THE LEVEL OF EFFICIENCY OF ENGLISH READING COMPREHENSION IN ACADEMIC EXCELLENCE OF GENERAL ACADEMIC STRAND STUDENTS AT BESTLINK COLLEGE OF THE PHILIPPINES

Abstract

This research analyzes the reading comprehension abilities of students in the General Academic Strand at Bestlink College of the Philippines. The study aims to identify the challenges these students face and to recommend tailored solutions. It is grounded in the Simple View of Reading theoretical framework. The findings intend to provide valuable insights for teachers and policymakers to enhance reading comprehension instruction. To address this issue, an exploratory research design was employed, combining a literature review with empirical data analysis. A simple random sampling technique was used to select respondents. The study examines the effects of cognitive skills, reading strategies, and vocabulary on reading comprehension. Data were collected through surveys, interviews, and reading comprehension tests. The results revealed that students demonstrated varying levels of reading speed, comprehension accuracy, and retention ability, with an overall weighted mean of 3.44. The findings also highlighted the impact of cognitive skills, reading strategies, and vocabulary on the students’ academic performance in English reading comprehension, reflected by the same overall weighted mean of 3.44. Additionally, poor focus (f = 51) and environmental distractions (f = 50) were identified as major hindrances to reading comprehension. Importantly, the study found a significant association between reading comprehension and academic achievement. To address these concerns, an intervention is proposed to enhance reading comprehension. This includes segmenting texts into manageable parts, creating supportive reading environments, and providing background information on the subjects. Additionally, professional development for educators and the use of mixed methods—such as interactive reading activities and personalized curricula—are recommended to help students overcome barriers to reading comprehension.