INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN NO. 2454-6186 | DOI: 10.47772/IJRISS |VOLUME VIII ISSUE IV APRIL 2024

A Quantitative Study between Reading Habits and Reading

Comprehension of Grade 11 Students
Meliton, Sherlly D1., Braga, Nicole P1., Culob, Shekina L1., Intise, Angelica B1., Largo, Christine Mae
O1., Neri, Ma. Kristina L1., Nobleza, Richelle Ann Gen Q1., Polestico, Bejie A1., Polinar, Jovel A1.,
Sumicad, April Jane A1., Villanueva, Marianne Jhoana R1.,Krystal Joy M. Clamares, PhD2., Anna
Marie O. Pelandas, MAEd2
1
Department of Education, Senior High School Students, Philippines
2
Department of Education, Senior High School Teachers Division of Davao de Oro, Philippines

DOI: https://dx.doi.org/10.47772/IJRISS.2024.804284

Received: 26 April 2024; Revised: 16 May 2024; Accepted: 18 May 2024; Published: 25 May 2024

ABSTRACT
The study dealt with the reading habits and reading comprehension among Grade 11 students in Lorenzo S.
Sarmiento Sr. National High School. The primary goal of the study was to assess the level of reading habits
and reading comprehension in terms of their respective indicators, the significant relationship between
reading habits and reading comprehension, and domains in reading habits significantly influenced reading
comprehension. Moreover, this study utilized a quantitative-correlational design with 202 respondents
among Grade 11 students in Lorenzo S. Sarmiento Sr. National High School. Average Weighted Mean,
Pearson R, and Multiple Regression Analysis were the statistical tools used in this study. The results
showed a high level of reading habits in terms of reading motivation as high, reading frequency and time
allocation as high, and materials as high among Grade 11 students. Similarly, the outcome also resulted in a
high level of reading comprehension with its indicators which were the working memory as high,
vocabulary as high, prior knowledge as high. Moreover, the result also highlighted a high level of influence
of reading habits to the reading comprehension among Grade 11 students in terms of reading motivation,
reading frequency and time allocation, and materials. In addition, there was a moderate correlation and a
significant relationship between reading habits and reading comprehension. Three domains of reading habits
are shown as perceived by students. However, two domains only influence Reading Comprehension and
materials were the only one domain that did not exert a significant influence on reading comprehension.

Keywords: GAS, Reading Habits, Reading Comprehension, Philippines

INTRODUCTION
Reading comprehension occured when an individual engages with a text, making it an ongoing process that
requires collaboration among educators, parents, and students (Oo et al., 2018). However, there was an
observed issue of poor reading comprehension among learners in Indonesia (Nurviyani et al., 2020). In
addition, a study conducted by Suma (2020) was found out that there was a growing problem in the reading
comprehension of Malaysian students and have been attributed to various factors, including limited access
to quality education, resource constraints, crowded classrooms, and insufficient emphasis on reading skills
development in the curriculum. Further, Yadav (2022) discovered Indian children did not spend much time
on reading because they think that reading is just a simple task, that is why many children their struggle
with reading comprehension.

Moreover, in the Philippines, particularly in Manila, a conspicuous lack of reading habit has been observed,
which, in turn, has led to several adverse consequences and this included notable decline in the
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comprehension of complexed texts (Abequibel, 2021). Recognizing the importance of this issue, it is
essential to understand that developing reading habits is one of the cornerstone elements in a child's early
education (Torres & Alieto, 2019). In this context, the cultivation of reading habits emerges as a crucial
strategy to boost reading comprehension among students (Patty, 2023). More so, Pantito (2020) exclaimed
that it is worth noting that reading comprehension could significantly improved through the cultivation of
reading habits.

Furthermore, in Davao City, there exists a notable concern regarding the reading comprehension of
elementary and high school students (Lim et al., 2021). Norton et al. (2021) have established an association
between poor reading comprehension skills and components of reading disabilities, including selective
phonological deficits, selective rapid automatized naming (RAN) deficits, and combined deficits.
Additionally, a noticeable deficiency in reading comprehension among students have been observed at
Lorenzo S. Sarmiento Sr. National High School. With this, the researchers intended to investigate whether
this deficiency was linked to the reading habits of the students, particularly among Grade 11 students.

However, the researchers did not come across any study conducted on the influence of reading habits on
reading comprehension among Grade 11 learners at Lorenzo S. Sarmiento Sr. National High School. This
highlights the unique contribution this study would make by providing new insights into the relationship
between reading habits and reading comprehension among Grade 11 learners at the school. This scenario
had motivated the researchers to explore indicators that may lead to reading comprehension in Grade 11
learners. The researchers were interested in determining if reading habits improve or influence the reading
comprehension of Grade 11 students at Lorenzo S. Sarmiento Sr. National High School, as this awareness
could inform future actions related to school administration, teaching methods, and classroom learning.
Consequently, there was a compelling need for this study to be undertaken.

Research Objectives

This research was conducted to examine the influence of reading habits to the reading comprehension of
Grade 11 students. This study specifically sought answers to the following objectives:

1. To determine the level of reading habits among Grade 11 students in terms of:
1.1 reading motivation;
1.2 reading frequency and time allocation; and
1.3 materials.

2.To find out the level of reading comprehension among Grade 11 students in terms of:
2.1 Working Memory;
2.2 Vocabulary; and
2.3 Prior Knowledge.

3.To find out the significant relationship between the level of reading habits and reading comprehension
among Grade 11 learners.

4.To determine which of the domains of reading habits that significantly influences reading comprehension
among Grade 11 learners.

METHODOLOGY
This study employed a quantitative non-experimental research design utilizing correlational technique. This
method was used when the objective was to describe the status of the situation as it exists at the same time
of the study to explore the causes of a particular phenomenon. In correlation research, it involved collecting

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ISSN NO. 2454-6186 | DOI: 10.47772/IJRISS |VOLUME VIII ISSUE IV APRIL 2024

data in order to determine whether the degree of a relationship exists between two of more quantifiable
variables (Gay et al., 2006).

Population and Sample

Simple random sampling was used in the selection of respondents. The subject of the study was the 202
students who were respondents in reading habits and reading comprehension in Lorenzo S. Sarmiento Sr.
National High School. They were ideal respondents for this study because they could determine how could
improve reading habits to their reading comprehension.

Statistical Tool

The following statistical tools were utilized for the data analysis and interpretation.

Mean. This statistical tool was used to determine the level of reading habits and reading comprehension
among Grade 11 Students of Lorenzo S. Sarmiento Sr. National High School.

Pearson (r). This statistical tool was used to determine the significance of the relationship between reading
habits and reading comprehension among Grade 11 Students of Lorenzo S. Sarmiento Sr. National High
School.

Multiple Regression Analysis. This statistical tool was used to determine the influence of reading habits
and reading comprehension among Grade 11 Students of Lorenzo S. Sarmiento Sr. National High School.

RESULTS
Level of Reading Habits

Shown in Table 1 were the mean scores for the indicators of reading habits among grade 11 students in
Lorenzo S. Sarmiento Sr. National High School with an overall mean of 3.82 and described as high with a
standard deviation of 0.69. The high level could be attributed to the high rating given by the respondents in
all indicators. This entails that the respondents’ responses to the level of reading habits are very positive in
terms of reading motivation, reading frequency and time allocation and materials.

Moreover, the cited overall mean score was the result obtained from the following computed mean scores
from highest to lowest: 3.93 or high for reading frequency and time allocation with standard deviation of
0.65; 3.92 or high for reading motivation with a standard deviation of 0.64; and 3.61 or high for materials
with standard deviation of 0.79.

Table 1. Level of Language Strategy

Indicator Mean SD Descriptive Level

Reading motivation 3.92 0.64 High
Reading frequency and time allocation 3.93 0.65 High
Materials 3.61 0.79 High
Overall 3.82 0.69 High
Level of Reading Comprehension

Shown in Table 2 are the mean scores for the indicators of reading comprehension among Grade 11 students
in Lorenzo S. Sarmiento Sr. National High School with an overall mean of 3.96 and described as high with a
standard deviation of 0.67. The high level could be attributed to the high rating given by the respondents in

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ISSN NO. 2454-6186 | DOI: 10.47772/IJRISS |VOLUME VIII ISSUE IV APRIL 2024

all indicators. This entails that the respondent's responses to the level of reading comprehension are very
positive in terms of understanding, process, fluency, and vocabulary skills.

Furthermore, the cited overall mean score was the result obtained from the following computed mean scores
from highest to lowest: 3.97 or high for vocabulary with standard deviation of 0.68; 3.96 or high for
working memory with standard deviation of 0.68; 3.95 for high for prior knowledge with standard deviation
of 0.66.

Table 2. Level of Reading Comprehension

Indicator Mean SD Descriptive Level

Working memory 3.96 0.68 High Level
Vocabulary 3.97 0.68 High Level
Prior knowledge 3.95 0.66 High Level
Overall 3.96 0.67 High Level
Significance on the Relationship between Reading Habits and Reading Comprehension

The results revealed that reading habits and reading comprehension have a significant relationship. This
result is due to an p-value of <.001, which is less than the 0.05 p-value. Hence, this leads to the decision that
the null hypothesis which stated that there is no significant relationship between reading habits and reading
comprehension among grade 11 students in Lorenzo S. Sarmiento Sr. National High School is rejected.
Moreover, Pearson’s R value which is 0.631 further means that there is a moderate, and there is a significant
relationship between reading habits and reading comprehension.

Multiple Regression Analysis of The Influence of Reading Habits on Reading Comprehension

Using the Multiple Regression Analysis, the data revealed that the influence of reading habits and reading
comprehension have f-value of 56.775 and corresponding significance p-value of <.001 which is significant.

Consistently, this means that the usage of reading habits influences the reading comprehension of grade 11
students since the probability is less than 0.05. The R squared of 0.460 implies that 46% of the reading
comprehension of grade 11 students in Lorenzo S. Sarmiento Sr. National High School is influenced by the
usage of reading habits, while 54% remaining are not covered by the study and is influenced by other
factors.

DISCUSSIONS
Level of Reading Habits

The respondents’ level in the reading habits among Grade 11 students of Lorenzo S. Sarmiento Sr. National
High School was high. This means that the reading habits among Grade 11 students were very positive. This
further means that the respondent’s responses to the reading habits among Grade 11 students inLorenzo S.
Sarmiento Sr. National High School were positive in the majority of the cases in the items of reading
motivation, reading frequency and time allocation, and materials. This result was in relation to the study of
Ali et al. (2023) which stated that the majority of participants in their study thought that reading habits had a
direct impact on how well they did in school, highlighting the link between reading habits and academic
success. Balan et al. (2019) claimed that students who have developed the habits of reading academic and
non-academic materials develop their comprehension of concepts, critical thinking skills, and verbal fluency
and ultimately have better academic outcomes.

Moreover, Presadă and Badea (2021) also explained that whenever students have pleasurable experiences
and find enjoyment in reading, they can form good reading habits, including making reading behaviors
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become their regular and intensive part of daily life. Delgado et al. (2018) pointed that since reading
requires readers to be able to not only pronounce the text aloud but also to get the messages from the texts,
reading is considered the most ascendant skill in learning any subject or language, it is believed that by
performing the act of reading, students could obtain several remarkable benefits. Also, Januarty (2018)
emphasized that reading habit involves reading materials and other aspects such as frequency of reading,
numbers of the book being read, and time spent for it.

Level of Reading Comprehension

The respondents’ responses on their level of level of reading comprehension appears on a high level. This
means that all measures described which were working memory, vocabulary, and prior knowledge were
very positive. This result was associated with the work of Sartika et. al. (2020) which stated that without the
ability to read comprehension, it is impossible for students to answer questions. As stated by Hamidah
(2018), reading need comprehension to understand the context and got the new information of the text.
Also, Alemi and Ebadi (2020) emphasized that reading comprehension is placed at the heart of many school
subjects as it plays a key role in the process of cognitive development. Pasahol and Labios (2022)
mentioned that students with higher reading comprehension skills tend to have better academic
performance.

On the other hand, a study conducted by Eastern Washington University (2022) which emphasized that
students advance in their language learning skills, reading comprehension becomes easier. Sua (2021) also
explained that reading comprehension is a process of simultaneously extracting and construing meaning
through interaction and involvement with written language it consists of three elements: the reader, the text,
and the activity the purpose of reading.

Significance on the Relationship between Reading Habits and Reading Comprehension

The results revealed that reading habits versus reading comprehension among Grade 11 students was
significant. This alludes that reading habits enhances reading comprehension among Grade 11 students of
Lorenzo S. Sarmiento Sr. National High School which can be seen on the data. This was confirmed to the
proposition of Banditvilai (2020) which posited that reading habits enhances the reading comprehension
skills of learners. Patel & Jain (2008) affirmed that cultivating a daily reading habit significantly correlates
with improved reading skills and higher academic achievement, emphasizing the importance for students to
foster this practice to gain new words, knowledge, information, and enhance their reading comprehension
skills.

Similarly, a study by Fitria and Syahrul (2021) revealed that there is a notable and significant relationship
between reading habits and reading comprehension among learners. Memis and Kandemir (2019) also
emphasized that reading habits play a pivotal role in the development and enhancement of reading
comprehension skills in individuals. As stated by Wolter (2021), consistently engaging in reading exposes
individuals to a diverse range of language and content, helps them develop effective reading strategies, and
fosters a genuine love for reading.

As Grabe and Stoller (2019) assert, comprehension is the primary objective of the reading process,
influenced by four key elements: the readers' linguistic capabilities, the nature of reading material, and their
perspectives on reading habits. Moreover, there is a strong connection between reading patterns and the
ability to understand the materials being read. Caroll et. al. (2018) suggested that cultivating good reading
habits significantly influences students' reading comprehension achievements. Hendrix (2019) also added
that reading environment can impact reading comprehension achievement. Torresin et. al. (2021) claimed
that a comfortable environment, characterized by quiet surroundings, adequate lighting, ideal temperature,
and the absence of distracting objects, can enhance reading performance, while disruptive elements may
hinder it.
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Additionally, a study by Haymon and Wilson (2020) showed that there is a strong correlation between a
consistent reading routine and enhanced reading skills and reading comprehension, leading to higher
academic achievement. Marcelina (2019) explained the habit of reading is fundamental and possibly the
most critical factor that must be cultivated to achieve substantial comprehension gains.

Furthermore, according to Septiarini et. al. (2018) expanding vocabulary and knowledge in reading assists
readers in developing critical thinking skills and raising awareness of social, economic, environmental, and
political issues. Sulaiman and Harpiansi (2018) emphasized that without reading, there will be severe
limitations in developing other language skills, as reading is the most dominant and effective way to expand
one's vocabulary. Oriogu et. al. (2018) added that reading habits, therefore, affect a wide range of aspects,
from building vocabulary and knowledge to enhancing overall cognitive abilities, making them a
fundamental aspect of a learner's educational journey.

Multiple Regression Analysis of The Influence of Reading Habits on Reading Comprehension

Using the Multiple Regression in JASP software, the data revealed that the impact of reading habits
significantly influenced reading comprehension among Grade 11 students of Lorenzo S. Sarmiento Sr.
National High School. Therefore, the significance level of null hypothesis of reading habits as it enhances
reading comprehension among Grade 11 students was rejected.

This result highlighted the work of Ahlswede (2008), the Information Transfer Theory which deals with the
development of methods for coding and decoding messages and signals to transmit them through
communication channels. As stated by Pham (2021), 53.9% of the factors of reading habit contribute to
reading comprehension where the result implicates that reading comprehension achievement would be
enhanced if reading habit is maintained and vice versa. Also, Samrotul (2014) cited that a strong connection
between reading patterns and understanding the materials read is remarkably reported, which means having
good reading habits will influence the student's reading comprehension achievement.

Moreover, Sakinah (2018) pointed out reading materials and reading intentions, which are two aspects of
reading habit, had a close connection to reading comprehension. On the other hand, Indriani (2019) study
showed that the association between the learner's reading habits and reading comprehension levels and
overall measurement results was fair. According to the results of product-moment correlation research, the
correlation coefficient between participants' reading habits and reading comprehension achievement is
greater than r table (0.400 > 0.361). Facharyani et al. (2018) also claimed that readers must use their
background information or academic expertise to understand the textual facts.

Reading Motivation, Reading Frequency and Time Allocation had a significant influence on the reading
comprehension of Grade 11 students wherein these factors have an impact as how students learn,
understand, and apply their learnings when reading. This result was in relation to the study of Guthrie et al.
(1999) proposed that reading motivation increases reading amount, which in turn increases reading
comprehension. De Naeghel and Van Keer (2013) also claimed reading motivation primarily influences the
frequency and comprehension of reading. In turn, Cremin (2021) stated that consistent, active reading
engagement helps individuals build the varied cognitive processes requisite to deep reading comprehension
and indeed, studies across Grades K–12 and varied cultures validate these relations.

CONCLUSION
Based on findings of the study, conclusions are drawn in this section. The level of reading habits was high
for reading motivation, high for reading frequency and time allocation, and high for materials, thus the
overall mean was high for the level of reading habits. The level of reading comprehension among Grade
11students in Lorenzo S. Sarmiento Sr. National High School was high for working memory, high for
vocabulary, and high for prior knowledge, thus the overall mean was high for the level of reading
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comprehension. Moreover, the findings opposed the null hypothesis of no significant relationship between
reading habits and reading comprehension among Grade 11 students and was rejected.

Further, the study concluded that reading habits and reading comprehension were highly correlated. Out of
three indicators of reading habits, the materials were the only one that has not significantly influenced the
reading comprehension of Grade 11 students. In addition, the level of reading habits significantly enhances
the level of reading comprehension. This was in line with the study of Banditvilai (2020) which posited that
reading habits enhance the reading comprehension skills of learners. Patel & Jain (2008) also affirmed that
cultivating a daily reading habit significantly correlates with improved reading skills and higher academic
achievement, emphasizing the importance for students to foster this practice to gain new words, knowledge,
information, and enhance their reading comprehension skills.

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