Gender Differences in Reading Achievement of Intermediate Pupils at Subic Elementary School
Keywords:
gender differences, teachers' perception, reading achievementAbstract
INTRODUCTION
This research paper aimed to identify the gender differences in reading achievement of intermediate pupils at Subic Elementary School. This study examined if there were factors that lead to boys' lower reading achievement, and how a teacher can help pupils improve their reading skills.
METHODS
The population of this study consisted of three English teachers at Subic Elementary School who gave the information needed on their pupils' attitudes in reading. Qualitative research method was used to gather the desired data and an interview that provided betterunderstanding of how gender differences influenced the achievement of the pupils in reading. All the questions in an interview were phrased in English. Participants' names were replaced with pseudonyms and confidentiality was guaranteed.
RESULTS
The results of Oral Reading conducted for three consecutive school years implied that girls performed better in reading than boys. It was consistent in three consecutive years. Girls recorded the greater number of independent readers than boys. The results of the study indicated that there were gender differences in reading that influenced their achievement such as: boys did not enjoy reading as much as girls, boys enjoyed reading different materials from girls, girls had a more positive attitude towards reading than boys, girls were more likely to see themselves as readers, boys were less likely to use reading resources than girls, boys were more likely to describe reading as "boring", boys' activity level and their inability to sit still for long enough to enjoy reading, and perception that girls mature more quickly and can therefore concentrate more and demonstrate more perseverance.
DISCUSSIONS
The result of the oral reading test conducted at Subic Elementary School attributed the reading gaps between boys and girls. It seemed that attitudes of boys towards reading were the causal factors of poorer results in reading as compared to girls.
