SIGNIFICANCE OF READING COMPREHENSION ON ACADEMIC PERFORMANCE OF HUMANITIES AND SOCIAL SCIENCE STUDENTS

Educational Management

This research investigates the correlation between reading comprehension and academic performance among Humanities and Social Science students within the 3rd Congressional District of Cotabato, Region XII. The study surveyed the level of reading comprehension and its influence on students’ academic proficiency. Employing a descriptive-correlation quantitative design, the research analyzed data from 331 students, selected through simple random sampling. The instruments used, an adopted questionnaire, demonstrated high reliability with Cronbach’s Alpha values of 0.78 for reading comprehension and 0.76 for student proficiency. Statistical analyses, including mean, Pearson’s r, and multiple linear regression, were conducted to test the hypotheses. Findings indicate that students’ vocabulary and prior knowledge significantly contribute to their reading comprehension, which in turn, enhances their ability to understand and summarize texts. This comprehension fosters greater classroom participation and understanding of instructions. The study revealed a significant relationship between students’ reading comprehension—specifically vocabulary, prior knowledge, and reading strategies—and their proficiency in language and comprehension skills. Quantitative data suggested a strong correlation between reading comprehension and academic performance. However, qualitative insights from interviews presented contrasting perspectives, underscoring the complexity of the research problem. These findings emphasize the need for a holistic approach, suggesting future research should delve deeper into additional contextual factors affecting reading comprehension’s impact on student proficiency.

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