Reading Anxiety of Junior High Students: Its Effect on Their Reading Performance

Abstract

INTRODUCTION

Research has shown that Reading Anxiety is highly correlated with the Level of Reading Performance. Thus, this study attempted to investigate the relationship between the variables. This study attempts to provide information that can assist educators in selecting an appropriate instrument for their particular classroom needs.

METHODS

The quantitative-descriptive research design was used to guide the analysis and interpretation of data. Data was gathered using a standardized questionnaire that was administered to 174 Grade 7 students of San Miguel National Comprehensive High School to find out more about their reading anxiety problems.

RESULTS

Based on the results of the study, it was revealed that a number of students were under Frustration Level, which means that students have deficiencies in their reading performance. The conduct of the study also showed that the students who were identified as independent readers were "Moderately Relaxed" while reading English passages; conversely, those students who were at the Instructional and Frustration Level felt "Moderately Anxious" while reading English passages.

DISCUSSIONS

The Grade 7 students of SMNCHS are moderately anxious towards English passages due to the panic that is experienced when they have to read without preparation. It embarrasses them to volunteer for the answers in their reading class, and they feel that reading activities move so quickly that they worry about getting left behind. Because of this, they developed a negative feeling and they were not totally motivated towards English language reading. They also lack preparation in terms of reading. They were prone to anxiety due to lack of practice; they were also afraid of the negative evaluation of their English teacher.