Authors :
Alimonsurin A.V.; Barruga B. M.; Corlet D.G.
Volume/Issue :
Volume 8 - 2023, Issue 6 - June
Google Scholar :
https://bit.ly/3TmGbDi
Scribd :
https://tinyurl.com/mr247vk
DOI :
https://doi.org/10.5281/zenodo.8085590
Abstract :
Past reading experience, attitudes towards
reading, reading self-efficacy, use of strategy, and
reading habits are some of the factors that may influence
reading achievement among elementary school pupils. In
this study, these factors collectively termed as cognitive
and affective reading profile are explored as to their
relationship with the pupils’ age, sex, and family
economic status. A total of 205 Grade 6 pupils from a
school district in Mandaon, Masbate selected using
systematic sampling comprised the respondents of the
study. Chi-square statistic was used to analyze the data.
The findings show that the pupils have a poor reading
habits and low self – efficacy, undecided to the value of
library, reading difficult texts and of the graphics. Based
from the findings of the study, the researcher drew the
following conclusions that the low weighted mean
obtained on the factor; reading and self-efficacy and
reading habits are a contributing factors on the low
reading proficiency level of the pupils. Past experiences
with reading, attitudes towards reading and reading
strategies are also a great contributor to the reading
experiences of the pupil. Age and gender do not have a
significant relation to reading but they also dictate on
what appropriate tasks to be given along reading
activity. Family income does affect the readability of the
child, but parental involvement can be of great
significance to build readership among children.
Economic status need to be explored more whether it is
really a cause of differences in reading achievement.
Keywords :
Reading profiles, reading factors, reading instruction, reading intervention program
Past reading experience, attitudes towards
reading, reading self-efficacy, use of strategy, and
reading habits are some of the factors that may influence
reading achievement among elementary school pupils. In
this study, these factors collectively termed as cognitive
and affective reading profile are explored as to their
relationship with the pupils’ age, sex, and family
economic status. A total of 205 Grade 6 pupils from a
school district in Mandaon, Masbate selected using
systematic sampling comprised the respondents of the
study. Chi-square statistic was used to analyze the data.
The findings show that the pupils have a poor reading
habits and low self – efficacy, undecided to the value of
library, reading difficult texts and of the graphics. Based
from the findings of the study, the researcher drew the
following conclusions that the low weighted mean
obtained on the factor; reading and self-efficacy and
reading habits are a contributing factors on the low
reading proficiency level of the pupils. Past experiences
with reading, attitudes towards reading and reading
strategies are also a great contributor to the reading
experiences of the pupil. Age and gender do not have a
significant relation to reading but they also dictate on
what appropriate tasks to be given along reading
activity. Family income does affect the readability of the
child, but parental involvement can be of great
significance to build readership among children.
Economic status need to be explored more whether it is
really a cause of differences in reading achievement.
Keywords :
Reading profiles, reading factors, reading instruction, reading intervention program
