000			03528nam a22003617a 4500
003			OSt
005			20260410105136.0
008			260407b |||||||| |||| 00| 0 eng d
040			_aUniversity of Cebu-Banilad _cUniversity of Cebu-Banilad
100			_aTolentin, Nan Roid, _eauthor.
245			_aCorrelation between figurative language ability and literary reading comprehension of the HUMSS students in a University / _cby Nan Roid Tolentin, Jade Ann Tualla, Stephen John Molejon, Coleen Rose Soco, Rolyn Jane Archival.
260			_aCebu City, Philippines : _bUniversity of Cebu-Banilad, _cc2024.
300			_axii, 202 pages : _bcolored illustrations ; _c28 cm.
336			_2rdacontent _atext
337			_2rdamedia _aunmediated
338			_2rdacarrier _avolume
504			_aIncludes bibliographical references.
520			_a"Figurative language serves as a means to enhance the beauty and depth of our language. Figurative language plays a crucial role in our daily communication, as it is the use of language wherein a speaker expresses meanings that go beyond straightforward and explicit presentation. This study determined the correlation between Figurative language ability and literary reading comprehension among Grade 12 students taking up Humanities and Social Sciences [HUMSS] at the University of Cebu-Banilad Campus, S.Y. 2023-2024. The results were the basis for developing a proposed literary analysis module. This research employed a descriptive-correlational design utilizing a researchers-made questionnaire to obtain relevant data. The procedure was conducted face-to-face to acquire detailed responses while strictly complying with health and safety protocols. The data was analyzed using simple percentages, frequency counts, and Pearson moment correlation coefficients. The respondents were 116 HUMSS students, utilizing simple random sampling. The findings revealed that most respondents were female students, and more of them spent around less than 1 hour of reading time. In the figurative language ability. more of the respondents had below-average figurative language ability proficiency levels. On the other hand, in literary reading comprehension, twenty-four percent of the respondents had a good literary reading comprehension proficiency level. There is a significant relationship between the respondents' figurative language ability and literary reading comprehension, which indicates that a strong command of figurative language enhances the capacity to effectively comprehend and interpret literary texts. Therefore, the limited exposure of the respondents to immersive language environments was identified as a contributing factor to their below-average proficiency in figurative language ability. This led to the proposed literary analysis module being put into application, which led to the enhancement of figurative language abilities and overall reading comprehension." —Abstract
521			_aAdult
541			_xMindajao, Lynie _yCollege of Teacher Education _zEducation
546			_aText in English
650			_aDescriptive-correlational.
650			_aFigurative language ability.
650			_aLiteracy reading comprehension.
700			_aTualla, Jade Ann, _eauthor.
700			_aMolejon, Stephen John, _eauthor.
700			_aSoco, Coleen Rose, _eauthor.
700			_aArchival, Rolyn Jane, _eauthor.
942			_2ddc _cTHE
998			_cLeslie [new] _d04/07/2026
998			_cJanna [edited&checked] _d04/10/2026
999			_c15117 _d15117