Reading comprehension and students’ academic performance in English

Romina M. Adora *, Justine P. Aguilar, Erica Arsua, Ma. Angelica S. Asis, Mark Ivan E. Pereja, Jovelle M. Reyes
and Jan Carlo P. Tolentino

College of Education, Laguna University, Santa Cruz, Laguna, Philippines.

International Journal of Science and Research Archive, 2024 11(02), 1240–1247

Publication history: Received on 15 February 2024; revised on 30 March 2024; accepted on 02 April 2024

Article DOI: https://doi.org/10.30574/ijsra.2024.11.2.0523

Abstract
Aims: The main goal is to identify, examine, and recommend techniques for enhancing academic performance and
reading comprehension abilities. The ultimate goal is to significantly aid students' overall achievement in their academic
endeavors.

Study design: The design used in this study is descriptive research.

Place and duration of study: Nicolas L. Galvez memorial national high school

Methodology: Grade 7 students of Nicolas L. Galvez memorial national high school consisting two hundred eighty nine
(289) students were the chosen respondents of the researchers.

Results: There is a significant difference between the students’ reading comprehension proficiency and academic
performance, as the results showed that most of the respondents’ struggled comprehending the text affected the
academic performance. In addition to that, reading comprehension is essential as it helps them to understand any
instruction resulting in independent readers.

Conclusion: There is a significant difference between the students' reading comprehension and academic performance.

Keywords: Reading Comprehension; Academic Performance; Literal; Inferential; Evaluative; Relationship

1. Introduction
The ability to read is essential for everyday life and academic success. One of the most crucial abilities that every learner
must master is reading, as it serves as the gateway to knowledge and information. All study areas require reading as a
prerequisite, making it an indispensable skill for any student.

A strong foundation in reading can lead to better understanding of academic materials, improved critical thinking skills,
and higher academic performance. However, many students struggle with reading comprehension, which significantly
impacts their academic progress negatively. Overcoming this

Challenge is vital to unlocking the full potential of every learner.

This thesis aims to explore the relationship between reading comprehension and students’ academic performance as
well as the level of students reading comprehension. The goal is to identify and recommend strategies that can help

* Corresponding author: Romina M. Adora

Copyright © 2024 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution Liscense 4.0.
 International Journal of Science and Research Archive, 2024 11(02), 1240–1247

improve both reading comprehension and academic outcomes, contributing to the overall success of students in their
educational Journey

2. Materials and methods

The researchers used a descriptive method of research. In this research design, the primary objective was to gather
comprehensive and factual data to provide a clear and detailed understanding of the subject under investigation. By
focusing on the what, when, where, and how aspects, descriptive research design avoids delving into causal
relationships or making predictions about the future. Instead, it emphasizes the collection of data through methods such
as surveys, observations, or secondary data analysis, enabling researchers to present an accurate and objective
portrayal of the phenomenon, situation, or population of interest. Through this approach, descriptive research design
contributes valuable insights that can inform decision-making processes, policy development, or further exploratory
studies. research

Locale the study was conducted at Nicolas L Galvez memorial national high school. The researchers selected 289
respondents out of 537 grade 7 students as of January 2023. The school is located in barangay san Antonio, bay, Laguna.

Figure 1 Location of the study

The researchers used the slovin’s formula to determine the number of respondents of the study. Slovin's formula is
employed to determine the smallest sample size required to estimate a statistic with a reasonable margin of error. The
researchers used .04/4% as the margin of error to gain the sample from the absolute center of population. The
respondents were grade 7 students of Nicolas l. Galvez memorial national high school located at barangay san Antonio,
bay, Laguna. The researchers selected 289 respondents out of 537 students which were ideal to support the study.

The researchers used survey questionnaires as an instrument for collecting data from the respondents. Reading
selection to read and guide questions with multiple choices was used.

A letter of request was given to the principal of Nicolas l. Galvez memorial national high school. The researchers also
prepared a letter for the selected respondents of the study. After the letter was signed by the principal and approved by
the head teacher of the English department, the study was then conducted. The data gathering procedure for the study
involved a pre-test, intervention, and post-test conducted over a three-day period. The pre-test assessed the students'
initial level of reading comprehension, followed by an intervention session aimed at enhancing their skills. Finally, the
post-test evaluated the effectiveness of the intervention on the students' academic performance. By analyzing the data
collected from these stages, the researchers aimed to gain insights into the relationship between reading
comprehension and students' academic achievement in English. The results of the study will contribute to the
understanding of effective strategies for improving reading comprehension skills and may provide recommendations
for educational interventions in the future. The data collected were assessed and enough to come up with the needed
data for the study.

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After collecting the data needed, the researchers analyzed the data with the help of statistical tools. The following are
the statistical tools that were used in the study together with their corresponding formulas. Mean was used to determine
the average of student’s reading comprehension before and after the 3-day reading program intervention.

A paired t-test is a statistical test used in this research to compare the means of two related groups or conditions. It is
applied when the same subjects are measured or observed under two different conditions, or when a single group is
measured twice (before and after the intervention or treatment). The paired t-test evaluates whether there is a
significant difference between the means of the paired measurements, taking into account the within-subject variability
and reducing the influence of individual differences.

Table 1 Treatment of data

𝑆𝑢𝑚 𝑜𝑓 𝑡ℎ𝑒 𝑡𝑒𝑟𝑚𝑠

𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑡𝑒𝑟𝑚𝑠
Mean

t=∑d√n(∑d2)−(∑d)2n−1
Where:
Paired t-test ● xd is the mean of difference in the change variable,
● sd is standard deviation of difference in change variable
● n is the size of the sample.

3. Results and discussion

The presentation of the major findings followed the order of the statement of the problem, namely: what is the reading
comprehension level of grade 7 students at nicolas galvez memorial integrated national high school before the 3-day
reading program intervention? What is the grade 7 students’ academic performance after the 3-day reading program
intervention? Is there a significant difference between the level of students’ reading comprehension before and after
the intervention?

Table 2 Pre-test result

Levels of comprehension Scores Mean (average)

Literal 682 2.47
Inferential 282 0.93
Evaluative 191 0.65
Overall score/mean 1,149 3.98

During pre-test, the scores obtained in different comprehension categories were as follows: literal comprehension with
a score of 682, inferential comprehension resulted in a score of 282, and evaluative comprehension yielded a score of
191. The cumulative score across all categories amounted to 1,149. The mean scores for the respective categories were
observed to be as follows: literal comprehension had a mean score of 2.47, inferential comprehension had a mean score
of 0.93, and evaluative comprehension had a mean score of 0.65. The overall mean score, encompassing all
comprehension categories, was calculated to be 3.98. These findings suggested that the participants exhibited a stronger
grasp of literal comprehension in comparison to inferential and evaluative comprehension. Furthermore, the overall
mean score indicates a moderate level of comprehension proficiency.

To add support on that, a foreign study stated that “literal items being significantly easier compared to inferential and
evaluative items, and when measuring comprehension” this suggests that participants had a higher level of proficiency
in understanding literal information, which involves directly retrieving explicit details from the text.

Additionally, the results of the most recent pisa (program for international student assessment) study indicated that
19% of 15-year-old students which were mostly at grade 7 globally scored below a level 2, which indicates that they
have difficulty with tasks such as recognizing main ideas, locating explicitly stated information, and making low-level
inferences in a familiar topic.

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Table 3 Post test result

Levels of comprehension Scores Mean (average)

Literal 744 2.58
Inferential 339 1.17
Evaluative 213 0.74
Overall score/mean 1,297 4.49

Following the intervention, the assessment results revealed a significant change in the participants' performance.
Specifically, in the post-test, the scores for literal comprehension were 744, inferential comprehension were 339,
evaluative comprehension were 213, and the overall score was 1297. The mean scores for each category were as
follows: literal comprehension had a mean score of 2.58, inferential comprehension had a mean score of 1.17, evaluative
comprehension had a mean score of 0.74, and the overall mean score was 4.49. These findings indicate a statistically
significant improvement in the participants' performance, particularly in the category of literal comprehension, where
the mean score exhibited a substantial increase from the pre-test score. The participants also demonstrated progress in
the categories of inferential and evaluative comprehension, with mean scores of 1.17 and 0.74, respectively. Collectively,
the post-test scores and means provide compelling evidence of the intervention's effectiveness in enhancing the
participants' comprehension abilities.

To add support on that, according to auld (2019), “students who engage in independent reading exhibit enhanced
reading comprehension, verbal fluency, and general knowledge compared to their non-reading counterparts. They
experience improvements in their reading abilities and achieve higher scores on academic assessments across various
subjects” this suggests that engaging in reading activities promotes critical thinking skills and enhances reading
comprehension abilities among students, which in turn proves advantageous across all academic subjects

Additionally, according to compe (2018), “the majority of pupils struggled with reading comprehension and had to work
on improving their academic English ability. This suggests that kids' reading comprehension affects their academic
success in English. When a student's reading comprehension declines, their academic performance in English also
decreases; similarly, when a student's reading comprehension improves, their English academic performance also
increases.” This suggests that when a student's 33 reading comprehension improves, it means they are becoming more
proficient in understanding and extracting meaning from texts. With enhanced comprehension skills, they are better
equipped to grasp the nuances of English language usage, vocabulary, grammar, and writing conventions. Their
academic performance in English tends to increase because they can engage more deeply with the subject matter,
demonstrate a stronger command of language, and produce higher-quality written work

Table 4 Paired t-test result

Variable 1 (x) Variable 2 (y)

Mean 3.96 4.49
Variance 1.57 1.43
Observations 289 289
Pearson correlation 0.68
Hypothesized mean difference 0
Df 288
T stat -8.86
P (t<=t) one-tail 4.30
T critical one-tail 1.65
P (t<=t) two-tail 8.59
T critical two-tail 1.97

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Based on the analyzed results, the mean of variable 1 (x) was found to be 3.98, whereas the mean of variable 2 (y) was
determined to be 4.49. The variances for variable 1 and variable 2 were estimated to be 1.57 and 1.43, respectively. The
sample size for both variables is made up of 289 observations.

The pearson correlation coefficient between variable 1 and variable 2 yielded a value of 0.68, indicating a moderately
positive correlation between the two variables. The null hypothesis assumed no difference in means between the paired
samples, and the hypothesized mean difference was set at -0. With 288 degrees of freedom, the calculated t-statistic was
found to be -8.86. This t-statistic quantifies the extent of the mean difference relative to the within-sample variability.

For the one-tailed test, the resulting p-value was 4.29, indicating extremely strong evidence against the null hypothesis.
Therefore, the null hypothesis can be rejected. Considering a chosen significance level of 0.05, the critical t-value for the
one-tailed test was 1.65. Since the absolute value of the calculated t-statistic exceeded the critical t value, the null
hypothesis was rejected. Similarly, the two-tailed test yielded a p-value of 8.59, providing compelling evidence against
the null hypothesis. The critical t-value for the two-tailed test, at a significance level of 0.05, was 1.97. Once again, the
absolute value of the calculated t-statistic greatly surpassed the critical t-value, leading to the rejection of the null
hypothesis

In conclusion, based on the aforementioned results, there exists strong evidence to support the presence of a significant
difference between the means of the paired samples (variable 1 and variable 2).

To add support on that, according to a study conducted by dima hijazi (2018), “it identifies a statistically significant
difference in students' achievement that can be attributed to variances in their reading comprehension abilities.” This
study concluded that there was also a statistically significant difference between students’ reading comprehension and
in their achievement. Also, “the study reveals a strong correlation between reading comprehension and english
achievement, emphasizing the need for students to employ various reading comprehension techniques to comprehend
texts effectively” indicating that there is a significant relationship between students’ reading comprehension and their
academic performance.

Additionally, bayazit and ozdemir’ (2019) study suggests that “reading comprehension is a significant factor in
achieving success in english, and it is essential to improve this skill to enhance one's english proficiency. The study
provides valuable insights into the importance of reading comprehension in achieving academic success in english.” The
mentioned study offers valuable insights by highlighting the significance of reading comprehension in achieving
academic excellence specifically in the subject of english. By recognizing the importance of reading comprehension in
english, students can prioritize the development of this skill to enhance their language proficiency and excel in their
academic pursuits in the subject

4. Conclusion
Based on the findings of the study, the researchers concluded that:

 The preliminary assessment results indicate that the participants had a stronger understanding of literal
comprehension compared to inferential and evaluative comprehension. The overall mean score suggests a
moderate level of comprehension proficiency.
 The intervention resulted in improvements in the participants' performance. There was a statistically
significant increase in scores, particularly in literal comprehension. The mean scores also showed progress in
inferential and evaluative comprehension. These findings provide compelling evidence of the intervention's
effectiveness in enhancing comprehension abilities.
 The analysis of variable 1 and variable 2 revealed a significant difference between their means. The calculated
t-statistic was considerably larger than the critical t value for both one-tailed and two-tailed tests.
 This leads to the rejection of the null hypothesis, indicating a significant difference between the means of the
paired samples.

Compliance with ethical standards

Acknowledgements
Laguna university college of education for providing us with the necessary resources, facilities, and a conducive learning
environment, which have been essential to our research.

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Prof. Kristine emerald cuerdo, your insightful feedback and recommendations greatly enriched our research. Your
contributions have been instrumental in refining our work.

Dr. Francisco panopio, principal of nicolas l. Galvez memorial national high school, for your kind permission and support
in allowing us to conduct our research within your institution. Your willingness to accommodate our research
endeavors has been invaluable to the successful completion of our thesis project.

Prof. Maria eva c. Cuyat, the head of the english department, for her guidance and mentorship throughout the data
gathering process. Her expertise and insights were crucial in shaping the quality of our research.

Grade 7 students of nicolas l. Galvez memorial national high school who willingly participated as respondents in our
research your cooperation and valuable input were crucial to the success of our study. To the parents of the students,
we express our appreciation for allowing your children to participate in our research. Your support made our data
collection process smooth and efficient.

To our parents, who have been our pillars of strength, we extend our heartfelt gratitude. Your love, encouragement, and
unwavering belief in us have been a constant source of motivation.

Last but not least, we extend our gratitude to our co-researchers. Your collaborative effort, dedication, and teamwork
made this thesis possible. Their contributions have been very helpful in shaping our academic and personal growth.
Once again, thank you to everyone who has been a part of this journey.

Disclosure of conflict of interest

The authors declare no conflicts of interest.

Statement of informed consent

Informed consent was obtained from all individual participants included in the study.

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