Reading Proficiency of Grade 4 Learners in Relation to their Academic Performance
DOI:
https://doi.org/10.5281/zenodo.15631532Keywords:
Academic Performance, Learners, Reading ProficiencyAbstract
Reading proficiency and academic performance are essential to a learner’s academic success. This study aimed to determine the level of reading proficiency of Grade 4 learners with their academic performance in a district cluster, in a large-sized school division in Central Philippines, for the school year 2022-2023. It employed a descriptive method utilizing a standardized PHIL-IRI reading instrument on 162 Grade 4 learners. Findings revealed that the reading proficiency of Grade 4 learners is frustrated. When grouped and compared according to sex, average family monthly income, and number of siblings, the level of reading proficiency was at the frustration level; yet, as to average family monthly income, it was at the instructional level for the higher group. Furthermore, their level of academic performance was satisfactory, even when grouped according to the aforementioned variables. Generally, no significant difference existed in the level of reading proficiency except for noting details according to parents’ highest educational attainment, average family monthly income, and number of siblings, and making inferences as to the number of siblings. Also, there is no significant difference in the level of academic performance when grouped and compared according to the aforementioned variables. Finally, there is a significant relationship between the level of reading proficiency of Grade 4 learners and their level of academic performance. Hence, the study inferred that their reading proficiency can influence academic performance. Thus, it is recommended that intervention programs be focused on strengthening every learner's reading proficiency and academic performance.
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