1. Level of Self-Efficacy
Gleaned from above table are the summary responses of the identified levels of
self-efficacy of the respondents in relation to their reading comprehension. The
respondents showed very high level of self-efficacy on I keep on trying until I can make
it (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 have
friends because people like who I am (3.99), I do not give up things before I
accomplished 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 like
meeting new people (3.84), I often meet the set goals (3.79), I accomplished my plans
on time (3.74), I feel sure about my ability to do things and I rely on myself than
others(3.73), I find easy to have new friends (3.71) and I try to learn to become friends
with 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 things
until it is done even it is having (3.34), I cannot handle things very well, when something
bad happens out of the blue (3.31), I avoid things that are difficult (3.02), and I do give
up easily on my work. And with a very low level of self-efficacy on I do not play my
favorite sport (2.59) and I do not treat everyone fairly. With an overall weighted means
of high in level of self-efficacy among the respondents. It means that most of has a high
level of self-efficacy.
This implies that in some situations the respondents are very capable of attaining
or managing prospective circumstances, while at other times they have only enough
ability to manage themselves.

2. Table 4
The Level of Self Efficacy of the Respondents
Self-Efficacy 5 4 3 2 1 Weighted Remarks
Mean
1. Like to stay with my friends outside. 48 55 128 41 14 3.29 High
2. I accomplish my plans on time. 71 88 112 12 3 3.74 High
3. I keep on trying until I can make it. 145 85 45 8 3 4.26 Very High
4. I often meet the set goals. 68 114 85 15 4 3.79 High
5. I do not give up things before I 108 78 81 18 1 3.96 High
accomplished them.
6. I do not play favorite my favorite 17 39 110 51 69 2.59 Very Low
sports.
7. I avoid things that are difficult. 30 40 145 48 23 3.02 Low
8. I stick on things until it is done even it 44 71 126 28 17 3.34 Low
is boring
9. I want to learn about nature and the 116 68 76 18 8 3.93 High
way the world works.
10. I try to become friend with someone 72 61 94 35 24 3.43 High
even thought I know I get nothing out of
it.
11. I do not treat everyone fairly. 23 33 67 71 92 2.38 Very Low
12. If I fail I try harder the next time. 153 65 53 7 8 4.22 Very High
13. I rely on myself than others. 84 75 100 21 6 3.73 High
14. I find easy to have new friends. 93 65 92 25 11 3.71 High
15. I feel sure about my ability to do 87 74 96 20 9 3.73 High
things.
16. I do give up easily on my work. 34 32 96 56 68 2.68 Low
17. I have friends because people like 112 79 79 12 4 3.99 High
who I am.
18. I really like meeting new people. 114 61 74 25 12 3.84 High
19. When I decide to do something, I go 104 90 73 13 6 3.95 High
right to work on it.
20. I cannot handle things very well when 40 68 128 40 10 3.31 Low
something bad happens out of the blue.
Weighted Mean 3.68 High
Legend: Reading Comprehension Scoring
4.21-5.00=Always 9-10-Very High
3.41-4.20=Often 7-8- High
2.61-3.40=Sometimes 5-6- Low
1.81-2.60=Rarely 3-4- Very Low
1.00-1.80=Never 1-2- Poor
0- No Competencies at all

3. Table 3 show the level of Self-esteem of the respondents. The data reveals that a very
high level of self-esteem of the respondents on being myself is important (4.69), I
deserve 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 am
happy, carefree person (4.28).
It also show a High Level on I make friends easily (3.98), I do not enjoy
socializing (3.93), I don’t worry what others think of my wears (3.74), I don’t need others
approval 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). I
further show a Low level of self-esteem on I do not feel guilty about doing or saying
what I want (3.22), at time, I think I am no good at all (3.05), I don’t need other to tell me
I 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 reading
comprehension, self-esteem and self-efficacy. The data shows a P-value of 0.030 with a
P-value of 0.610 for reading comprehension and self-esteem, since the P-value is
greater 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 is
no significant relationship between reading comprehension and self-efficacy since the
P-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 their
self-esteem.

4. Chapter V
Summary of Findings, Conclusions, and Recommendations
This chapter presented the summary of findings, conclusions, and
recommendations 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 the
respondents in terms of course, age, type & school, family size and birth order. 2. What
is the reading comprehension level of the respondents in terms of literal
comprehension, interpretative comprehension, critical evaluation, integrative
comprehension, creative comprehension? 3. What is the level of self-esteem of the
respondents? 4. What is the level of self-efficacy of the respondents? 5. Is there a
significant relationship between the respondents comprehension level, self-esteem, and
self-efficacy? 6. Are there intervening effects of the following variable of the following
variables to the relationship between reading comprehension level and self-esteem and
self-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

5. Based on the findings generated in this study, the researcher was motivated to
draw the following conclusions:
1. Based on profile of the respondents, majority of the respondents were female, and
most of them ages _______. The respondents include all courses of the school of Allied
Medicine which is being dominated by the students taking Associate in Radiologic
technology. Most of the respondents were a graduate of public school in their secondary
level. Majority of them came from a family size of more than seven and usual eldest in
the family.
2. In terms of reading comprehension level, the respondent has a very high level, the
respondent has very high level on critical evaluation and creative comprehension; Low
on their Integrative Comprehension; Very low in Interpretative comprehension and poor
in literal comprehension.
3. In terms of the level of self-esteem of the respondents is described as high, likewise
self-efficacy of the respondents are also described as high.
4.There is no significance relationship in the reading comprehension level, self-esteem
and 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 but
different setting and respondents.