Reading Attitude and Learning Motivation as Predictors of Reading Comprehension

Abstract

This study is aimed at investigating the significant relationship between reading attitude, motivation, and reading comprehension in Bunawan District, Davao City public elementary school learners. It employed descriptive-correlational research design which describes the relationship between two or more variables. Primary information was obtained by using adapted survey questionnaires among 250 Grade 6 learners enrolled in S.Y. 2023-2024. Three research instruments were used: the Adults Survey Reading Attitudes Questionnaire (ASRA) adapted by Anugrah, Gardner’s Attitude / Motivation Test Battery (AMI), and the Reading comprehension questionnaire adapted from the Philippine Informal Reading Inventory (Phil-Iri). This study utilized Mean, Standard Deviation, and correlation analysis through Pearson product-moment correlation. Results revealed that there is a high level of reading attitude (x=4.08, SD=.612) and motivation (x=4.06, SD=.451) but there is a very low reading comprehension (x=3.11, SD=1.006) among the respondents. Furthermore, the findings revealed no significant relationship between reading attitude and reading comprehension (r=0.032, p=0.620) and only learning motivation is a predictor of reading comprehension (r=0.200, p=0.002). This implies that the respondents have a positive attitude toward reading but it does not affect their reading comprehension. This further implies that students who are motivated to read can improve their reading comprehension. Hence, the respondents with high interest in their reading activity comprehend more than those without interest.