EFFECTS OF READING COMPREHENSION ON ACADEMIC PERFORMANCE OF SENIOR HIGH
SCHOOL STUDENTS FOR SCHOOL YEAR 2024-2025
AUTHORS:
Ma. Lyn Diotay
Rolvy Bacotod
Ana rose Maximo
Shane Dogol-dogol
Keinth lorence villa
James Michael Flores
Dave Ubaldo
BACKGROUND OF THE STUDY
Reading comprehension is a key factor in the academic success of senior high school
students. It involves understanding and interpreting written texts, which is essential for learning
across all subjects. Strong reading skills enable students to grasp complex ideas, solve
problems, and perform better academically. This research examines how reading
comprehension affects the academic performance of senior high school students of DFTLMNHS
and explores ways to improve it for better educational outcomes.
Reading comprehension is a vital skill that influences the academic performance of
senior high school students. It goes beyond simply reading words—it involves understanding,
interpreting, and critically engaging with texts.km In an academic setting, students with strong
reading comprehension are more likely to excel because they can better grasp complex
concepts, follow instructions, and engage with a wide range of materials across different
subjects.
On the other hand, students with poor reading comprehension may struggle to keep up
with coursework, leading to lower academic achievement. This research aims to explore the
relationship between reading comprehension and academic performance, identifying the
factors that impact reading skills and proposing strategies to improve them.
The reading comprehension of senior high school students plays a crucial role in their
academic performance. It affects their ability to understand and analyze written materials
across various subjects, leading to better grades and overall success. Strong reading skills
enable students to absorb complex concepts, improve critical thinking, and enhance problem-
solving abilities, making it a key factor in academic achievement.
This study aims to gain a deeper understanding of the complex relationship between
reading comprehension and academic performance, ultimately providing valuable insights for
educators, parents, and school administrators at DFTLMNHS. This research aims to contribute
to a more supportive learning environment that cultivates reading skills and empowers
students to achieve academic succes.
STATEMENT OF THE PROBLEM
This study aims to investigate and explore the underlying factors of Reading Comprehension on
Academic Performance of Senior High School Students of DTLMNHS for the school year 2024-
2025.
Specifically it aims to answer the following questions
1)What are the levels of reading comprehension of the students of DTLMNHS academic school
year 2024-2025.
2)What are the academic performance of senior high school of DTLMNHS school year 2024-
2025.
3)Is there a significant relationship between reading comprehension levels and academic
performance of the students.
SCOPE AND DELIMITATION
This study investigates the effects of reading comprehension on the academic performance of
senior high school students at DFTLMNHS in Barangay Kapitan Ramon, Silay City, during the
2024-2025 school year. The study is limited to students enrolled at DFTLMNHS and uses a small
initial sample (Grade 11 Jerusalem: 2 students; Grade 11 Galilee: 2 students; Grade 12 Lunok: 3
students; Grade 12 Lawaan: 2 students), which may limit the generalizability of findings. The
data collection method ("gathering data through literally results") needs clarification to specify
the assessment tools used to measure reading comprehension and academic performance. The
study does not include students from other schools.
Review of Related Literature
Reading comprehension, the ability to decode and understand written text, has long been
identified as a crucial skill that influences the academic performance of students at all
educational levels. Senior high school students, in particular, encounter a more rigorous
curriculum that requires strong comprehension skills to succeed across subjects.
Numerous studies have highlighted the relationship between reading comprehension and
academic success. According to Snow (2002), reading comprehension is essential not only for
language-based subjects but also for other disciplines, as it equips students with the ability to
analyze, interpret, and apply information effectively. For senior high school students, this skill
directly impacts their performance in subjects such as Mathematics, Science, and Social Studies,
where understanding complex texts and instructions is key.
A study by Garcia and Rivera (2023) revealed that students with high reading comprehension
skills consistently achieved better grades compared to their peers with lower comprehension
abilities. This research emphasizes that comprehension challenges often result in poor
academic outcomes, as students struggle to process classroom materials, assignments, and
examinations.
For students to succeed academically in all disciplines, strong reading comprehension is
essential (Snow, 2002). While poor reading habits, a small vocabulary, and
access to resources hamper understanding, high comprehension is associated with higher
grades (Garcia & River ppa, 2023) (Alonzo et al., 2023; Jala & Cruz, 2022). Technology and
guided reading are two examples of targeted treatments that successfully raise academic
achievement and comprehension (Santos & Delgado, 2024; Johnson et al., 2022). Improving
student results requires addressing systemic as well as individual problems.
Reading comprehension is universally recognized as a crucial skill that influences overall
academic performance. It allows students to interpret, synthesize, and retain information
across various subjects. Several studies have demonstrated that students with strong reading
comprehension skills tend to perform better academically. McNamara et al. (2014) emphasized
that reading comprehension significantly impacts performance not just in language arts, but
also in subjects such as mathematics, where interpreting word problems requires a high level of
reading comprehension. Moreover, students who struggle with reading comprehension are
often less able to perform well in other subjects, especially those that require extensive reading
and writing skills.
For students to succeed academically in all disciplines, strong reading comprehension is
essential (Snow, 2002). While poor reading habits, a small vocabulary, and access to resources
hamper understanding, high comprehension is associated with higher grades (Garcia & River
ppa, 2023) (Alonzo et al., 2023; Jala & Cruz, 2022). Technology and guided reading are two
examples of targeted treatments that successfully raise academic achievement and
comprehension (Santos & Delgado, 2024; Johnson et al., 2022). Improving student results
requires addressing systemic as well as individual problems.
THEORETICAL FRAMEWORK
This study is anchored on Schema Theory proposed by Rumelhart (1980), which emphasizes that
reading comprehension is an interactive process between the reader’s prior knowledge and the
information presented in the text. According to this theory, readers rely on their existing mental
frameworks, or "schemas," to organize and interpret new information.
In the context of senior high school students, Schema Theory explains how students' ability to connect
prior knowledge with new academic content impacts their comprehension of complex texts. For
instance, a student with well-developed schemas in science or mathematics is more likely to understand
and perform better in those subjects. Reading comprehension, therefore, plays a critical role in
academic performance as it allows students to integrate and make sense of new information across all
areas of study.
This theory provides a strong foundation for examining how students' prior knowledge and reading
comprehension skills influence their success in senior high school.
Expanded Overview of Schema Theory in Relation to Reading Comprehension and Academic
Performance.
Schema Theory, as proposed by Rumelhart (1980), suggests that individuals actively use their existing
knowledge structures, called "schemas," to make sense of and understand new information. A schema is
essentially a mental framework or cognitive structure that organizes knowledge based on past
experiences and understanding. When students read a text, they don’t just process words and
sentences at face value. Instead, they activate relevant schemas from their prior experiences, which
help them interpret, make inferences, and fill in gaps in information that may not be explicitly stated in
the text.
In the context of reading comprehension, the theory posits that the more extensive and well-organized
a student’s existing schemas are, the better they will be at comprehending new material. This is because
schemas act as cognitive shortcuts that help readers quickly make sense of complex information. For
example, when a senior high school student reads a history passage, their understanding of historical
events or prior knowledge of specific terms and concepts will guide them in comprehending and
interpreting the text. If their schemas are not well developed or relevant, they might struggle to
understand the material, leading to lower reading comprehension and, in turn, academic performance.
Schema Theory also highlights the active nature of reading comprehension. It’s not a passive process
where the reader simply absorbs information. Instead, the reader actively engages with the text,
drawing on their background knowledge to construct meaning. This is especially important in senior high
school, where the reading materials are often more complex, and students are required to synthesize
and critically analyze information.
Furthermore, Schema Theory has important implications for academic performance. When students
struggle with reading comprehension, it may be because their schemas are underdeveloped or not
activated effectively. This could be due to limited exposure to certain topics or insufficient prior
knowledge in specific academic areas, which can hinder their ability to connect new concepts with what
they already know. For example, a student with weak schemas in biology may have difficulty
understanding advanced scientific texts, affecting their performance in the subject.
Additionally, reading instruction that helps students develop and activate schemas can improve
comprehension. Educators can help students build stronger schemas by encouraging them to relate new
information to what they already know, providing background knowledge before reading, and engaging
students in activities that activate relevant prior knowledge. This aligns with the notion that
comprehension is not solely about decoding words but also about utilizing cognitive frameworks to
deepen understanding.
In summary, Schema Theory provides valuable insights into the cognitive processes involved in
reading comprehension. It suggests that students' prior knowledge and the ability to activate relevant
schemas significantly influence their ability to understand texts. This, in turn, impacts their academic
performance, as comprehension is central to learning across all subjects in senior high school.
SIGNIFICANCE OF THE STUDY
The purpose of this Quanlitative Study is to investigate and understand the underlying effect,
impacts, and potential solutions to this critical issue. The findings of this studywill be significant
for the following stakeholders:
Students: This study will gain insights into how the students reading comprehension skills
directly influence to the performance across various subjects of the students.
Teachers : This study will provide valuable insights into the root effects of reading
comprehension on academic performance of senior high school students of DFTLMNHS.
Enabling Teacher's to develop effective strategies and policies to address this issue.
Future Researchers: The insights generated from this research will enrich the existing body of
knowledge on reading comprehension on academic performance in educational settings,
providing a foundation forfurther studies and interdisciplinary research on effects of reading
comprehension on academic performance.
DEFINITION OF TERMS
1. Reading Comprehension:
Conceptual Definition: The ability to process text, understand its meaning, and integrate it with
existing knowledge.(Journals.pen2print.org)
Operational Definition: Assessed using standardized reading comprehension tests that
evaluate students' abilities to interpret and analyze written material. (Journals.pen2print.org)
2. Academic Performance:
Conceptual Definition: The extent to which a student has achieved their educational goals.
(Journals.pen2print.org)
Operational Definition: Measured by students' grades or scores in subjects such as English,
Science, and Social Studies over a specific academic period. (Journals.pen2print.org)
3. Senior High School Students:
Conceptual Definition: Students enrolled in the final phase of secondary education, typically
covering grades 11 and 12.(Journals.pen2print.org)
Operational Definition: Individuals aged 16 to 18 attending selected schools within a specific
area during the academic year under study. (Journals.pen2print.org)
CONCEPTUAL FRAMEWORK
INPUT PROCESS OUTPUT
Better performance in
national or school level
standardized
tests(Reading and
Age (Analysis of Data through)
Language Comprehension
sections)
Sex:Male/ Female 1:Profiling
2: Reading text
Grade level 3: Questionnaires
4:Data Analysis
The factors or
components related to the
reading comprehension
skills that can affect
academic performance.
This study evaluates how satisfied participants are with an educational grant program. First, grant
beneficiaries' demographic data (gender, age, education, and number of children) is gathered by
researchers. This information is the input. Subsequently, surveys are employed to gauge levels of
contentment, gathering a variety of answers. The association between recipient attributes and
satisfaction is then ascertained by analyzing this data in conjunction with the demographics. The process
is this analysis. The result is a report that illustrates the relationship between demographic
characteristics and satisfaction, offering suggestions for enhancing the efficacy of the grant program and
the experience of its recipients.
RESEARCH DESIGN
This study will employ a descriptive research approach to examine the relationship between reading
comprehension and academic achievement among senior high school students. Data collection will
involve surveys, review of academic records, and reading comprehension assessments. Descriptive
statistics, including means, frequencies, and percentages, will be used to analyze the data. The study will
analyze student academic achievement based on their reading comprehension levels to identify trends
and variations. Ethical considerations, including data confidentiality and informed consent, will be
strictly adhered to. This design will facilitate a clear understanding of how reading comprehension
impacts academic success.
RESPONDENT OF THE STUDY
The respondents of this study are the senior high school students from DFTLMNHS in Barangay Kapitan
Ramon, Silay City , enrolled in the 2024-2025 school year. They include students from Grade 11
Jerusalem, from Grade 11 Galilee, from Grade 12 Lunok and from Grade 12 Lawaan. The study focuses
on assessing their reading comprehension skills and academic performance to determine their
relationship.
RESEARCH INSTRUMENT
Research Instrument: Reading Comprehension and Academic Performance
The instrument used to collect data was a series of reading comprehension assessments. This
approach was chosen because it directly measures the students' ability to understand and
interpret written text, providing a more precise measure of reading comprehension than a
questionnaire. These assessments were administered to senior high school students at
DFTLMNHS.
The researcher prepared her own reading comprehension assessments. The assessments
were grounded in a thorough review of relevant published and unpublished research.
The researcher ensured that there were enough items to collect data to cover all aspects of
the problem and to answer all the specific questions under the statement of the problem.
The assessments used reading passages from different subjects , appropriate for the students'
grade level, and included questions testing different levels of comprehension.
Then, the researcher submitted the assessments to experienced English teachers at
DFTLMNHS for review and feedback before finalization. This ensured the assessments aligned
with the school's curriculum and were appropriate for the students' reading levels.
For validation purposes, copies of the finalized assessments were given to a experienced
English and Math teachers at DFTLMNHS.These teachers reviewed the assessments for clarity,
appropriateness, and alignment with the research objectives. They were asked to provide
feedback.
Data Analysis Procedure
This study employed a survey to collect all relevant data following established data collection
procedures. The data were managed using a structured questionnaire, ensuring that only
information pertinent to the research objectives was processed. The analysis incorporated
purposive sampling techniques and a rigorous interpretive approach to ensure the thorough
examination of the data. All participant information was treated with the strictest
confidentiality to maintain ethical standards and contribute meaningfully to the research
project. To minimize potential bias and ensure the accuracy of the findings, researchers
actively mitigated any identified biases.
Data Collection Method
First, we wrote a letter asking permission to conduct the study. Then, we created a
questionnaire and made sure it was accurate by having subject matter experts review it. We
gave the questionnaire to the participants at Don Felix T. Lacson Memorial National High
School, Brgy. Kapitan Ramon, Silay City. We made sure they understood how important their
answers were to the study. To help them answer accurately, we explained some of the terms
used in the questionnaire. We asked for honest answers. We chose participants in a way that
would give us the best information about how satisfied people were with the study. After
collecting the completed questionnaires, we began the data analysis process.
