Reading Comprehension And Academic Performance In English Among Grade Seven Learners

Abstract

Most students struggle with their comprehension when it comes to reading. Learners are lacking the necessary reading skills in dealing with their problems in reading comprehension. The study determined the Reading Comprehension and Academic Performance in English among Grade 7 Learners. This study employed a Quantitative non-experimental-descriptive correlational research design where the researcher developed and validated instruments utilized to gather data from 195 Grade 7 learners purposively sampled. The findings of the study revealed that the hypothesis that there is no significant relationship between reading comprehension and academic performance in English of the Grade 7 learners of Balibago Integrated High School – Extension was rejected. The hypothesis confirmed that there is no significant moderator of Grade 7 learners’ profile to the reading comprehension and academic performance in English is rejected specifically in learners’ profile in terms of sex. However, in terms of socio-economic status, the null hypothesis stating that there is no significant moderator of Grade 7 learners’ profile to the reading comprehension and academic performance in English is accepted. After being tabulated, the research showed that in Grade 7 learners, there was a substantial correlation and effect between students’ reading comprehension and academic performance in English Grade 7. It was discovered that the greater the learners’ reading comprehension, the better the students’ academic achievement. The teacher may focus on the student’s reading comprehension because it indicated impacts to the learners’ academic success. Keywords: Academic Performance, English, Quantitative non-experimental-descriptive correlational research design Reading Comprehension, Reading Comprehension Skills