Reading Comprehension and Academic Performance in English Among Grade Seven Learners

Asia Pacific Journal of Advanced Education and Technology
Special Issue, September 2022 / P- ISSN 2815 – 245X / E – ISSN 2815 – 2468 / www.apjaet.com
Reading Comprehension and Academic Performance in English among Grade

Seven Learners
Erika Bianca A. Espia1, Glen P. Cortezano, EdD2

[email protected] , [email protected]
0000-0001-8126-1373, 0000-0002-9496-0568
Department of Education Santa Rosa City, Balibago Integrated High School, City of Santa Rosa,
Laguna, Philippines1
Laguna State Polytechnic University Los Baños Campus, Laguna, Philippines2
DOI: https://doi.org/10.54476/apjaet/09498
Abstract
Most students struggle with their comprehension when it comes to reading. Learners are lacking the
necessary reading skills in dealing with their problems in reading comprehension. The study determined
the Reading Comprehension and Academic Performance in English among Grade 7 Learners. This study
employed a Quantitative non-experimental-descriptive correlational research design where the
researcher developed and validated instruments utilized to gather data from 195 Grade 7 learners
purposively sampled. The findings of the study revealed that the hypothesis that there is no significant
relationship between reading comprehension and academic performance in English of the Grade 7
learners of Balibago Integrated High School – Extension was rejected. The hypothesis confirmed that
there is no significant moderator of Grade 7 learners’ profile to the reading comprehension and academic
performance in English is rejected specifically in learners’ profile in terms of sex. However, in terms of
socio-economic status, the null hypothesis stating that there is no significant moderator of Grade 7
learners’ profile to the reading comprehension and academic performance in English is accepted. After
being tabulated, the research showed that in Grade 7 learners, there was a substantial correlation and
effect between students' reading comprehension and academic performance in English Grade 7. It was
discovered that the greater the learners' reading comprehension, the better the students' academic
achievement. The teacher may focus on the student’s reading comprehension because it indicated impacts
on the learners' academic success.
Keywords: Academic Performance, English, Quantitative non-experimental-descriptive correlational

research design Reading Comprehension, Reading Comprehension Skills
Introduction
Reading is essential since it is among the most critical skills that an English learner must
understand. One of the language abilities that is essential for academic achievement is reading. Reading
comprehension has been deemed a prerequisite for both academic and personal achievement, according
to Rohde (2015). Reading is the most crucial skill to learn at every level in the field of education. A person
will struggle to learn Harpine if they haven't had good reading skills when they were little (2016). Reading
comprehension is seen as one of the essential requirements for success Broek & Espin (2012).
Proceedings of the Asia Pacific Conference on Multidisciplinary Research (APCMR), 30 – 31 July 2022
Espia, E. B.A., Cortezano, G. P., Reading Comprehension and Academic Performance in English among Grade Seven
Learners, pp. 437 – 447
437
During the pandemic, comprehension in reading remains a crucial issue in the Philippine
educational system. Many students struggle with reading, making it essential for effective learning and
utilizing knowledge efficiently. Effective reading comprehension is crucial in all aspects of learning,
especially in the current COVID-19-era home learning environment.
The ability to comprehend what the reader reads is called reading comprehension; it is when the
reader can integrate what they understand. Knowing the meaning of words, being able to infer a word's
meaning from its context, being able to follow the arrangement of a passage, and recognizing antecedents
and references are all essential skills for effective reading comprehension. The ability of an individual to
comprehend text in their minds is determined by their skill and ability to process information. This ability
is the foundation for student academic achievement in school and, indeed, throughout life.
In many nations around the globe, reading comprehension in English is essential for academic
success Hellerstein-Yehezkel, (2017). It involves reading texts and deciphering them using the reader's
mental representations, or schema. Despite the importance of reading, it is still the most difficult area to
be emphasized in the educational system especially since our students are in the New Normal setting
where there is no direct contact with the teachers. Learners should have the goal of understanding what
they are reading. Learning will not be successful for students who are unable to read correctly and
comprehend what they read Kerubo (2014). One of the most challenging tasks that people may undertake
is reading comprehension, according to Kendeou et al (2016).
To facilitate the K–12 Basic Education Program's execution, the Department of Education
(DepEd) continuously upholds its obligation to produce responsible, productive people who possess the
fundamental skills and capacities for lifelong learning. Schools across the nation are tasked with assisting
students in improving their reading skills to turn every learner into a proficient reader. However, these
attempts are still insufficient according to the most recent national assessments of student learning.
National assessments reveal that many grade students struggle with early language, literacy, and
numeracy standards. Low achievement in English, Math, and Science is due to gaps in reading
comprehension, with underachievers struggling to comprehend English word problems. Reading
proficiency is the most important area for improvement.
As reading is a necessary ability for all curricular areas, it is necessary to increase each learner's
reading proficiency and to promote a reading culture to close the gaps mentioned above. As a result,
difficulty with reading comprehension can be a concern for any student studying English and may affect
their understanding as well as academic performance in English. Under the foregoing description, the
primary goal of this research was to enhance and strengthen reading comprehension through the utilization
of a teacher-created reading comprehension exam in the locality which measured the level of reading
comprehension among learners.
Objectives of the study
This research aimed to determine the relationship between reading comprehension and academic
performance in English among Grade 7 learners with demographic profile as moderator. Specifically, it
sought to answer the following questions:
1. Demographic profile of the Grade 7 learners of Balibago Integrated High School - Extension in
terms of sex and their socio-economic status.
2. Reading comprehension level in English of the Grade 7 learners of Balibago Integrated High
School – Extension based on the teacher-made reading comprehension test.
438
3. Academic performance level in English of the Grade 7 learners of Balibago Integrated High School
– Extension as of 4th grading period.
4. The significant relationship between reading comprehension and academic performance in English
of the Grade 7 learners of Balibago Integrated High School – Extension.
5. Learners’ profiles significantly moderate the relationship between reading comprehension and
academic performance in English.
Methodology
The study used quantitative non-experimental-descriptive correlational research to analyze

demographic profile, reading comprehension, and academic performance in English among Grade 7
learners in Balibago Integrated High School Extension. It used stratified sampling and Cochran's formula.
This study employed the Stratified Proportional Random Sampling Technique. This sample
strategy was appropriate to utilize in this study because the target respondents were only limited to
students in Grade 7.
The study utilized Learner's Packet (LEAP) modules and a survey questionnaire with a 45-item
teacher-made reading comprehension test. Validators were issued letters to review the test, which was
checked, reviewed, and validated by Balibago Integrated High School's Head Teacher in English and
other teachers. The study is divided into three parts: determining respondents' profiles, assessing reading
comprehension, and evaluating academic performance. The results of the tests and fourth written output
and performance tasks were used as a basis for evaluating Grade 7 learners' English academic
performance.
The researcher conceptualized the study title, gathered literature, and developed a problem
statement. They submitted a letter to Santa Rosa City's Division Office, obtained endorsement, and
obtained permission from the principal and Grade 7 English teachers. The researcher administered the test
and survey to selected respondents through various methods, including online and offline distribution.
The following statistical tools were employed: Frequency and Percentage Distribution, Mean and
Standard Deviation, the academic performance of the respondents in English was utilized by the learners’
identified written output and performance task/s score as of the 4th grading learners in English, Pearson
Product Moment Correlation Coefficient and Hierarchical Regression Analysis.
Results and Discussion
1. Frequency and Percentage Distribution of the Monthly Salary Income of Grade 7 Learners’ Parents
Figure 1. Frequency and Percentage Distribution of the Monthly Salary Income of Grade 7 Learners’ Parents
439
It can be gleaned that the majority of the respondents’ parents belong to the Low-income class with
a monthly income salary of, 082 to P24, 145 (74.36%; n=145) while some of the respondents’ parents
with a monthly income salary of P24,145 to P48,318 belong to Low middle-income class (13.33%;
n=26). A small portion of respondents’ parents belongs to the Poor class with a salary not less than P12,
082 (12.31%; n=24).
2. Reading Comprehension Level of the Respondents

Table 1
Reading Comprehension Level of the Respondents
Reading Comprehension Mean SD Descriptive No. of
Interpretation items
Decoding 7.49 2.12 Excellent 9
Vocabulary 5.71 2.27 Fairly Good 10
Relatingbackgroundknowledge 4.66 0.81 Excellent 5
Inferencing 3.13 1.65 Fairly Good 6

Getting the Main Idea 3.43 1.50 Good 5
Sequencing of events 3.49 1.44 Good

5
Predicting Outcome 3.81 1.78 Good 5
As shown in Table 1, the results reveal that the respondents' outstanding performance was
decoding (M = 7.49, SD = 2.12) and relating background knowledge (M = 4.66, SD = 0.81) as their
performance was described as Excellent level. However, respondents’ weakest points in the reading
comprehension test were building vocabulary (M = 5.71, SD = 2.27) and inferencing (M = 3.13, SD =
1.65) as their performance was illustrated as Fairly Good level. The descriptive analysis reported that the
respondents' performance levels in reading comprehension were good, particularly in getting ideas (M =
3.43, SD = 1.50), sequencing of events (M = 3.49, SD = 1.44), and predicting events (M = 3.81, SD =
1.78).
The table shows that Grade 7 learners have high scores in decoding and related background
knowledge, with excellent descriptive interpretation. However, their scores in decoding are more
dispersed than in related background knowledge, indicating better consistency. Reading comprehension
is also good, with lower scores for main ideas, sequencing events, and predicting outcomes. Vocabulary
and inferencing skills are low, suggesting low scores in these areas. The development of a successful
reader is regarded to involve noting details, sequencing events, getting the main ideas, and predicting
outcomes (De Peralta,2014: Yabes, 2016).
The respondent's reading comprehension required literal vocabulary and interpretive inferencing.
English teachers should emphasize these skills for effective comprehension. Learners must develop
reading abilities by decoding, deepening vocabulary, relating background knowledge, inferencing,
sequencing, understanding main ideas, and predicting outcomes.
Teachers must take the initiative to check students’ comprehension so that students will learn and
have a strong interest in learning in English. Teachers must take an effort to assess students'
comprehension so that they are enthusiastic about learning English. Students learning effectiveness can
440
be considerably improved by their desire to know and get knowledge. Learners would obtain higher results
if they were aware of this and actively engage in self-learning activities Mugan et. al (2012).
3. Academic Performance Level of Grade 7 Learners
Table 2
Academic Performance Level of Grade 7 Learners
Academic Performance Mean SD Descriptive Interpretation
Written Output High

51.41 18.84
Performance Task 48.56 20.28 Low

Legend: Very High - 75.00-100.00, High - 50.00-74.99, Low - 25.00-49.99, Very low 0.00-24.99
As presented in Table 2, the findings revealed that the two components of the academic performance
of the respondents have different numerical results. The respondents performed better in written output
(M = 51.41, SD = 18.84) compared to their performance task (M = 48.56, SD = 20.28). The learners were
able to achieve high-level performance in written output. However, the learners’ performance task was
described as low level.
This suggests that the respondents are performing differently in terms of academic performance;
in addition, it must be noted that learners' scores in performance tasks are lower compared to written
output which has a higher percentage when it comes to the pointing system of the Department of Education
based on the DepEd Order No. 031, s. 2020 Interim Guidelines for the Assessment and Grading in Light
of the Basic Education Learning Continuity Plan. The Department of Education orders that written output
has 40% of assessment components, while performance tasks have 60%. Grade 7 learners demonstrate
essential knowledge through tasks and activities, such as identifying words, answering questions, and
using graphic organizers.
Performance tasks are 60% of students' grades, requiring learners to demonstrate knowledge,
understanding, and ability through activities like outline creation, dialogue, tables, and personal responses.
It manifested that the Grade 7 learners got high scores in written output but failed to show or apply
what they know to real-life situations as from the given data above. Since the Performance task has a
higher percentage compared to written output it means that the Academic Performance of Grade 7 learners
is low.
Reading skills are very important to Grade 7 learners since it is a way for them to understand the
lesson also to apply what they know to real-life situations. Learners' academic performance improved as
they improved their understanding and application of the lesson. In nursing school, students who have
greater English reading comprehension skills are more likely to succeed academically since (Ponshe,
2013) found a link between reading ability and academic achievement.
Reading comprehension is crucial for students' success in school, requiring various
techniques and abilities. Engaging in learning is essential for comprehension, which impacts
academic performance. Teaching students to understand, apply, and be successful learners is crucial
for high academic achievement.
4. Test of Significant Relationship between Reading Comprehension and Academic Performance of the
Learners
441
As shown in Table 3, reading comprehension in terms of decoding has a positive and significant
relationship with respondents’ academic performance (rs = 0.310, p < 0.01). Likewise, reading
comprehension concerning vocabulary has a positive and significant relationship to the respondents’
academic performance (rs = 0.266, p < 0.01). Similarly, the analysis of the data revealed that reading
comprehension as to relating background knowledge has a positive and significant relationship to the
academic performance of the learners (rs = 0.325, p < 0.01), Also, the empirical results stated that reading
comprehension in respect of inference has a positive and significant relationship to the academic
performance of the learners (rs = 0.215, p < 0.01). Moreover, reading comprehension regarding getting
the main idea has a positive and significant relationship to the academic performance of the learners (rs =
0.213, p < 0.01). In addition, the results reported that reading comprehension based on sequencing has a
positive and significant relationship to the academic performance of the learners (rs = 0.253, p < 0.01).
Furthermore, the inferential results observed that reading comprehension in connection with predicting
outcomes has a positive and significant relationship with the academic performance of the learners rs =
0.286, p < 0.01). The positive correlation coefficients indicate that when the learners perform better in
reading comprehension tests and target a better level of reading comprehension skill, they achieve better
and more desirable academic performance.
Table 3
Test of Significant Relationship between Reading Comprehension and Academic Performance of the Learners
Pairs of Variables r-value
Reading Comprehension (Decoding) and Academic Performance 0.310**
Reading Comprehension (Vocabulary) and Academic Performance 0.266**
Reading Comprehension (Relating Background Knowledge) and Academic Performance 0.325**
Reading Comprehension (Inference) and Academic Performance 0.215**
Reading Comprehension (Getting the Main Idea) and Academic Performance 0.213**
Reading Comprehension (Sequencing) of Events and Academic Performance 0.253**
Reading Comprehension (Predicting Outcomes) and Academic Performance 0.286**
It might be argued that reading more leads to the reader's prior knowledge and experience growing
and that this improvement in prior knowledge and experience results in better reading comprehension
abilities. The efficient acquisition of knowledge and content by learners is referred to as reading
comprehension enhancement. As a result, students who read more will be able to attain better academic
results. (Bharuthan 2012, p. 1) claims that one of the most important academic tasks that students must do
is reading. It shows that there was a strong correlation between the English language proficiency of Grade
7 students at Balibago Integrated High School and reading comprehension. Students' academic
performance might enhance if their reading comprehension was automatically increased. Nonetheless, no
research disproves the link between reading comprehension and academic success. There is a connection
between reading and academic success, according to all prior studies on the subject.
Academic performance has a positive and significant relationship with respondents’ academic
performance in English. It was discovered that when the learners perform better in reading comprehension
tests and target a better level of reading comprehension skills, they achieve better and more desirable
442
academic performance. The level of students' academic success increases with their reading
comprehension. To test the hypothesis that sex significantly moderates the relationship between reading
comprehension and academic performance of the learners, a hierarchical multiple regression analysis was
conducted.
6. Hierarchical Regression Analysis of the Moderation of Sex on the Relationship between Reading
Comprehension and Academic Performance
Table 4
Hierarchical Regression Analysis of the Moderation of Sex on the Relationship between Reading Comprehension and Academic Performance
Step R2 ∆R2 ∆F df1 df2 Sig. ∆F
Step 1
0.145 16.255 2 192
Reading Comprehension 0.145 < 0.01
Sex
Step 2
Reading Comprehension
Sex 0.163 0.019 4.226 1 191 <0.05
Interaction term (Reading
Comprehension and Sex)
*Significant at p< 0.05;**Significant at p< 0.01; (b)coefficient = -4.510; t-value = -2.056
Table 4 illustrates the hierarchical regression analysis of the moderation of sex on the relationship
between reading comprehension and the academic performance of the learners. In the first step, learners’
average scores on reading comprehension tests and their sex were included. These variables accounted
for a significant amount of variance in the academic performance of the learners, R2 = 0.145, F (2, 192)
= 16.26, p < 0.01. To avoid possible problematic high multicollinearity with the interaction term, the
variables are centered and an interaction between the learners’ reading comprehension and their sex was
established. In the second step, the interaction term between the learners’ reading comprehension and
their sex was added to the regressional model, which accounted for a significant proportion of the
variance ∆R2 = 0.019, ∆F(1,191) = 4.23, b = -4.510, t(191) = -2.056, p < 0.05. The examination of
interaction showed that as females’ reading comprehension level increases, their academic performance
level also increases. On the contrary, when males get low reading comprehension levels, they get low
academic performance levels. The results revealed that learners’ profiles specifically their sex
significantly moderate reading comprehension and academic performance.
Gender is employed in this study to differentiate only between the two sexes, boys and girls.
Most studies show that girls are more successful readers than boys (Lynn & Mikk, 2009; Rogiers et al.,
2020; Solheim & Lundetrae, 2018). Additionally, according to certain studies (Rutter et al., 2004; Moll,
Kunze, Neuhoff, Bruder, & Schulte-Körne, 2014), men are more likely than women to experience
reading difficulties. In contrast, Torppa, Eklund, Sulkunen, Niemi, and Ahonen (2018) discovered that
reading performance between boys and females is comparable (apart from fluent reading). It manifested
that the null hypothesis that there is no learner profile significantly moderates the relationship in terms
of sex between reading comprehension and academic performance in English is accepted. Therefore, the
learners’ profile in accordance with their sexes significantly moderate their reading comprehension and
academic performance.
443
To test the hypothesis that socio-economic status significantly moderates the relationship
between reading comprehension and academic performance of the learners, a hierarchical multiple
regression analysis was employed.
7. Hierarchical Regression Analysis of the Moderation of Socio-economic Status on the Relationship

between Reading Comprehension and Academic Performance
Table 5
Hierarchical Regression Analysis of the Moderation of Socio-economic Status on the Relationship between Reading Comprehension and
Academic Performance
Model R2 ∆R2 ∆F df1 df2 Sig. ∆F
Model 1
Reading Comprehension 0.146 0.146 16.449 2 192 < 0.01
Socio-economic Status
Model 2
Reading Comprehension
Socio-economic Status
Interaction term (Reading 0.151 0.005 1.044 1 191 > 0.05
Comprehension and Socio-economic
Status)
*Significant at p< 0.05;**Significant at p< 0.01; (b)coefficient = -1.914; t-value = -1. 022
Table 5 shows the hierarchical regression analysis of the moderation of socio-economic status
on the relationship between reading comprehension and academic performance of the learners. In the
first model, learners’ average scores in reading comprehension tests together with their socioeconomic
status were contained. These variables accounted for a significant amount of variance in the academic
performance of the learners, R2 = 0.145, F (2, 192) = 16.45, p < 0.01. The variables were centered and
an interaction between the learners’ reading comprehension and their socio-economic was generated to
avoid issues of high multicollinearity with the interaction term. In the second block, the interaction term
between the learners’ reading comprehension and their socio-economic was included to the regressional
model, which accounted for an insignificant percentage of the variance ∆R2 = 0.005, ∆F(1,191) = 1.04,
b = -1.914, t(191) = -1.022, p > 0.05. The assessment of interaction revealed that the socio-economic
status of the learners does not moderate their reading comprehension and academic performance.
According to Rogiers et al. (2020), it is getting more and harder to understand how socioeconomic
status affects students' reading behavior and performance as the student body in schools becomes more
and more diverse. The mother's education level, the father's education level, and the home amenities are
considered as qualities at the student level. Moreover, students’ socioeconomic status was related to
reading literacy scores and metacognitive approach choice, according to Lee and Wu (2013). Students
from higher socioeconomic backgrounds also had better learning outcomes and used more metacognitive
strategies.
According to (Callan et al. 2017), family socioeconomic, school socioeconomic, and
metacognitive methods are all related to reading success. In contrast to the studies above the table
manifested that the socio-economic status of the learners does not moderate on their reading
comprehension and academic performance. The null hypothesis that there is no learner profile
significantly moderate the relationship between reading comprehension and academic performance in
English is accepted.
444
Conclusions
The null hypothesis stating that there is no relationship between reading comprehension and
academic performance in English of the Grade 7 learners of Balibago Integrated High School-Extension
is rejected.
The null hypothesis stating that there is no significant moderator of Grade 7 learners’ profile to
the reading comprehension and academic performance in English is rejected specifically in learners’
profiles in terms of sex.
In terms of socio-economic status, the null hypothesis stating that there is no significant moderator
of Grade 7 learners’ profile to the reading comprehension and academic performance in English is
accepted.
Recommendations
The present study's findings suggest that learners' comprehension of the reading material is important
since it impacts or influences their academic achievement. Some recommendations were given:
1. Teachers may utilize a teacher-made test to identify the learners' strengths and weaknesses in terms
of reading skills based on the study's findings.
2. Teachers may help students become aware that increasing their reading comprehension can help
them improve their academic performance.
3. Teachers may plan and conduct a program that deals with reading comprehension strategies, and
methods that will improve student’s reading skills through the teacher’s precious love and time to
the learners.
4. Future researchers may conduct a study focusing on the relationship between students' reading
comprehension and their academic performance in English.
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Asia Pacific Journal of Advanced Education and Technology

Reading Comprehension and Academic Performance in English among Grade

Erika Bianca A. Espia1, Glen P. Cortezano, EdD2

Keywords: Academic Performance, English, Quantitative non-experimental-descriptive correlational

Objectives of the study

The study used quantitative non-experimental-descriptive correlational research to analyze

Results and Discussion

2. Reading Comprehension Level of the Respondents

Vocabulary 5.71 2.27 Fairly Good 10

Relatingbackgroundknowledge 4.66 0.81 Excellent 5

Inferencing 3.13 1.65 Fairly Good 6

Sequencing of events 3.49 1.44 Good

3. Academic Performance Level of Grade 7 Learners

Written Output High

Performance Task 48.56 20.28 Low

Reading Comprehension (Decoding) and Academic Performance 0.310**

Reading Comprehension (Vocabulary) and Academic Performance 0.266**

Reading Comprehension (Relating Background Knowledge) and Academic Performance 0.325**

Reading Comprehension (Inference) and Academic Performance 0.215**

Reading Comprehension (Sequencing) of Events and Academic Performance 0.253**

Reading Comprehension (Predicting Outcomes) and Academic Performance 0.286**

7. Hierarchical Regression Analysis of the Moderation of Socio-economic Status on the Relationship

Deparment of Education (2018). Classroom Assessment Resource Book. Manila: Department of

FLEMMS | Philippine Statistics Authority. (2019). Psa.gov.ph. https://psa.gov.ph/tags/flemms

Hellerstein-Yehezkel, D. (2017). The path to reading comprehension through intercultural competence in

Lazarus, K. U. (2020). Socio-demographic factors affecting reading comprehension achievement among

Mocon-Ciriaco, C. (2019). Deped vows to improve quality of education after PISA

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