Students’ Reading Proficiency and Academic Performance

Abstract

Reading proficiency and academic performance are both of paramount importance to a learner’s holistic academic success. These aspects of a student’s journey must not be taken for granted regardless of their locale, cultural context, and academic setting. Consequently, this intellectual endeavor examined the correlation of said factors. It first probed into the students’ profile and determined their reading proficiency level (RPL) and academic performance (AP) in English based on the Phil-IRI result and mean percentage scores. Using descriptive-correlational analysis, the study investigated the significant differences in the RPL of the students when grouped according to their profile variates and the significant relationship between their AP and RPL. Findings revealed that the latter differed in terms of sex, parents’ highest educational attainment, parents’ occupation, and a number of days of attendance in school, but similar along with age, nutritional status, and attitude toward reading. Students showed a favorable AP in reading as depicted in the positive coefficient result, suggesting a direct proportional linear relationship indicating that students with higher RPL manifested higher AP than those whose reading performance was on the average only. Hence, the study inferred that students need an intervention program for their reading skills and in becoming independent readers. Also, as female students were proven to manifest higher RPL, it was recommended that teachers provide enhancement activities for male students to be at par with their female counterparts. Thus, this empirical information would be beneficial to both schools and educators in strengthening every learner's reading proficiency and academic performance.

Teaching Strategies and Their Effects on Reading Comprehension Performance of Junior High School Students in Inclusive Classroom Setting

“…The results are consistent with the study of Sumugat and Caraballe (2021) which shows a significant difference that the reading efficiency of the students when grouped and compared according to the type of reading materials read and average family monthly income. Furthermore, Gabejan and Quirino (2021) revealed that the latter differed in terms of sex, parents' highest educational attainment, parents' occupation, and the number of days of attendance in school, but similar along with age, nutritional status, and attitude toward reading. Therefore, the data suggest that the impact of family income on academic performance is relevant because it can affect students' overall achievement and well-being.…”

“…Girls were more daily long-time readers and read for pleasure. In addition, the findings of Gabejan and Quirino (2021) revealed that the latter differed in terms of sex, parents' highest educational attainment, parents' occupation, and the number of days of attendance in school, but similar along with age, nutritional status, and attitude toward reading. Students showed a favorable academic performance in reading as depicted in the positive coefficient result, suggesting a direct proportional linear relationship indicating that students with higher Reading Proficiency Level (RPL) manifested higher Academic Performance (AP) than those whose reading performance was on the average only.…”

Exploring the Impact of Academic Reading and Research Competence on Academic Writing: A Multi-Regression Analysis among EFL Undergraduates

“…Moreover, AR and writing are instrumental in honing research skills, a requisite in higher education, particularly when embarking on coursework or thesis projects (Ratnawati et al, 2018). Proficient writers in an L2 setting deploy various strategies to surmount challenges in English writing, and reading can unveil these strategies, aiding students in selecting the most efficacious ones for their writing (Cadiz-Gabejan & Quirino, 2021). Hence, in aligning with the academic exigencies at the university, enhancing AR skills among Indonesian EFL undergraduates is a significant stride toward bolstering their AW proficiency (Abid et al, 2023).…”