14th Article | Volume 02 | Issue 03
The English Language Needs of Public Administration Undergraduate Students Focusing on Reading Skills
Kristine Mae M. Sodoy
Student Researcher, Institute of Teacher Education
Kapalong College of Agriculture, Sciences and Technology, Kapalong, Philippines
Jody M. Apostol
Student Researcher, Institute of Teacher Education
Kapalong College of Agriculture, Sciences and Technology, Kapalong, Philippines
Jonelson C. Escandallo
Program Coordinator, Institute of Teacher Education
Kapalong College of Agriculture, Sciences and Technology, Kapalong, Philippines
Abstract
The study investigated the need for reading skills among undergraduate students in Public Administration at Kapalong College of Agriculture, Sciences, and Technology. Specifically, it aimed to assess the importance of acquiring reading skills within their specialization and identify the academic difficulties learners encountered. A survey questionnaire was employed in the data acquisition phase tool. The subject of the study was one hundred fifty (150) undergraduate students enrolled in the A.Y. 2024-2025 first semester. The study applied TSA (Target Situation Analysis), PSA (Present Situation Analysis), and LSA (Language Situation Analysis) to gather data through a survey questionnaire. According to the findings, most of the program's participants had trouble grasping the main concepts of English-written subjects and having trouble quickly scanning such texts for the essential information. It is suggested that the findings could be used to design an English language course titled “English for Public Administration” crafted to tackle the specific reading needs of these students and enhance their proficiency in English for their field of specialization.
Keywords: reading skills, public administration program students, needs analysis, Davao del Norte, Philippines
How to cite:
Sodoy, K. M., Apostol, J., & Escandallo, J. (2024). The English Language Needs of Public Administration Undergraduate Students Focusing on Reading Skills. International Journal of Multidisciplinary Educational Research and Innovation. 2(3), 172-186. https://doi.org/10.17613/2ez5-x169.
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