Determinants Affecting the Reading Proficiency Among the Primary Pupils in Relation to Academic Performance: Basis for an Enhanced Reading Program

Abstract

Reading is an extremely complex process that no one can explain satisfactorily. Those who are interested in reading have their fundamentally diverse views, which result from two different schools of psychology: behaviorism and cognitivism. This study aims to find out the determinants affecting the reading levels of the Grades 1, 2 and 3 learners of Cluster 3 as basis for a reading intervention. This study will use a Descriptive Statistic Design, a type of method that is basically used to calculate, describe, and summarize collected research data in a logical, meaningful, and efficient way (Vetter, 2017). The respondents of this study were Grades 1, 2, and 3, which was conducted in Cluster 3, District 2 of the Division of San Carlos, Negros Occidental. On the other hand, three hundred twelve (312) sampled pupils became the respondents. The actual samples for every school were determined using purposive sampling employing an odd-even number scheme. The findings suggest that there is a significant relationship between the factors affecting the reading level of pupils and their academic performance. The results present a comprehensive picture of the student demographic, showcasing diversity in age, gender, and socio-economic backgrounds. While learning strategies and motivation are positively regarded, there is a potential need for more emphasis on school instruction and family support to improve students' reading proficiency.