Motivation and Comprehension in Reading of Senior High School Students
Abstract
This study determined the profile, levels of motivation and comprehension in reading of Senior High School students in Paniqui, Tarlac for the School Year 2019 - 2020. It established the significant relationship between the respondents’ levels of motivation and reading comprehension skills and the significant difference between the levels of motivation across the profile of the respondents. Employing the descriptive cross-sectional correlational method of research, the study involved fifty nine (59) Grade 11 Senior High Schools in Balaoang National High School, Paniqui, Tarlac. Data gathered were analyzed using frequency counts and the corresponding percentages, weighted mean, mean, standard deviation, skewness and kurtosis, Spearman's rank correlation coefficient, and Multivariate Analysis of Variance (MANOVA). Findings indicate that the respondents are broadly 16 to 17 years old, female, performed fairly or very satisfactorily in reading, speak Filipino or Tagalog, had a wide variety of reading materials used by the students but prefer reading through online sources, and did not have knowledge on the monthly income of their families or belonged to averagely earning families. While they were highly motivated intrinsically, they are moderately motivated extrinsically in reading. The Grade 11 students demonstrated above average reading comprehension skills. Intrinsic motivation in all of its facets had moderate relationship to the students’ reading comprehension skills. Extrinsic motivation, on the other hand, is weakly linked to the students’ level of reading comprehension skills. The students’ perceptions in reading efficacy and topics aesthetically enjoyed significantly differ as mediated by GPA in reading. Their perceptions also significantly differ in competition in reading when their sex and GPA in reading are considered. Among others, it was recommended that English teachers may consider extrinsic motivation as a starting point in encouraging the students to read. Merits such as Best in Reading and Little Teacher Awards may be given to students periodically after evaluating their performance in the activities during their reading-related tasks.
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