% and 11. 3% of the total population. The data shows that the degree of educational attainment of mother does not affect the reading level of the pupils. According to____________________________________________? Table 3. Distribution of Respondents According to Monthly Income MONTHLY INCOME| | Frequency (F)| Percent %| Valid Percent %| Cumulative Percent %| | 5000 and above| 23| 43. 4| 43. 4| 43. 4| | 1501-4999| 20| 37. 7| 37. 7| 81. 1| | 1500 and below| 10| 18. 9| 18. 9| 100. 0| | Total| 53| 100. 0| 100. 0| | Out of the 53 respondents, majority of them have monthly net income above 5000, 23 in total which comprise 43. 4% of the total population, followed by those who have monthly income ranging from 1501 to 4999, 20 in total, which comprise 37. 7% of the total population, and lastly those who have monthly net income higher than 15000 comprised 18. 9% of the population, or 10 respondents. This data shows that According to Table 4. Distribution of Respondents According Type of Preschool Attended PRESCHOOL ATTENDED| | Frequency (F)| Percent %| Valid Percent %| Cumulative Percent %| | Public| 51| 96. 2| 96. 2| 96. 2| | Private| 2| 3. 8| 3. 8| 100. 0| | Total| 53| 100. 0| 100. 0| | Out of the 53 respondents, majority of them have finished their preschool in public schools, which comprise 51 respondents or 96. 2% of the entire population. The remaining 2 or 3. 8% went to private schools. This data shows that? __________________________ According to_______________________? Table 5. Distribution of Respondents According Time Spent in Reading TIME SPENT IN READING| | Frequency (F)| Percent %| Valid Percent %| Cumulative Percent %| | one hour a day| 26| 49. 1| 49. 1| 49. 1| | two hours a day| 5| 9. 4| 9. 4| 58. 5| | three hours a day| 2| 3. 8| 3. 8| 62. 3| | one hour in a week| 5| 9. 4| 9. 4| 71. 7| | three hours in a week| 2| 3. 8| 3. 8| 75. 5| | Less than one hour a week| 13| 24. 5| 24. 5| 100. 0| | Total| 53| 100. 0| 100. 0| | Out of the 53 respondents, majority of them spent one hour a day in reading, 26 in all or 49. 1%, followed by those who read less than an hour a week, 13 in all or 24. 5%. Those who read two hours a day and one hour a week are both tied which comprise 9. 4% of the population or 5 respondents in all. Same is in those who read three hours a day and three hours a week, both 2  respondents’ responds positively comprising 3. 8% of the population. This data shows that? __________________According to_______________? When grouped according to the raw scores in Filipino reading comprehension test we get the following results: SCORES IN FILIPINO| | Valid| 53| | Missing| 0| Mean| 78. 58| Median| 80. 00| Mode| 80| Std. Deviation| 4. 050| Minimum| 59| Maximum| 83| The range of the scores in Filipino exam is from 59 to 83, 59 being the lowest and 83 the highest, with a mean score of 78. 58, mode and median at 80 and with a standard deviation of 4. 050. (Complete table is shown in Appendix A Table 1) When grouped according to the raw scores in English reading comprehension test we get the following results: SCORES IN ENGLISH| | Valid| 53| | Missing| 0| Mean| 42. 21| Median| 44. 00| Mode| 43| Std. Deviation| 5. 749| Minimum| 17| Maximum| 49| The range of the scores in English exam is from 17 to 49, 17 being the lowest and 49 the highest, with a mean score of 42. 21, mode at 43 and median at 44 and with a standard deviation of 5. 749. (Complete table is shown in Appendix A Table 2) To test for correlation for father’s educational attainment in correlation to the respondents core in Filipino we get, the Spearman’s Rho to be . 093 with the significance of 0. 508. In terms for correlation between the mother’s educational attainments in correlation to the respondents score in Filipino we get the Spearman’s Rho to be -0. 21, with the significance of . 440. In terms of parents net monthly income in correlation to the respondents score in Filipino we get Spearman’s Rho of -. 013 with significance of . 464. In terms preschool attended in correlation to the respondents score in Filipino we get the Spearman’s Rho to be . 066, with the significance of . 321. In terms of time spent in reading in correlation to the respondents score in Filipino we get the Spearman’s Rho to be -0. 131, with the significance of . 176. To test for correlation for father’s educational attainment in correlation to the respondents score in English we get, the Spearman’s Rho to be . 086 with the significance of 0. 269. In terms of mother’s educational attainment in correlation to the respondents core in English we get, the Spearman’s Rho to be . 030 with the significance of 0. 415. In terms of monthly income in correlation to the respondents core in English we get, the Spearman’s Rho to be .015 with the significance of 0. 456. In terms of preschool attended in correlation to the respondent’s core in English we get, the Spearman’s Rho to be . 088 with the significance of 0. 265. In terms of time spent in reading in correlation to the respondent’s core in English we get, the Spearman’s Rho to be -. 114 with the significance of 0. 209. (complete table of correlation see Appendix A table 3. ) CHAPTER V CONCLUSION Based on the findings of the study the following conclusion was drawn: 1. Parent’s educational attainment, both mother and the father have no significant relationship with the scores both in English and Filipino. This means that the level educational attainment of the parents does not affects the scores in reading evaluation of the pupil. 2. Parent’s net monthly income has no significant relationship with the scores both in English and Filipino. This means that the net monthly income of the parents does not affect the scores in reading evaluation of the pupil. 3. The pre-school attended by the pupil has no significant relationship with the scores both in English and Filipino. This means that the preschool attended by the pupil does not affect the scores in reading evaluation of the pupil. 4. The pre-school attended by the pupil has no significant relationship with the scores both in English and Filipino. This means that the preschool attended by the pupil does not affect the scores in reading evaluation of the pupil. 5. The time spent by the pupil reading has no significant relationship with the scores both in English and Filipino. This means that the time spent by the pupil reading does not affect the scores in reading evaluation of the pupil. RECOMMENDATIONS Based on the foregoing findings and conclusions, the following recommendations are generalized: 1. Central Philippine University must take action and do more research as of what is the cause of the low reading level among Luis Mirasol Memorial School’s Grade III pupils. 2. Since there are no significant relationship between parent’s educational attainment, net monthly income and the reading level of a pupil, the parent’s must get involve in other ways in the pupil’s academe aside from the given two. 3. Researchers are recommended to find other factors that have probable relationship to reading level aside the factors given in this research. REFERENCES http://www. businessdictionary. com/definition/reading-grade-level-RGL. html , Date retrieved: April 28, 2012 http:// indigo. ie/-sdblang/personal/papers. htm, Date retrieved: May 8, 2012 http://www. buzzle. com/articles/private-achools-vspublic-schools. html, Effects of Low Family Income on Children I eHow. com http:www. Ehow. com. /list _6195251-effects-low-family income children. html #ixzzluWkeyqBZ, Date retrieved: May 9, 2012 http://onlineacamemics. org/ReadingDiagnostisis. html, Date retrieved: May 11, 2012 The Philippine Journal of Education, Arnold Peralta (2006), Volume No. LXXXV, p. 243. Christian perspectives in education, Vol. 2, No. 2 Spring 2009.

Examining the Dramatic Impact of Act 2 Scene 2 of...

Examining The Dramatic Impact of Act 2 Scene 2 of â€Å"Macbeth† Considering The Significance of The Scene In The Play As A Whole. In the scene before Act 2 Scene 2, Lady Macbeth and Macbeth decide to make a huge decision, and kill King Duncan. Killing the king was a very sacrilegious thing to do, as the king was known to be appointed by God. Lady Macbeth pushed â€Å"loyal† Macbeth into killing The king, she patronizes Macbeth with her cunning ways, offending his manhood, his courage and his loyalty to his word to her. Macbeth, seduced by her ways, agrees to go on with this horrendous plan. Lady Macbeth is obviously showing signs of nervousness creating tension, as she awaits for Macbeth to come back with the news that either he had†¦show more content†¦Macbeth had crossed upon a mistake though, he had brought back the bloody daggers with him. Lady Macbeth and Macbeths feelings and relationship starts to seem to go the opposite direction from one another. Shakespeare makes it obvious to the audience that Macbeth has the weaker touch and that the relationship is rapidly falling apart. He shows this by the nervous ramblings of Macbeth, he appears to have lost all insight, whereas Lady Macbeth appears to have become more cunning, devious and in control. Overall, this creates sympathy towards Macbeth, because of how he’s being treated by his wife. Now someone has to go back and put the daggers onto the drunken guards. Lady Macbeth tries to trick Macbeth into doing one of her dirty deeds yet again, but, this time, he refuses, this is another climax point, Macbeth shows signs of him starting to stand up for himself, and tells Lady Macbeth that he isn’t going to be pushed around by her anymore. Leading Lady Macbeth into doing her own dirty work. The repetition of knocks increases the tension. Macbeth mentions how he wishes that if only the knocking woke Duncan up, showing signs of regret. Once Lady Macbeth returns to her husband, she appears agitated and quickly ushers her disturbed husband to his chamber, where they can rid themselves of the signs of their horrific acts. Macbeth constantly shows signs of regret for what evil