Factors Affecting the Reading Performance of the Junior High School Learners

Abstract

The study was conducted at Sil-ipon Integrated School (SIS) and aimed to assess the factors that affected the reading performance level of junior high students. The researcher evaluated the demographic profile of the learners, their reading proficiency levels, differences in reading performance based on their profiles, and a proposed reading intervention plan. Demographic profiles were assessed using frequency and percentage, which revealed that the majority of the respondents were 8th grade students, mostly female, and ranged in age from 14 to 16 years old. They frequently had 1 to 3 siblings, and their parents were both high-school level with a monthly family income of below 5,000 pesos. Reading proficiency levels were evaluated through Phil-IRI 2018 assessment tool which measures the reading speed, word reading, and reading comprehension scores. The findings showed that junior high school students of SIS had a low/frustration proficiency level, indicating that they experienced difficulties in reading. To determine differences in reading proficiency scores based on learners group profile, T-tests and ANOVA were used. The results showed that grade level, age, and number of siblings significantly influenced the learners reading proficiency level. Finally, a comprehensive reading intervention plan was proposed that involved providing targeted interventions, increasing access to non-print reading materials, and collaborating with families and the community. The study was conducted to help educators and school administrators improve the reading skills of the learners.