Reading Motivation and Reading Comprehension of Senior High School Learners: A Descriptive-Correlational Approach

Abstract

This study aimed to determine the relationship between reading motivation and reading comprehension among learners from one of the secondary schools in Malita, Davao Occidental. This quantitative study utilizes a descriptive-correlational design to describe the relationship between reading motivation and reading comprehension. The study's respondents are the 251 senior high school learners enrolled in the school year 2022-2023. According to the findings of this study, all domains of reading motivation, particularly grade-compliance, social, and curiosity, are described as highly motivated. Meanwhile, involvement, recognition, and efficacy are described as "Motivated." Competition and work avoidance are described as "Moderately motivated." This indicates that the respondents' overall level of reading motivation is "motivated," meaning they have less interest in reading. Furthermore, the overall reading comprehension level is interpreted as moderate, implying that the learners understand the text and can respond accurately to some questions based on the text. In conclusion, learners' reading motivation has no significant correlation to reading comprehension. As a result, it is recommended that further studies focusing on other factors that impact the learners' reading comprehension be conducted.