Influence of Culture on Multinational Companies

Influence of Culture on Multinational Companies Abstract This report provides with the evidence for deriving the analysis on the cultural influence on the multinational corporations while dealing with the cross-national markets. On the basis of the world famous cross-cultural expert, Geert Hofstedes elements of culture, the report has been guided for making the proper analysis of the example taken i.e. LOreal, which has been taken for supporting the activities performed by the corporation to deal with the cultural differences in various international markets. This report is commissioned by Rumorama Banking Corporation. The report is intended for internal use only and is specific to the factors regarding the adoption of online banking. The internal use is primarily as a managerial guide to the marketing and commercial targets of Rumorama Banking Corporation. 1.0 Introduction Culture It is the set of values, beliefs, rules, and institutions held by a specific group of people. It is learned and shared by common category people and the elements of culture are interconnected. Group boundaries are well defined by the culture. Each large culture may contain some subcultures having the same context. Culture influences the decision making, impacts the management in strategic activities and also the negotiations. Ethnocentricity is a belief that ones own culture is universally superior to others. (Hofstede, 1982) Elements of Culture Aesthetics sense of beauty and good taste Art, color, symbols, music, folklore Attitudes and beliefs Time, directness, achievement, work, change Manners (appropriate behavior) and customs (traditional behaviors) Education Literacy, science, math, trades, management Legal and political system Secular versus religious Free or not free Planned versus laissez-faire Societal organization Family structure, in-laws, extended family, divorce Class mobility Associations by age, gender, common interests, or otherwise Language and communication Verbal and non-verbal Gestures and body language Office size and closed versus open doors Conversational distance Touching Protecting traditional languages 2.0 Background 2.1 Elements of Culture Observed by Hofstede Individualism versus collectivism High/low power distance High/low uncertainty avoidance Desire for achievement/affiliation Long/short time horizon 2.2 Affects of culture on business: Culture has an impact on nearly all the functions of the management i.e. from finance to marketing to HR to IT. Culture is the major factor which decides whether establishing a business in foreign land will be an easy or difficult task by considering various cultural differences. The work ethics of the business will vary with different country leading to a major change in the work structure. Need Hierarchy Lower-order needs must be fulfilled prior to higher-order needs Workers in poor countries motivated by lower-order needs People from different countries or cultures may rank needs differently 5 dimensions of culture are: Power Distance Cultures are ranked high or low on this dimensions based on that societys ability to deal with inequalities, power, authority. Individualism vs. Collectivism Cultures are ranked on their orientation towards intersocietal relationships: Individualistic societies: loose ties, individual achievement and freedom In social orientation the relative importance of the interests of the individual is high in the individualism and the interests of the individual take precedence. And in power orientation the appropriateness of power/authority within organizations is high and in respect of power the authority is inherent in ones position within a hierarchy. Collectivist societies: tight ties, tend to be more relationship-oriented In social orientation the relative importance of the interests of the group is low in the collectivism, the interest of the group take precedence and in the power orientation the appropriateness power/authority within organizations is also low, regarding the power tolerance the individuals assess authority in view of its perceived rightness or their own personal interests. Masculinity vs. Femininity Cultures view relationship between gender and work role: goal orientation. High (masculine: aggressive goal value material possessions, money, and assertiveness) {goal orientation What motivates people to achieve different goals} Low (feminine: passive goal value social relevance quality of life, and the welfare of others Uncertainty Avoidance Cultures are ranked on extent that they accept ambiguous situations and tolerate uncertainty: risk issues. Low (uncertainty acceptance) positive response to change and new opportunities {uncertainty orientation an emotional response to uncertainty and change} High (uncertainty avoidance) Prefer structure and a consistent routine Long Term vs. Short Term orientation Classification of culture or attributes of culture or segmentation of culture or culture model Elements of culture: rituals, religion, aesthetic, social institution, symbols, thought processes, lifestyle, food, values, languages 2.3 Multicultural challenges in international business today Multinational corporations, increasingly recognize that success in global marketplace depends, to a large degree, on the employees ability to deal in the international arena (Prof. Tapio Varis, University of Tampere) Ability to relate to ourselves and to other different people is used increasingly as a measurement when deciding between the applicants who will get a job. Many national corporations also agree that maximum efficiency in the workplace depends on high diversity competence (every person has possibility to use his/her special personal motivation and multidimensional ability) and good ethnic relations among their employees (Prof. Pekka Auvinen, Seinà ¤joki Polytechnic). International Standardization Organization ISO team (2006) is preparing a community based responsibility standard ISO 26  000 which emphasizes labours well-being and development. The name of the document will be International Standard Proving Guidelines for Social Responsibility. It will be published in 2008 and will take into consideration issues dealt with in this course. In business culture we do not take into consideration emotions the changing processes do not happen in practice (Hargreaves, 1998). 3.0 LOreal example for showing the cultural impact in foreign markets As seen in the theoretical and the empirical part, culture is one of the elements which influence the consumer behaviour, what can impact on the firm strategy. The aim of a research done by the LOreal is to understand the influence of culture on the consumer behaviour in international markets and to explain in what ways the consumer behaviour is influencing adaptation strategy investigating LOreal Paris in the Asian Zone (Japan, South Korea and PRC) in order to determine if cultural differences influence LOreal Paris adaptation strategy for its products and promotion. 3.1 Analyzing the LOreal case with Hofstedes study on elements of culture This hierarchy of needs can be linked to the individualism versus collectivism Hofstedes dimension. Indeed China and South Korea are highly collectivist and Japan is moderately collectivist. Thus the motivation of people will depend more on the other members of the group. Masculinity versus femininity Hofstedes dimension can also play a role in the motivation. Japan is a very masculine country, PRC is in the average and South Korea has more feminine values. The motivation of Japanese may have more feminine values like family or well being. The uncertainty avoidance dimension is another important factor of influence in the motivation. It evaluates the ability to incur a risk. Japan and South Korea people have high score; they need for a lot of information in order to feel secure. They look for quality in each detail like the packaging. They listen to the advice of the salespersons in the shops to be sure that the product is adapted to them. At the opposite, Chinese people, who have a lower score, are not afraid by the decision-making. 3.2 Some of the changes in LOreals business activities due to change in culture, differentiating their marketing or promotional activities: 1) As it is mentioned in the empirical finding, Asian and European people have different ways of speaking. Asian people are vaguer, indirect and pay heed not to offence people whereas European people are most direct. Being frank will be well perceived in European but not accepted in Asia. 3) for example, in Asian cultures, lot of subjects belong to the private sphere and are not supposed to be broached in public situations. 4) Asian countries are more neutral than affective. They do not show their feelings and give the impression of controlling themselves. This tendency is confirmed by the fact that Japan and PRC have a high masculinity level, what highlights the fact of hiding emotions. However, Korean people have a lower masculinity index. That shows the difficulty of treating all the countries of the Asian zone in the same way. 5) The last element is the relationship people have with the brand- , firm- and country-image. For example, France has a luxury image in Asia and LOreal Paris a quality one. This superposition of values may create a positive attribute for LOreal Paris when launching products in Asia market. This image is different in the Asian zone. Chineses and Koreans prefer this brand because they consider that France is well known for cosmetics, on the contrary, Japaneses are more suspicious and think that it is not a Japanese brand and that is not a product especially made for them. 6) The physical canons are different. It is well seen in Asia to have a white skin. Thus, LOreal Paris adapts its products to the perception of beauty. In Asia, foundations have a very light colour and contain a special molecule in order for the skin not to tan. This tendency is a bit different in PRC where cultural influences are more American oriented, what implies darker colours utilization. 7) In Asian countries, it must have simple shapes and colours. In order for the customer to perceive the packaging in a more friendly way, LOreal Paris adapts shapes and colours. 8) Because made in France has a luxury image, it was easier to gain credibility in Asian countries when LOreal launched LOreal Paris there. However, since Asian people (especially Japanese and South Korean) think they are different and need adapted products, LOreal Paris played with the sourcing effect. It created factories in China and in Japan to do researches and sell more adapted products. 9) LOreal Paris has different advertisements with Asian top model in addition to western one. The aim, once again, is to create an international LOreal Paris but with Japanese values in Japan, Korean values in South Korea and Chinese values in PRC. The brand uses local models. Women can identify to them since they share the same physical characteristics, they have the same culture and the same nationality. Conclusion The Asian market has its own specificities and its own culture. The way people perceive the product or the promotion, the way they motivate their choice or purchase is unique and LOreal Paris adapts many of its products elements in that way. First, about the product, LOreal Paris changes some physical aspects like the colours of the product (perception)* or the formulation (self concept, group influence)*. It also adapts the packaging attributes putting more details to the quality or the aesthetic aspect (perception)* and highlighting the luxury image of the brand (brand-and country-image)* thanks to a more Zen and simple packaging. Moreover, the service attributes appear in a more obvious way in the Asian zone (uncertainty avoidance, purchase)*. There, the salespersons are especially trained to answer all the questions possible (learning and memory)* about the molecule of the product or the way of using it, and they advice the customers in the most technical way (uncertainty avoidan ce)* thanks to some special programmes helping to know more about the specificities of each skin. The point of sales is also adapted with a more luxurious and personal concept (motivation, perception)* and the symbolic attributes are taken into account in the colours range (perception)* which is lighter. The promotion is adapted to the consumer behaviour differences too. LOreal Paris uses local top-model to enable people to recognize their own country in the advertisements. It creates some special web sites for the countries (self concept, perception)*. Moreover, in china, LOreal Paris adapts its promotion to the fact that Chinese expect more information about how to use the products (attitude towards change)* To conclude and to answer our research question, culture differences may influence LOreal Paris adaptation strategy for the make-up products and their promotion. The following model shows the elements of culture used (unconsciously or not) by LOreal Paris for its adaptation strategy, physical attributes, packaging, service attributes, symbolic attributes and promotion.

The Unique Corporate Culture in Google

The Unique Corporate Culture in Google Executive Summary The internet giant of search engine â€Å"Google†, always rated for the â€Å"Best Workplace†, â€Å"Best Employer† in the recent ten years. Why? Except the professional technology, Google’s great and unique corporate culture made so. The feature of Google’s corporate culture is equality, free and human oriented.The company provide the most luxury and comfortable work environment to its employee, encourage them relax more, play hard and work hard. From Google’s case, more and more companies realized the perks and benefits for the employee are no longer only medical, insurance, overtime pay, free coffee and two weeks holidays. In Google, nobody need to punch the clock, you can work in your own â€Å"time zone†.If you don’t want to leave your pet in the working time, bring it in your office, you can stay with it in every minute. You don’t need bring the lunch box to t he company, because it has free breakfast, lunch and dinner every day. Vast kinds of facilities are well-established. Like the professional massagist, the gym, the massage chair, the bicycle, the dry clean laundry, the slides, the electronic scooter, the oil change, and so on.Everything seems great, but if the employee has other demand, they can speak to the founder or CEO directly, maybe the request would be excessive or crazy, but if it is feasible, Google will satisfy employee in every possible way. The open policy reflects the equality in Google. Every employee can see the boss and co-workers work plan and schedule. Google think this way can let all employees get the information about company’s program progress and developing direction, make them feel they are trusted and will be one of the groups always.

Reading Habits Essay

First of all I would say thank you to our Almighty God for giving me the wisdom and the knowledge in doing this project. To my very intelligent, kind, and very patient Instructor, the Area chairman of the Teacher Education Student, Dr Angelita S. Nagun for giving advices to make this successful. Of course to my supportive and loving Parents, â€Å"Mr Danilo C.Cabato Sr and Mrs Violeta M. Cabato who sacrificed and giving their efforts for me especially for financial things. And to my friends and classmates, cousins, Especially Mr Nesty Esteben, for helping me to do this project and giving me the words of wisdom and encouragement, all of you thank you so much and God Bless.!! APPROVAL SHEET In Partial fulfillment of the requirements for the degree, Bachelor of Elementary Education, this research proposal entitled â€Å"LEVEL OF READING HABITS OF THE TEACHER EDUCATION STUDENTS OF PSU URDANETA† has been prepared and submitted by Philip Anthony M. Cabato who hereby recommended for oral examination. Angelita S. Nagun, Ph. D. Adviser Approved by the Committee on Oral Examination Angelita S. Nagun, Ph. D. Chairman Mariluz Segui , Ph. D Ofelia Imatong, MA. ED Member Member Accepted in partial fulfillment of the requirements for the degree of Bachelor of Elementary Education. CRISTITA C. DULOS, Ph.D. Zenaida U Suyat, Ph.D. Area Chairman, College of Teacher Education Campus Executive Director LEVEL OF READING HABITS OF THE TEACHER EDUCATION STUDENTS OF PSU URDANETA CHAPTER 1 THE PROBLEM BACKGROUND OF THE STUDY Francis Bacon’s off quoted observation that â€Å"reading make the man full† was made almost five Centuries ago, but still rings true today in an age of wireless communication and computer technology. Educators have expounded on the significance of reading in enhancing individual development and Cultural awareness. Whether pursued us as a pastime or as a means of furthering one’ education, for both reading keep us aware of what is going around us. It enforces us of what took place in the past affords us glimpses of what will happen in the future. The world of one who reads in necessarily wider than that of the other who does not. It is on the forgoing premise that the literate populace, especially the youths, are argued to devote more in readings broaden their mental horizon increase their awareness of the environment, and be abreast of the chances in modern society Reading is a very important issue which is not only about enjoyment but a necessity: basic tool of education (Makotsi, 2005). The impact of reading in people lives is extraordinary widespread. A reader can learn new skills, can  become a more knowledgeable person of the whole world, and he can be stimulated to both thought and emotion. One should read books and other materials to acquire knowledge. If the reading habits is not inculcated among the student community, the school of knowledge will go in vain. The hour is come for the student community to rise up and read books. So it is found necessary to study about the reading habit to the student especially to the TEACHER EDUCATION STUDENTS OF PSU URDANETA CAMPUS, URDANETA CITY PANGASINAN. The TEACHER EDUCATION STUDENTS OF PSU URDANETA CAMPUS, URDANETA CITY PANGASINAN are now having a problem as regards to their reading habit. As the researcher observed, many of the TEACHER EDUCATION STUDENTS OF PSU URDANETA, URDANETA CITY CAMPUS are reading only when they are told to do so and when examination or quizzes are coming. This study will conduct to help the students and encourage TEACHER EDUCATION STUDENTS OF PSU URDANETA, URDANETA CITY CAMPUS to determine the level of reading habits and to help them determine to themselves if they have good or poor reading habits. STATEMENTS OF THE PROBLEM The study will seek to determine the Reading Habits of the TEACHER EDUCATION STUDENTS OF PSU URDANETA CAMPUS, URDANETA CITY PANGASINAN A. Y. 2014-2015 Especially, this study will sought to answer the following questions. What is the Demographic Profile of TEACHER EDUCATION STUDENTS OF PSU URDANETA CAMPUS, URDANETA CITY PANGASINAN A. Y. 2014-2015. a. Age b. Sex c. Parents Educational Attainment; and d. Family Income What is the Level of Reading Habits of the TEACHER EDUCATION STUDENTS OF PSU URDANETA CAMPUS, URDANETA, CITY PANGASINAN as measured by the Likert Scale questionnaire when group in terms of: a. Age b. Sex c. Parents Educational Attainment; and d. Family Income What is the Level Reading Habits of the TEACHER EDUCATION STUDENTS OF PSU URDANETA CAMPUS, URDANETA CITY PANGASINAN as measured of by Likert Scale when group as a whole? SIGNIFICANCE OF THE STUDY This study will be focusing on the Reading Habits of the TEACHER EDUCATION STUDENTS OF PSU URDANETA CAMPUS, URDANETA CITY PANGASINAN and deemed to benefit several factors. INSTRUCTORS. Teacher may be able to realize that they have the ability to motivate and encourage students to read. STUDENTS. The researcher will help the students know their level of Reading Habits and for them to be aware to themselves if they have good and poor Reading Habits. PARENTS. Parents may be able to realize that they have a certain influence to make their children read and make it one of their Habits. RESEARCHER. The whole process of the research will serve as a training on how to become an effective and efficient teacher. SCOPE AND DELIMINATION OF THE STUDY The research study will conduct to the TEACHER EDUCATION STUDENTS OFPSU URDANETA CAMPUS , URDANETA CITY PANGASINAN during Second Semester of A.Y. 2014-2015. DEFENITION OF KEY TERMS The following terms are defined lexically and operationally to provide a common understanding of terms in the study. READING. In this study, it is thee cognitive process of understanding a written linguistic method. It also means the action or practice of a person who reads. HABIT. In this study, it is a tendency or disposition to act in a particular way. It also means an established custom, usually practice. READING HABITS. Reading Habits refers to the behaviour which express likeness of reading of individual types of reading and tastes of reading. (Sangkeo, 1999) In this study, it is the creation of a strong desire to read that continues throughout the student’s life. LEVEL. It is a position on a real or imaginary scale of amount, quantity, extent or quality. As used in this study, it refers to the degree or standing of the TEACHER EDUCATION STUDENTS for their reading habits. CHAPTER 2 REVIEW OF RELATED LITERATURE AND STUDIES This chapter presents a brief discussion of relevant and selected literature and studies. This will give the researcher the needed insight and background for discussion and analysis of the finding in this study. It includes  Literature and studies reviewed by the researcher which serves as guide and references for the paradigm of the study. RELATED LITERATURE Reading is important for students in general in order to cope with new knowledge in a changing world and technological age. The ability to red is the hearth of self- education and lifelong learning. Reading according to Fatimayin and Lawa(2010), connotes the ability to read well not only English Language and literature text, but also newspaper, magazines, journal, periodical, etc. Reading is a key to a wealth of experience that links people in a way unlimited by distance or time. It provides experience through which the individuals may expand his horizons, identify and develop his interest while gaining a deeper insight of himself, his fellow human beings and the world generally. Potter (2011) opines that reading fire’s children’s imagination and encourage quick learning as well as widens, expand horizons, and help reader learn about dimes. He further argues that it encourages imagination, curiously and the ability to handle complex ideas. Reading plays a vital role in any worthwhile efforts to learn English. It is also a tool for learning other subjects and a yardstick for measuring academic progress. It is also a through reading that educational objectives can be accomplished. Above all, reading is related to other language skills. Bright and McGregor(1971:3) describe that it has the â€Å" core of the English Language Syllabus† by explaining that the language acquisition of the large extent on reading. It is a gateway to academic success, that is the reason on its importance cannot be overstated. Reading makes way for a better understanding of one’s experience and it can be exciting voyage to self-discover ( Panigrahi and Panda, 1996: Eyre, 2005). According to Deverajan and Gray, as cited in Panigrahi and Panda (1996)0, reading influences the extent and accuracy of information as well as the attitudes, morals, belief, judgement and action of reading. According to William S. Grey, reading influences the extent and accuracy of information as well as the attitudes, moral beliefs, judgments and action of readers. Books are one of the best tools for training and upbringing. A good book always has a salutary effect on the mind of a reader. It will elevate spirit and thoughts. It will augment his store of knowledge. It is possible that the reading of book might have a deeper impact on the minds of the readers than the other sources of acquiring knowledge. Sometimes, reading brings about a revolutionary change in the outlook of a person. Reading is the basic foundation on which academic skills of an individual are built, and that has been verified by various studies time and again. Frequent reading is related to the development of sophisticated language structures; higher levels of comprehension, improved word analysis skills, and fluency in significant amounts of voluntary reading are associated with greater interest and skill developme nt (Irving, International Reading Association, 2000). According toChow & Chou, 2000, â€Å"a moderate amount of reading will lead to substantial vocabulary gains†. Also in the subject of vocabulary, Parry (1991) investigated how language learners acquire vocabulary. The subject in her study, whose vocabulary is limited, read very little. She concludes; â€Å"To establish a firm foundation for the vocabulary building to be done in academic courses, we should encourage our students to read as much as they can before they leave our classes† (Parry, 1991:649). RELATED STUDIES Reading habit refers to the behaviour which express the likeness of reading of individual types of reading and tastes of reading ( Sangkaeo 1999). It is a pattern withwhich an individual organizes his or her reading. Similarly, Shen(2000) identifies reading habits, as how often, how much, and what student read. Researchers in the past decade have devoted efforts to examining learner’s reading habits( e.g. Mokhtari, and Sheorey, 1994). With their endeavours, these researchers have discovered that reading habits are  associated with student’s gender, age, educational background, academic performance and professional growth. A good reading habit is necessary for a healthy intellectual growth and play’s a very crucial role in enabling a person to achieve practical efficiency. Furthermore, an individual interest are determine to a considerable extent by the amount he will read and the intensity with which he will pursue his reading activity. By reading books, onegets confirmation or rejection of one’s own ideas, which makes one think more critically about right and wrong in a society. Reading provides people with a sense of values which enable them to gradually to develop the greatest of all virtues, that is the ability to understand rather than condemn. Books can also be very comforting, especially at times when one doubt’s one’s self and one’s belief. THEORETICAL FRAMEWORK Behaviourist psychology of the 1950’s influenced the Traditional Bottom-up Approach to reading, which claimed learning was based upon â€Å"habit formation, brought about by the repeated association of a stimulus with a response† and language learning was characterized as a â€Å"response system that humans acquire through automatic conditioning processes,† where â€Å"some patterns of language are reinforced (rewarded) and others are not,† and â€Å"only those patterns reinforced by the community of language users will persist† (Omaggio 1993, 45-46). Behaviorism became the basis of the audio-lingual method, which sought to form second language â€Å"habits† through drilling, repetition, and error correction. The main method associated with the bottom-up approach to reading is known as phonics, which requires the learner to match letters with sounds in a defined sequence. According to this view, reading is a linear process by which readers decode a text word by word, linking the words into phrases and then sentences (Gray and Rogers, cited in Kucer 1987). According to Samuels and Kamil (1988: 25), the emphasis on behaviorism treated reading as a word-recognition response to the stimuli of the printed words, where â€Å"little attempt was made to explain what went on within the recesses of the mind  that allowed the human to make sense of the printed page†. In other words, textual comprehension involves adding the meanings of words to get the meanings of clauses (Anderson 1994). These lower level skills are connected to the visual stimulus, or print, and are consequently concerned with recognizing and recalling. Like the audio-lingual teaching method, phonics emphasizes on repetit ion and on drills using the sounds that make up words. Information is received and processed beginning with the smallest sound units, and proceeded to letter blends, words, phrases, and sentences. Thus, novice readers acquire a set of hierarchically ordered sub-skills that sequentially build toward comprehension ability. Having mastered these skills, readers are viewed as experts who comprehend what they read. Another theory closely related to top-down processing called schema theory also had a major impact on reading instruction. It describes in detail how the background knowledge of the learner interacts with the reading task and illustrates how a student’s knowledge and previous experience with the world is crucial to deciphering a text. The ability to use this schemata, or background knowledge, plays a fundamental role in one’s trial to comprehend a text.Schema theory is based on the notion that past experiences lead to the creation of mental frameworks that help a reader make sense of new experiences. Smith (1994: 14) calls schemes the â€Å"extensive representations of more general patterns or regularities that occur in our experience†. For instance one’s generic scheme of an airplane will allow him to make sense of airplane he has not previously filed with. This means that past experiences will be related to new experiences, which may include the knowledg e of â€Å"objects, situations, and events as well as knowledge of procedures for retrieving, organizing and interpreting information† (Kucer, 1987: 31). Anderson (1994: 469) presents research showing that recall of information in a text is affected by the reader’s schemata and explains that â€Å"a reader comprehends a message when he is able to bring to mind a schema that gives account of the objects and events described in the message†. Comprehension is the process of â€Å"activating or constructing a schema that provides a coherent explanation of objects and events mentioned in a discourse† (Anderson, 1994: 473). For Anderson and Pearson (1988: 38), comprehension is the interaction between old and new  information. They emphasize: â€Å"To say that one has comprehended a text is to say that she has found a mental ‘home’ for the information in the text, or else that she has modified an existing mental home in order to accommodate that new information†. Therefore, a learner’s schemata will restructure it to accommodate new information as that information is added to the system (Omag gio, 1993). According to Block (1992), there is now no more debate on â€Å"whether reading is a bottom-up, language-based process or a top-down, knowledge-based process.† It is also no more problematic to accept the influence of background knowledge on readers. Research has gone even further to define the control executed by readers on their trial to understand a text. This control is what Block has referred to as meta-cognition. In the context of reading, meta-cognition involves thinking about what one is doing while reading. Strategic readers do not only sample the text, make hypotheses, confirm or reject them, and make new hypotheses while reading. They also involve many activities along the process of reading, whose stages can be divided into three, i.e. before reading, while reading, and after reading. The activities the readers involve before reading are to identify the purpose of the reading, identify the form or type of the text. In the second stage (while reading), they think about the general character and features of the form or type of the text—such as trying to locate a topic sentence and follow supporting details toward a conclusion, project the author’s purpose for writing the text, choose, scan, or read in detail, make continuous predictions about what will occur next based on information obtained earlier, prior knowledge, and conclusions obtained within the previous stages. Fina lly, in the last stage, they attempt to form a summary, conclude, or make inference of what was read. PARADIGM OF THE STUDY This study shown in Figure 1 in the study next page shows the direction of the study. The Paradigm further shows the demographic profile of the Teacher Education Students. Such as age, sex, parents educational attainment, and family income also respondents with regards to their level of reading habits. Figure 1. Paradigm of the Study The Teacher Education Students Profile in Terms of: Age Sex Parent’s Educational Attainment Family income Level of Reading Habits of Teacher Education Students Age Sex Parent’s Educational Attainment Family Income Figure 1. A paradigm showing the demographic profile of the respondents in terms of their age, sex, parents educational attainment and family income as well as the levels of reading habits of the respondents. Chapter III METHODOLOGY This chapter presents the research methodology. This contains the research design used, the subjects of the study, sample population, data-gathering instrument, datagathering procedures, and the statistical treatment of the data. Research Design The researcher made use of the Descriptive Survey Method. We will this method through giving our questionnaires to our respondents which are the Teacher-Education students in their most convenient time. The use of the method is to justify by the purpose of the researcher to gather information about the said topic. Respondents The respondents of the study were sixty (60) students. In every section of the Teacher-Education Department of Pangasinan State University from first year BEED and BSED to third year. A random sampling of students in every section was made. Ten (10) students from every section/course will be select. The chosen respondents are cooperative and willing to answer the questionnaire. All the respondents in the study will answer the questionnaires in order to find and determine their level of reading habits. Sample Population The researchers will be using random sampling since we are only limited from first year to third year students. Random sampling is the selection of a random sample; each element of the population has an equal chance of being select. The researchers will select the students that belong to the desired course and year level. Data Gathering Instrument The main data-gathering instrument was the two (2) set of survey questionnaires. The first part is intended to gather Teacher – Education students’ background information and the next part is a five-point Likert-Scale Type questionnaire. The questionnaire consisting of items under reading habits that requires the students to rate themselves in terms of scale: 5 – I strongly disagree, 4 – I disagree, 3 – I partly agree, 2 – I agree, 1 – I strongly agree. The researchers made use of the five-point scale likert type test as the main data gathering instrument. The test is made up of 27 questions to be answered by the respondents. Each questions as well as its corresponding options will explain thoroughly. All the options given are correct except that they differ on the degree on how the respondents answered the questions. Data Gathering Procedure The researchers will personally administer and retrieve the questionnaires to the respondents in the Teacher-Education Department. Assistance from their friends will seek in the administration and the retrieval of the questionnaires in other sections. Data from the questionnaires will be tally and tabulate for interpretation. Statistical Treatment of Data For the profile of the students of this research study, will tally and tabulate in the frequency (f) and percentage (p) table using the formula shown below. P= f/n (100%) Where, P = percentage equivalent f = frequency n = total number of respondents The mean use in describing the language acquisition will determined using the scale below: Mean Scale Rating Verbal Interpretation 4.20 – 5.00 Very High 3.40 – 4.19 High 2.60 – 3.39 Average 1.80 – 2.59 Low 1.00 – 1.79 Very Low To be able to answer the problem number 2, the Weighted Average Point (WAP) was employed to determine the reading habits level of the Teacher – Education students of the Pangasinan State University – Urdaneta Campus. The following formula used to compare for the Weighted Average Point (WAP) WAP = (f5x5) + (f4x4) + (f3x3) + (f2x2) + (f1x1) N Where: N = total number of respondents WAP = f5 = number of the responses who answered â€Å"I strongly disagree.† f4 = number of the response who answered â€Å"I disagree.† f3 = number of the response who answered â€Å"I partly agree.† f2 = number of the response who answered â€Å"I agree.† f1 = number of the response who answered â€Å"I strongly agree.† Pangasinan State University Urdaneta Campus Urdaneta City, Pangasinan March, 2014 Dear fellow Education Student in Pangasinan State University, May I request you to kindly fill up the attached questionnaire in connection with my special problem entitled Level of Reading Habits of the Teacher-Education Students of Pangasinan State University year 2014-2015.This will fulfil the requirements for the completion of our subject Introduction to Research. Thank you very much for your kind and cooperation. Very sincerely yours, Philip Anthony M. Cabato BEED II Direction: Please supply the needed information by filling up the given blanks or checking your answer to the questions asked. Name: Sex: Age: Birthday: Course/Section: Parents: Father: Mother: 1. Educational Attainment: a. Father: Elementary Secondary Vocational College b. Mother: Elementary Secondary Vocational College 2. Occupation: a. Father: Manual Vocational Technical Professional *manual *vocational *technical *professional Laundering – Dressmaker/ Tailor – Technician – Lawyer -Teacher Carpenter – Beautician/ Barber – Mechanic – Doctor -Employee Baker – Driver – Electrician – Nurse Housekeep – Midwife Mason – Dentist Janitor – Engineer Farming – Architect – Labourer a. Mother: Manual Vocational Technical Professional *manual *vocational *technical *professional Laundering – Dressmaker/ Tailor – Technician – Lawyer -Teacher Carpenter – Beautician/ Barber – Mechanic – Doctor -Employee Baker – Driver – Electrician – Nurse Housekeep – Midwife Mason – Dentist Janitor – Engineer Farming – Architect – Labourer 3. Family Income: a. Father: _____ Low (P7, 000 & below) _____ Average (P8, 000-P10, 000) _____ High (P11, 000 & above) b. Mother: _____ Low (P7,000& below) _____ Average (P8,000-P10,000) _____ High (P11,000& above) Self- Assessment Questionnaire for Reading Habits Directions: For each of the following statements, put a check mark on the appropriate column that corresponds to your answer. SCALE RATING 1 I strongly agree 2 I agree 3 I partly agree 4 I disagree 5 I strongly disagree Statements 1. When I read books, I feel happy. 2. When I have to read something, I feel anxious. 3. Reading books helps a person learn a language. 4. I read only when I need to find some information. 5. I would rather see a play in a theatre than read the play in a book. 6. I enjoy reading things on the Internet. 7. I enjoyed reading at school. 8. I didn’t enjoy reading at school. 9. I have many books at home. 10. I don’t have much free time for reading. 11. Reading teaches me a lot about life and about people. 12. I get bored in my free time if I don’t have a book to read. 13. I learn more from TV than from reading books. 14. If you want to be well- educated, you must read books. 15. Reading books teaches you things that help you make decisions. 16. I would rather spend money on books than on clothes. 17. I read books only when my teacher tells me I should. 18. I think reading books will be helpful for me in my life. 19. I don’t think reading books will be helpful for me in my life. 20. When I don’t understand something I am reading, it makes me feel less confident about myself. 21. I want to be like my friends, and they don’t read. (If your friends like reading, don’t answer this question.) 22. I had a teacher or teachers who enjoyed reading and made me feel I would like to read. 23. My parents encourage/have always encouraged me to read. 24. I think books are too expensive for me to buy. 25. I have a quiet place where I can read undisturbed. 26. At University, I had a quiet place where I could read and study undisturbed. 27. I don’t think books will be important fifty years from now. Bibliography (http://balaibahasa.upi.edu/wp-content/uploads/2011/07/01_Noorizah-Reading_habit-edited.pdf ) (http://www.buzzle.com/articles/importance-of-reading.html)

Raising A Child As A Single Parent - 855 Words

Raising children in today’s society can prove to be a very difficult task. Parenthood is challenging even with the best of circumstances. With one parent, the challenges are multiplied. Single Parenthood is very common in the United States. In fact in 2013, 28% of children in the US were living in single-parent homes. Having children in the US ages 0 thru 18 as a single parent can be very costly and come with many responsibilities. For most single parents the most difficult part of being a parent is the financial responsibilities. The average cost of raising a child born in 2013 up until age eighteen for a middle income family is approximately $245,340.00. Education is also an important responsibility when having children. Nurturing although it is something that should come naturally to a person, can prove to be difficult and is a very important responsibility. All of these responsibilities combined are only a fraction as to what goes into raising a child. Unfortunately single parents may have a far more difficult time raising a child due to the different economical, social, and personal task each individual may face. Financial Responsibility and planning can be challenging for anyone, including single parents. Some financial struggles a single parent may face are shelter, food, and clothing. Single parents face more hardships than a two parent household when it comes to providing shelter for their families. In 2013 alone, over 70% of families in homeless shelters were fromShow MoreRelatedShould parents assume equal responsibilities when raising a child?1330 Words   |  6 Pageschildren† ( 2). Parents have an obligation to take care for children, so that when they grow up they are able to become a person who is strong enough to support himself. But there are different opinions whether raising a child should be shared equally between parents. 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While single parents argue that even withoutRead MoreChildren Growing Up Into Single Family Homes1541 Words   |  7 Pagesyears, children growing up in single family homes has been discovered as problems. â€Å"At first glance, defending single mothers and their children. Raised by a strong and resourceful single mother, I turned out OK† (Wilcox). Being raised up with one parent seems to be stressful and impossible, bu t for decades its become possible to happen. In the society today, there are children growing up overcoming emotional stages and achieving their goals whether if they have both parents to show them difficult pathsRead MoreSingle Parent vs. Two Parent1229 Words   |  5 PagesSingle Parent Home vs. Two Parent Home Kendria Threatt COM 170/ Elements of University Composition and Communication I December 7, 2011 Monique Derr Single Parent Home vs. Two Parent Home How do you feel about raising children in a single parent home or in a home where both parents are present? 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Sing le parents should beRead MoreShould A Child Be Raised Together Or Alone?1256 Words   |  6 Pages Should a Child Be Raised Together or Alone? Britny Valdez â€Æ' Should a Child Be Raised Together or Alone? â€Å"Single-parent families now constitute 30 percent of all families with minor children and are the most rapidly growing families in America† (as cited in Dowd, 1997). When people hear the term ‘single-parent’ they automatically think it means a person who is the legal guardian of a child or children. It is typical for a single-parent to be a woman, because the statistics on the proportionRead MoreBeing A Single Parent Or Not?1456 Words   |  6 Pagesconsisting of two parents rearing their children, a spouse and children. This definition is now challenged, as the years have gone on the way we think and picture a family has changed. It is no longer a married stay at home mom and bread earning dad with their little son and daughter. Now a family can be a single mom, a single dad, a same sex couple or a separated or divorced mother and father with their biological or adopted child or children. Over the years the percentage of single fathers has onlyRead MoreEss ay on One Parent Family vs Two Parent Family901 Words   |  4 Pageshome by either both parents, mother and father or by a single parent. I feel that if it is a loving home where each parent is taking part in raising the child it is beneficial to the child. On the other hand if both parents argue all the time than it is not beneficial for the child’s upbringing. In having just one custodial parent the child is better off because the one parent will be able to provide a better stable social environment. Few parents decide on becoming single parents other reasons why