The Effects of Students’ Perception of the School Environment and Students’ Enjoyment in Reading towards Reading Achievement of 4th Grades Students in Hong Kong

Hardika Dwi Hermawan,Vita Rosiana Dewi,Astrid Karina Wingard

doi:10.23917/ijolae.v2i2.9350

Abstract

The purpose of this study is to investigate some perceived factors in students reading achievement. This study focuses on the correlation between fourth graders’ safety feeling inside school environment and their reading enjoyment towards their reading achievement. Descriptive analysis used in this study and data draws from Progress in International Reading Literacy Study (PIRLS) 2016. The participants were 3349 students in their fourth year of schooling in Hong Kong where 49.1% were girls and 50.9% were boys. The range of the age was 8 to 15 years old. The result showed the importance of creating a safe school environment. Besides students’ perception of their school environment, students’ reading enjoyment was another factor which influenced reading achievement. Students’ perception of the school environment and students’ enjoyment in reading also affected students’ reading achievement, but the perception of reading is boring gave stronger effect to the reading achievement.

Highlights

Reading is generally recognized as one essential part of human life
This study focuses on the correlation between fourth graders’ safety feeling inside school environment and their reading enjoyment towards their reading achievement
Using one-sample t-test, Hong Kong students performed significantly better at 73 points higher than the average international test score since it showed a positive sign

Summary

Introduction

Reading is generally recognized as one essential part of human life. Ng, Renandya, and Chong (2011) interpreted reading as the process of making meaning from written texts. Previous research conducted by Nijs et al (2013) concludes that perceived school safety is strongly and independently associated with self-reported mental health problems. These mental health problems have opportunities to influence student learning achievement. Wang and Holcombe (2010), say in their study that students’ perceptions of their school can contribute to their level of academic engagement (cited in Côté-Lussier and Fitzpatrick, 2016, p.548).

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