Reading Is The Mother of Any Ability To Study
Reading Is The Mother of Any Ability To Study
someone will acquire. It is a complex process involving knowledge, experience, thinking, and
teaching. It depends heavily on knowledge- both about the world at large and the worlds of
language and print; thus, it cannot be taught alone. Also, reading is not merely an ability to
recognize written or printed words, but it also refers to putting meaning to what you are reading
and drawing a unified thought of what you are reading (Tizon, as cited in Donaire, 2016).
About the statement mentioned above, (Al-Jarf, as cited in Takaloo and Ahmadi, 2017)
said that one of the essential skills of language is reading comprehension and the students should
comprehend reading passages when they are successful in their academic life.
Also, (Donaire, 2016), found out that teaching reading is an important activity that needs
children who have difficulty learning to read in the pre-elementary grades can continue to have
this difficulty through elementary school, high school, and into college?
Furthermore, reading comprehension is the act of understanding what you are reading.
While the definition is often merely declared, the act is not easy to show, learn or apply. Reading
comprehension is an intentional, active, and interactive process that occurs before, during and
Do students comprehend what they are reading? Are they able to express verbally or in
writing what they have read? Nowadays, in this fast-paced society, teachers need students who
are independently effective. To have this kind of students, there is a need and is essential for the
teacher to start developing the basic life skill of their students, and that skill is reading
comprehension.
Reading comprehension is the ability of the child to understand the text being read (Lea
and Street, 2006). Learners with reading problems will most likely experience poor
understanding because of their lack of being able to read and monitor their understanding of the
information. The contributory factors to a learner’s comprehension in a language are the ability
to decode words, poor vocabulary access, and fluency, as cited in Graham and Bellert (2004).
Tizon, as cited in Donaire (2016), stressed out that reading comprehension must be the
basic consideration of all readers. The ability of the readers to comprehend what they are
reading; read between the lines ideas and add meaning to printed words is comprehension.
Therefore, reading alone is not enough; it should be integrated with understanding so that
learners can focus not only on the text but also on interpreting its deeper meanings.
Hong-Nam and Leavell (2007) said that students who are not sufficiently equipped in
reading comprehension skills could struggle in many subject areas aside from reading and
literature, and that includes mathematics, science, and social studies, Hence, it is essential that
students are capable of reading along with comprehension in order to be successful in school.
Among the means that have been found out to help readers read with comprehension is
through the reinforcement of reading motivation among students. According to Anderson, and
others, (as cited in Knoll 2000), edifying motivation is an essential phase in the development of
children that will become readers. One cannot expect students to understand the printed text if
they have not read that material. It is even as unreasonable to expect them to need to scan with
none motivation. Reading motivation is very important for students, and it increases the students'
reading comprehension. It is vital for learners to read and understand texts easily and effectively.
Thus, all English as Foreign Language (EFL) learners needs to improve their reading motivation
Motivation is one of the main factors which significantly influence language learning.
Reading with motivation is one of the most important factors which receive a special focus in
foreign language teaching. Research testifies that student motivation is the main reason in
successful reading. Some educators and politicians have suggested that making curricula more
demanding would increase student achievement, but a growing number of researchers and
educators agree that increasing student motivation is the key to enhancing learning and
performance in school (Linnenbrink & Pintrich, 2002). Bruner, as cited in Hesek (2004),
eloquently stated, "we have tended to overlook the question of what keeps learners interested in
the activity of learning, in the achievement of competence on the far side clean necessity and
initial payoff." Bruner succinctly described the heart of intrinsic motivation in education.
Students read for their interest or pleasure when they are intrinsically motivated. Students
can be seen lost in a book when reading for pleasure or lose track of time while reading Hilden
and Jones (undated). With intrinsic motivation, the scholars themselves create the selection to
apply positive reading behaviours. Bill (2010) said that when one is intrinsically motivated, one
is focused on the things one can control—one’s growth and learning, what one can find
Arnold (2000) stated that intrinsic motivation is learning itself that has its reward.
Students willingly try to learn what is very significant for them. They have internal desires to
learn, and they do not need external results. There are not any negative effects of having intrinsic
motivation. Intrinsic motivation drives the learners to learn without rewards because the need is
progress in reading comprehension is covering behind the improvement in mathematics over the
past two decades. Similar to mathematics, learning to read is a vital part of basic education.
Reading, after all, is an important entry to the other disciplines. Unfortunately, equated to
mathematics, students in the United States have not improved as much in reading comprehension
In the national scene, the performance of the Filipino students in the national and
international mathematics and science tests for the last decade has also deteriorated, and this has
posed a foremost challenge to Philippine education which may also be attributed to poor reading
comprehension. The Department of Education (DepEd) attributed this problem to the student’s
Donaire, 2016). Additionally, as reported by The Philippine Star in its March 18, 2011 issue,
student readiness for college-level reading has steadily declined since 1999 to its lowest point. In
twelve years, six million of the nation’s secondary school students are reading well below grade
level.
The number of Filipinos, aged 10-64 years old, who do not understand what they read,
has increased to 20.1 million. This is supported the most recent figures from the 2008 useful
acquisition, Education and Mass Media Survey (FLEMMS). Moreover, the number of
individuals lacking in counting and comprehension skills grew. This was due to a higher
population base of 67 million for 2008 compared to only 57.6 million for 2003. Nolasco
computed the number of non-numerate Filipinos in 2008 at 9.1 million, which was almost the
same as in 2003. However, those who lacked comprehension abilities increased from 19.6
In the region, according to Leyte-Samar Daily's Norlanie Asis Cerena article, the
Department of Education (DepEd) is now implementing a new evaluation tool dubbed Philippine
Informal Reading (PHIL IRI) in Dulag, anchored from the K to 12 Basic Education This aims to
address the reading difficulties and to alleviate the reading performance of all students in English
and Filipino from grade 3 to grade 7. This new tool is now being implemented in all elementary
Based on a casual and informal local interview, the researchers found out that Grade 7
students nowadays have low interest and lack of reading motivation which significantly affects
Given this problem, the researchers would like to find out the role of intrinsic motivation
in reading comprehension and feel the need to look more closely into developing intrinsically
Theoretical/Conceptual Framework
The research study was founded on the following related theories of reading
comprehension and intrinsic motivation: self-determination theory by Ryan & Deci (2009) and
our natural or intrinsic tendencies to behave effectively and healthily. A network of researchers
around the world has researched and practised SDT (“Self-Determination Theory”, 2018).
Furthermore, in psychology, self-determination is an essential concept referring to the
ability of each person to make choices and to exercise control over their own lives. This ability
plays a significant role in health and well-being in psychology. Self-determination gives people a
suggested that they become self-determined when people experience these three things. These
three elements also allow people to be motivated intrinsically to pursue the things that interest
Some important insights about work motivation have also been generated by SDT. While
there are many theories about work motivation and commitment, SDT is unique in its focus on
the "relative strength of autonomous versus controlled motivation rather than overall motivation"
Speaking of motivation, it was often grouped into two main types: extrinsic and intrinsic.
A person tends to perform a task or activity with extrinsic motivation, mainly because doing so
will yield some sort of reward or benefit upon completion. Intrinsic motivation, on the other
hand, is characterized by doing something simply because of pleasure or fun. (Deci and Ryan,
2014).
However, the researchers focus on intrinsic motivation for the reason that research has
shown that there is a negative effect on the learners when using extrinsic motivation. According
to Covington, as cited in Houghton (2015), when extrinsic motivation or rewards are not related
to the action, the activity typically becomes a means to an end. Also according to Marinak (2006)
and Ryan & Deci, as cited in Covington (2015), rewards, deadlines, and pressured evaluations to
weaken intrinsic motivation because they lead students into perceiving the success as the
Simply put, self-determination theory can be helpful in understanding the things that
might motivate behaviours. Being self-determined, feeling like one has the autonomy and
freedom to make choices that shape one’s destiny, is important for each person's well-being.
One's going to feel happier and more able to make good choices. (“What is Self-Determination
Theory” 2018).
In this study, the researchers use self-determination theory to understand and find out the
things that will and might motivate the students to be self-determined that will help them to
improve and affect their behaviors towards reading. About this, the researchers also looked at the
schema theory, which has a great impact on the reading comprehension of the students.
to aid one’s existing abilities to understand and learn. Teachers cannot expect students to form
Another theory that supports this study is Frederick Barlett’s Schema Theory, which
gives details on how readers use their background knowledge to comprehend and learn from the
text (Rumelheart, 1980). Bartlett (1932) first used the term "schema" in psychology as "an active
organization of past reactions or experiences," then Rumelhalt (1980), Carrell (1981) and
Hudson (1982) introduced schema when discussing the important role of background knowledge
in understanding reading (cited in An, 2013). The schema theory's fundamental principle
assumes that written text has no meaning on its own. Rather, a text-only provides readers with
directions as to how their own previously acquired knowledge should retrieve or construct
According to Stott (2001), schema theory describes the process by which readers
combine their background knowledge with the information in a text to comprehend that text. All
readers carry different schemata (background information), and these are also often culture-
specific.
a schema provided a form of representation for complex knowledge and that the construction, for
the first time, provided a principled account of how old knowledge could influence new
knowledge acquisition. Schema theory was applied to understanding the reading process
approaches. The schema theory approaches to reading emphasize that reading involves both the
bottom-up information coming into the eye from the perceived letters and the use of top-down
Additionally, a schema can be perceived as a structure consisting of several spaces, some filled
and others empty. For the empty slots, when faced with a situation or trying to understand something
new, the appropriate schema is activated and used to infer, produce or accommodate new information. If
the input is assimilated into the existing schema without making any changes, it is called "accretion," on
the other hand, "tuning" occurs when the existing schema is inadequate and needs to be modified while
"restructuring" is the process of creating a new schema. (Schema Theory, 2015 as cited in Donaire, 2016).
Moreover, prior knowledge should be discussed before reading the text to help set the
stage for what is coming. During the reading, from their experience, students should be
encouraged to connect to the text, and the teacher should model this process using his or her
connections. After reading, the discussion should focus on how the connections helped the
students understand the text better and how the text helped them build their pre-knowledge
foundation.
The importance of schema theory for understanding reading also lies in how schemas are
used by the reader. If teachers fail to create a sufficient number of schemas when reading a text,
then reading comprehension will become difficult (Schema Theory, as cited in Donaire, 2016).
Simply put, the theory of schema states that all knowledge is organized into units.
represented, and how it is used (Schema Theory, as cited in Donaire, 2016). According to this
theory, schema represents knowledge of concepts that are objects and the relationships that they
have with other objects, situations, events, sequences of events, actions, and action sequences.
Based on the given theories, the rationale of this study is to determine the vital role that
intrinsic motivation plays in improving the student’s reading comprehension. It will examine the
reading motivation for its potential to explain students’ reading comprehension and to predict
students’ growth in comprehension over time (Stipek, as cited in Guthrie et al. 2007). Thus, in
the conceptual framework of the study, there are two variables which are intrinsic motivation and
variable, and it assumes to have beneficial effects on the students’ reading comprehension
Reading
Strategies
Instruction
Support for
Student
Motivation
READING
COMPREHENSION
The objective of the study was to determine the relationship between intrinsic motivation
and reading comprehension of the Grade 7 students at the Palompon Institute of Technology-
Research Hypothesis
Students. As the ultimate beneficiaries of the study, this study may help students to be
intrinsically motivated to read not only to help them successfully understand what they read, but
also to become better readers, and thus fulfil their academic needs.
Teachers. This study may help the teacher to include the development of intrinsic
motivation of the students in reading and to better guide the teachers by applying research that
significant role of intrinsic motivation in successful learning and help them to implement
motivational strategies which will enable them to help the students to increase their level of
Curriculum planners. Curriculum planners may have a sound basis for the inclusion of
teaching reading motivation more specifically on the intrinsic motivation in all levels of the
curriculum.
Future Researchers. The study may supplement the literature review for other
researchers who want to conduct the study in the same field of interest. The results of this study
can also be used as a reference to compare and support the results of other related studies. Lastly,
it could be used as a basis for the conduct of a similar but more enhanced study.
This study determined the relationship between intrinsic motivation and the reading
comprehension performance of the Grade 7 students who were officially enrolled at Palompon
Definition of Terms
read and how intrinsically motivated the learners to understand what they are reading.
Reading. It is the act of constructing meaning while transacting with text. The reader makes
meaning through the combination of prior knowledge and previous experience, information
available in text, the stance he/she takes in the relationship to the text, and immediate,
This chapter consists of concepts and related studies from different researchers.
Conceptual Literature
process by coordinating several complex processes involving language, word reading, word
Then, to achieve true understanding, readers must go beyond the text's basic decoding.
They have to think about what they have read at a deeper level than the simple perception of the
linguistic symbols into a more abstract symbolic representation — that is, from language to
thinking (Dechant, 1991). This leads to a discussion of what is in the text that deeper meaning.
Early grade failure can also affect the ability to understand what is being read in later school
years. Rarely catch up with students who fail to read well early in their school careers (Madden,
and others, 1997). This means that what began as a problem of achievement can develop into
problems of "low self-esteem, anxiety, poor motivation and avoidance at the secondary level of
that motivating a student to read is equally crucial. To understand what is being read, one has to
be a critical reader. Critical readers can "move forward or backwards through the text ..." and can
"relate to different parts of the text to get a better grip on understanding." If this is a critical
reader's sign, why does this study focus on the high school student in general, and the 10th
grader in particular? Partly because this study is not so much about reading mechanics (or the
ability to read itself), but rather about the process behind understanding. Also, it is easier to learn
certain elements of critical reading in different subject areas at the high school level than before
cooperative mental practice between a reader’s linguistic knowledge (knowledge of the world)
which readers interact with the text as their background knowledge is activated. Of course, much
of what a high school student brings to the text, prior experience with the topic, familiarity with
the vocabulary, knowledge of syntax, etc. all combine to increase the knowledge of the subject of
and young people with learning disabilities manifest behavioral problems. Historically, the main
focus in the field of learning disability has been on behavioral change while largely ignoring the
intrinsic motivation construct. The innate need of the student to feel competent and self-
motivation, and intrinsic and extrinsic influences (Aarnoutse & Schellings, 2003). These
influences stimulate and guide the behavior of reading. Reading strategies further influence
reading motivation by exchanging ideas with peers who are intrinsically motivated to read (i.e.,
engaged readers) (Guthrie and others, 2007). Not every student is equally motivated (Gambrell,
2011). The most important skill that students will acquire in their academic careers is learning to
read. Those who read often become knowledgeable readers (Morgan & Fuchs, 2007). Using
frequent reading aids increases recognition of sight words, vocabulary, fluency, and
understanding. Typically, the frequency with which children read depends on the reading skills
they have acquired and their motivation. For students who do not acquire the skills to read early
on, the reading may become an arduous task, causing them to fall further behind as they avoid
Intrinsic motivation is a behavior energizing that comes from within an individual, out of
will and interest in the activity at hand. There is no need for external rewards to encourage the
intrinsically motivated person to take action. The reward is the conduct itself. This appears to be
an ideal, logically, for people to act as "origins" of their behavior rather than "pewns." It is
certainly not the case, however, that all real-world behavior comes from intrinsic energy
(deCharms, 1968).
On the other hand, Gottfried (1990) pointed out that intrinsic reading motivation could be
defined as enjoying reading activities for their own sake, which is consistent with the self-
determination theory formulation. Intrinsically motivated reading consists of text interaction for
enjoyment, stimulating curiosity, and winning the prizes or acquiring new knowledge that might
In the Psyche study (2017), intrinsic and extrinsic motivation is in complete contrast to
each other in the way they work. In short, intrinsic motivation refers to being motivated from
within or motivated by oneself. On the other hand, extrinsic motivation refers to the motivation
of external factors.
Intrinsic motivation to read in the fourth grade predicted reading literacy in the sixth
grade, and reading frequency mediated this relationship. A negative correlation between extrinsic
motivation and reading literacy was also found (Becker et al., 2010).
Ahmadi and Pourhosein (2012) explained that intrinsic motivation refers to behavior
driven by internal rewards, according to Hairul. This is different from extrinsic motivation,
which includes engaging in behavior to receive external rewards or avoid punishment (as cited in
Ahmadi, 2017).
Cherry (2018) said he was fascinated by intrinsic motivation. Probably there are many
things that fall into this category in one's own life, and these are important elements for a well-
balanced life. For example, if we spend all our time working to make money, we might miss out
on life's simple pleasures. It can be quite rewarding to realize our own intrinsic and extrinsic
Research Literature
Numerous research studies were conducted on the positive effects of intrinsic motivation
on reading performance.
Reading Comprehension. The decline of motivation to read in educational
environments have left educators puzzled at what can be done to make a shift towards an
increase in the motivation to read for their student body (Baker & Wigfield as cited in
Amundson, 2015).
efforts to increase intrinsic motivation: using focus goals for reading instructions-Students focus
on specific goals they establish with the educator and self-review the mastery thereof, student
book selection-Students select their texts and may perform with peers the text roles, student
ownership of book collection increase-An increase of student’s book ownership, and peer
After the four described techniques were implemented, comprehension ability and
intrinsic motivation did increase in the student body. Classrooms were randomly assigned
lengthy passages for the student to review and comprehend. Comprehension examinations were
administered and results showed an increase of intrinsic motivation to read and examine material
In many classrooms, students read passages aloud and can easily compare their ability to
peers. If students see themselves as capable readers, they will be motivated to read. Students,
however, will not be motivated to read if they do not see themselves as reading as competently as
Becker et al. (2008) stated that findings in a sample of German fourth-grade students
were less positive and revealed only a marginally significant positive effect of reading amount on
summer changes in reading comprehension. Thus, in this case, the effects of reading amount on
summer changes in reading comprehension are likely to be less strong, as cited in (Schaffner and
Schiefele, 2016).
In the reading levels of Anderson and Hunt as cited by Temporada (2006), it was
revealed that the reading ability of the students feels under the instructional= level. At this level,
a student has difficulty reading and processing meanings due to unfamiliar vocabulary, semantic
Akbaşlı et al. (2016) indicated that There was a correlation between the results of reading
comprehension and student success in math or science classes. It also indicates that reading
classes.
Bonganciso (2016) studied students ' reading comprehension performance from pretest to
posttest. He found out that contextualizing the learners ' reading tasks has positive effects on
Cunha and Capellini (2016) showed in this study that the students presented fewer
mistakes according to their academic progress, indicating that the experience in reading during
the years at school contributed to improving comprehension. Also, some students presented a
better performance in their answers after reading the texts for the second time.
reading achievement; moderation analyses showed stronger relationships for typical readers.
Moreover, when moderated by age, stronger relationships were found for younger participants.
Additional regression analyzes identified positive relationships between two intrinsic motivation
significant increase in motivation to read. Also, the comprehension exam scores increased
steadily throughout the study. The motivational techniques have improved the participants’
Furthermore, Castle (2015), students are motivated by the self-selection of the literature
of interest, guidance from teachers and adults with reading skills, having personal confidence in
their reading ability, and extrinsic factors. McGeown, Norgrate, and Warhurst (2012) claimed
that intrinsically motivated children engage in activities like reading, for example because of
Takaloo and Ahmadi (2017) indicated that motivation has an influential role in learners’
reading comprehension.
Moreover, the findings of Schaffner, and Schiefele, (2016) suggested that intrinsic
Vacation (SV).
As cited in the study of Ayub (2014), (Elliot & Dweck, 2005), Motivation has a
significantly important factor for academic learning and achievement across childhood through
adolescence.
Additionally, Baek and others (2015) investigated the effects of students’ intrinsic
learning environment that both students’ prior knowledge and intrinsic motivation affect their
level of students' reading comprehension and their emotional intelligence. There is also a positive
relationship between emotional intelligence and motivation for reading. Finally, there is a
extrinsic motivation and academic achievement in third through eighth-grade students (Lepper,
Iyengar, & Corpus, 2005). There is a significant positive correlation between intrinsic motivation
and academic outcomes (reading performance, math achievement, and GPA). Extrinsic
motivation, however, had a significant negative correlation with GPA and achievement scores.
Unrau and Schlackman (2006), found a significant positive relationship between intrinsic
motivation and reading achievement among Asian American middle school students, as cited in
particularly intrinsic motivation that could improve reading comprehension (Taboada & Buehl,
2012). Researchers indicated that variables of cognitive and motivation affect the reading
comprehension of students (Pressley and Harris, 2006). Previous research advocated that reading
comprehension allows students to analyze information that they have a piece of prior knowledge
about it to enhance their comprehension (Duke, and others 2011) as cited in the study of Takaloo
Moreover, as cited in Takaloo and Ahmadi (2017), Morgan and Fuchs, 2007 argued that
motivation is one of the most important factors that can influence reading comprehension. The
correlation between reading motivation and reading comprehension is more than reading
activities and reading behavior. There has been a lot of research that has examined the
relationship between motivation and reading comprehension, and it looks like there is a direct
In the study of Admundson (2017), Whittingham and Huffman (2009) concluded that a
classroom environment which contains a huge array of literature selections that increased
Ahmadi (2017), explains the terms were reading motivation, different types of
motivation, reading comprehension, and different models of reading comprehension. The review
of this study showed that reading motivation had a considerably positive effect on reading
comprehension activities.
Marsela (2017), reading motivation and reading comprehension showed that there is a
significant correlation between the two variables. Besides, there was also a significant influence
However, in the study of McGeown, and others (2012), found out that motivation does
not correlate with their reading skills of the poor readers. Also, poor readers appear to have a less
differentiated view of reading motivation compared with good readers. The groups differed
significantly in their intrinsic reading motivation but not in their extrinsic reading motivation.
Interestingly, among the good readers, extrinsic motivation (in particular grades and
Wigfield, and others (2016), they found out in their study that over the last 20 years, we
have learned much about the nature of children’s motivation to read and how it relates to the
amount and types of reading children do, and their reading comprehension. We also have learned
much about effective instructional practices that lead to improvements in elementary and middle
school children’s motivation to read. Much research remains to be done on the development of
children’s reading motivation and what kinds of interventions improve it. For example, most of
the work on reading motivation has involved self-report measures that have limits, especially
when used with young children. One alternative is for teachers to rate their students’ motivation
and engagement; such ratings are reliable and relate to different outcomes.
The above-cited studies are related to the present study in that they all indicate the
Methodology
This chapter presents the research method and procedure to be used in this study. It
includes the research design, the research environment, research respondents of this study, the
research instrument to be used, the data gathering procedure and the statistical treatment of data.
Research Design
there was a significant relationship between intrinsic motivation and reading comprehension of
the students.
Research Environment
The researchers conducted the study in at the classroom (Room 101) of Palompon
The students were seated accordingly with a seat apart set-up of 1 meter per student to
Research Respondents
The research respondents in this study consist of 61 Grade 7 students of Palompon
Institute of Technology-Laboratory High School Palompon, Leyte during the school year 2018-
2019.
Research Instruments
The study used two sets of research instruments. These are the Motivations for Reading
Questionnaire (MRQ) by Wigfield and Guthrie (1995) and Reading Test by Stephen C.
Temporada (2006).
rated evaluation of how motivated each student to read. Wigfield and Guthrie (1995) originally d
students, classroom reading instruction observations, and alignment with motivational theory, Wi
gfield and Guthrie improved the MRQ by grouping questions into 11 reading motivation constru
cts. The original scale contained 82 items (Wigfield and Guthrie, 1995),
CORI assessments, as shortened version (18 items) of the MRQ was also created (Guthrie et al.,
2004; Wigfield et al., 2004). As a group, students go through three practice questions with the
administrator(s) of the questionnaire and are then allowed to complete the rest of the
questionnaire by themselves. The revised MRQ has only two practical questions. Questionnaire
administrators are available during this time to answer questions. Typically, students can finish
Reading (5 items); 9. Reading for Grades (4 items); 10. Social Reasons for Reading (7 items);
Reading Test. The researchers used a questionnaire adapted from the study of
Relation to the Students’ Reading Ability Level and Reading Comprehension Ability formulated
The research instruments were all adapted; thus, instruments were standardized but, to
ensure the readability of the instruments to the chosen respondents, the MRQ was examined as
well as the reading test. The researchers gave some samples of these instruments to the chosen
few students with the same level of the original respondents of the research which was Grade 7
students and along with the Grade 7 English teacher of the original respondents of the research.
Also, the researchers were advised by some of the faculty and staff of the College of Education,
Mr Leonard Arado and Mrs Maria Consuelo Ramirez to reduce the number of items of both
tests. From 53 items, the MRQ was reduced to 20 items and the 50-item reading test to 20 items
accordingly because the tests were too lengthy for Grade 7 respondents.
containing the request of allowing them to administer questionnaires to the respondents. During
the conduct, the researchers gave the MRQ developed by Wigfield and Guthrie first followed by
the reading comprehension questionnaires adapted from Temporada’s study. They were
instructed to finish the reading comprehension test in one hour. To ensure that the students
followed the instruction, answers were strictly retrieved after the allotted time. After
administering, all the data were gathered and analyzed with the aid of the data analyst.
Statistical Tools
In getting the intrinsic motivation level of the students, the formula of getting the range of
scores was used, where the highest possible score was 4 and the lowest possible score was 1.
into four levels: highly motivated, moderately motivated, slightly motivated, and not motivated.
Range Interpretation
Scores Interpretation
12-20 Excellent
9-11 Good
0-8 Poor
a. The weighted mean was used to determine the level of intrinsic motivation and
reading comprehension and the level of significance was tested using ∝ = 0.05.
Chapter 4
The following are the consolidated analysis and interpretation data, its analysis and
interpretation based on the research questions as presented in Chapter 1. This chapter consists
of the following parts: intrinsic motivation level of the students, their reading comprehension
level, and the relationship between intrinsic motivation and reading comprehension of the
students.
The first research problem investigated the intrinsic motivation level of the students.
Table 1
Level of Intrinsic Motivation of the Grade 7 Students
table, it was shown that the students were moderately motivated. As reflected in Table 1, the
weighted mean score of the students is 2.82, with a standard deviation of 0.52.
This signifies that Grade 7 students’ intrinsic motivation was being influenced by
external forces. In other words, it can be explained that their devotion to reading was because of
their desire for rewards and fear of penalty from teachers and parents, and not based on their
inner aspirations. This result is coincides with the study of Gbollie and Keamu (2017).
The second research problem investigated the reading comprehension level. As shown in
Table 2, the weighted mean score of the students is 52.87% with a standard deviation of 13.21.
Table 2
Reading Comprehension Level of Students
Excellent 21 13.33333
Good 31 9.83871
Poor 9 6.555556
From the table above, it was found that “good” was the level of the student’s reading
comprehension (52.87%). The results showed the same findings in the study of Amundson
(2015) which showed an increase of reading motivation for the students throughout the study.
Her research also indicated a slight increase in comprehension ability. The students demonstrated
great enthusiasm for reading together. This implies that if students were motivated to read they
The last research problem was to know if there was a significant relationship between
intrinsic motivation and reading comprehension of the Grade 7 students. The result is shown in
Table 3.
Table 3
Correlation between Intrinsic Motivation and Reading Comprehension of the Students
59 0.015044 Significant
(Low
Reading Comprehension
correlation)
∝ = 0.05
Based on the Pearson Product Moment Correlation Coefficients, the results indicate a low
correlation between intrinsic motivation and reading comprehension. Then the level of p-value
was 0.015044, which means that p-value 0.015044 was lower than 0.05. Thus, the hypothesis
was accepted at 0.05 level of significance, meaning, there was a significant relationship between
research findings of Marsela (2017) and Knoll (2000) that stated motivation positively
motivation would lead to improved reading comprehension. Additionally, Ahmadi and Takaloo
(2017) also testified that motivation was one of the essential factors that had a direct impact on
the development of reading comprehension. He recommended that teachers must know that
students are motivated differently. They should make the classroom an enjoyable space to
motivate them and increase their confidence, spontaneity, autonomy, and self-stimulation.
Chapter 5
This chapter presents the conclusions of the study and its recommendations.
Conclusions
1. Given the results of the MRQ of the students, it was concluded that there was a need to
which was 0.31, there was a low correlation. It only means that there are still a lot of
factors which influenced students' reading comprehension aside from motivation, such as
3. Also, based on the results of Pearson’s r, it showed that there was a direct relationship
between the two variables, the intrinsic motivation and reading comprehension. This only
means that if the intrinsic motivation of the student is high, the reading comprehension
level of the students must also be high, and if the students have low intrinsic motivation
Recommendations
In terms of the conclusions arrived at, the following recommendations are given:
1. Based on the findings, which showed that intrinsic motivation was significantly related to
the students’ reading comprehension, the teacher should explicitly strengthen the support
2. Reading strategies should be explicitly taught in the English classroom to enable the
students to know the appropriate strategies that will help them overcome difficulties in
3. Utilize other ways to build the students reading comprehension skills. One of these is
through the use of effective and research-based strategies in teaching reading, teaching
4. Further studies should be conducted that will consider other factors that may contribute to
Moreover, the researchers would like to recommend to her researchers to look upon other
language macro skills, e.g. listening, speaking and writing developing the holistic