Title Details

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The study determined the relationship of computer exposure and the reading comprehension of 156 freshmen students of Adventist University of the Philippines(AUP) during the second semester of school year 2003-2004. The influence of some related pastors such as age, gender, type of permanent residence, parents' occupation, and parents' educational attainment were also considered. Descriptive-correlational design was used. The repondents were given two types of Questionnaires- the survey questionnaire to determine the degree of their exposure to computer, and the reading comprehension assessment to know the relationship of computer exposure to their reading comprehension. The reading comprehension assessment consists of three comprehension levels-literal, interpretative, and critical. Levels of difficulties were based on the table of specification set by the researcher, which was adopted from barret's taxonomy of reading comprehension. The students' performance in literal, interpretative and critical level of comprehension was average. The results show that the students use computer in doing different activities. The students' computer exposure is not significantly related to their reading comprehension performance. The age, type of permanent residence, parents' occupation, and fathers' educational attainment do not influence the reading comprehension ability of the respondents. However, the gender of the respondents is significantly related to their reading comprehension ability. Female students performed better in reading comprehension ability. Students, in general, use computers for curricular, co-curricular and extracurricular activities. Such exposure to computers however, does not significantly contribute to the development of their reading comprehension. Students who come from homes where the mother's educational attainment is high generally perform better in reading comprehension. Likewise, female students out performed their male counterparts in the same area of study.

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