Typology of Reading Strategies and Academic Performance of Senior High School Students

Abstract

INTRODUCTION

In the case of senior high school, being an English teacher, it is observed that most of Grade 11 students are poor in reading. Specifically, they are not good in comprehension, understanding, reasoning, and analysis because they lack the confidence in expressing themselves in straight English and possess limited knowledge and ideas regarding the correct use of the English language in the classroom. It was also found out that some topics and lessons that are prescribed for the teaching of the English subject are sometimes irrelevant and inappropriate, as a result the interest and individual needs of the students using this teaching materials are not being addressed.

METHODS

This study used a descriptive method of research. It made use of the sample of three hundred seventy-four (374) Grade 11 students using the Slovin's Formula with five percent margin of error and fifty (50) total population of English teachers as the main respondents in English courses from different schools in Area III, Division of Batangas. Selected students were picked using a fish bowl technique or with the support of their teachers, they were randomly chosen from the class. English teachers provided the students' grades in reading in English during the documentary survey. Focus group discussion and interview were also used in this study.

RESULTS

The reading performance of senior high school students are not high nor low. The teachers determined that students seldom use the typology of reading strategies. The teachers assessed that the attitudes (cognitive, affective, and conative) and behavior of the students are high; that the attitudes and behavior of the students towards typology of reading strategies have no significant relationship, and a module for reading was prepared.

DISCUSSIONS

The results demonstrate that the reading instructor or teacher may strengthen the reading program that can help increase the reading performance and proficiency of the students. An experimental study, like introducing approach or strategy can be made in the future to certainly determine the needs for reading, as well as the requirements to increase the level of reading performance, proficiency, and comprehension of senior high school students.