A Quantitative Study between Reading Habits and Reading Comprehension of Grade 11 Students

Abstract

The study dealt with the reading habits and reading comprehension among Grade 11 students in Lorenzo S. Sarmiento Sr. National High School. The primary goal of the study was to assess the level of reading habits and reading comprehension in terms of their respective indicators, the significant relationship between reading habits and reading comprehension, and domains in reading habits significantly influenced reading comprehension. Moreover, this study utilized a quantitative-correlational design with 202 respondents among Grade 11 students in Lorenzo S. Sarmiento Sr. National High School. Average Weighted Mean, Pearson R, and Multiple Regression Analysis were the statistical tools used in this study. The results showed a high level of reading habits in terms of reading motivation as high, reading frequency and time allocation as high, and materials as high among Grade 11 students. Similarly, the outcome also resulted in a high level of reading comprehension with its indicators which were the working memory as high, vocabulary as high, prior knowledge as high. Moreover, the result also highlighted a high level of influence of reading habits to the reading comprehension among Grade 11 students in terms of reading motivation, reading frequency and time allocation, and materials. In addition, there was a moderate correlation and a significant relationship between reading habits and reading comprehension. Three domains of reading habits are shown as perceived by students. However, two domains only influence Reading Comprehension and materials were the only one domain that did not exert a significant influence on reading comprehension.