Correlation between Reading Proficiency

Level and Academic Achievement of Grade-7

learners in CEFI

Poblete, Eahrvin C.
Bautista, Leah Laine D.
Demandante, Raiza Denice P.

Bachelor of Public Administration,

College of Accountancy, Business, Hospitality
Management and Administration
Southern Luzon State University
 INTRODUCTION
As an international language, English plays an important role in
making people acquire knowledge, information and skill in
communication in order to compete with other people in the
international level. Reading Comprehension according to Basaraba
(2013) is a complex process that requires different building-block
skills. Mainly, the present study aims to (1) determine the academic
achievement of Grade-7 learners in CEFI, (2) obtain the reading
comprehension level of the learners and (3) find out if there is a
significant correlation between English reading proficiency and
academic achievement of Grade-7 students in CEFI
The researchers pursue the study since there is an existing reading
program present in Calayan Educational Foundation Incorporated.
Grade-7 students in CEFI are the one who are involved in such
programs. The researchers would like to know also if the reading
proficiency level affects their academic achievement.
FRAMEWORK OF THE STUDY
2.1 Conceptual Framework

 The focus of the study was undertaken by the conceptual

frame work shown in Figure I which has three-part process:
the input, process and output.
 Input- Reading journals, literature and Electronic Devices
 Process- The research process includes the type of process
that the researchers will be using in this study. Results from
this study will be used by the researchers to evaluate and
rate the learner’s reading comprehension level which are
then employ to relate their academic performance in core
subjects
 Output- This study will provide substantial information
about the correlation between Reading Proficiency Level and
Academic Achievement.
RESEARCH PARADIGM
Reading of materials such as:
Input
•Literature
•Journal
•Electronic Devices

Process •Data Gathering Procedure

•Data analysis

Descriptive analysis of
correlation between Reading Output
Proficiency Level and students’
Academic Achievement

• Fig.
Materials andReading
1. Student’s Methodcomprehension level and its relation towards their academic performance
in core subjects
 Materials and Method

 This research study will fall under non-experimental research in

which the researcher measures two variables and assesses the
statistical relationship. The sample of this study was taken by using
cluster sampling. The cluster that the researchers derived serves as
the respondents of this study. The total number of respondents is
(90) ninety students from Grade-7 level.
 To obtain the information about students’ reading proficiency,
reading comprehension test was conducted. The students answered
“The Maginot Line” Fiction Reading Context. First, students read the
text until they finished it and get the corresponding time. Students
put their finished time on the test questionnaire. This lasted for 5
minutes (time vary depending on students reading speed)
Results and Discussion
Table 1: Academic Achievement of
Grade-7 Students in CEFI

LEVEL OF ACADEMIC FREQUENCY PERCENTAGE

ACHIEVEMENT
Outstanding 21 23.33%
Very Satisfactory 22 24.44%
Satisfactory 30 33.33%
Fairly Satisfactory 11 12.22%
Did not meet 6 6.67%
expectations
TOTAL N= 90 100%
Table 2: Reading Proficiency Level of
Grade-7 learners

READING PROFICIENCY FREQUENCY PERCENTAGE

LEVEL
Frustration 64 71.11%

Instructional 21 23.33%

Independent 5 5.56%

TOTAL N=90 100%

 Variable Computed r value P-value Interpretation

Academic
Achievement
0.33 0.013 Significant

Reading Proficiency

P-Value Interpretation
P<0.05 The result is unlikely to be due to chance,
a statistically significant result

P>0.05 The result is likely to be due to chance,

not statistically significant result

P=0.05 The result is quite likely to be due to

chance, not statistically significant result.
Conclusion:
 The study findings confirmed that reading
comprehension practices have an influence on
academic performance and therefore there is
a significant correlation between two
variables. Moreover, the findings of the
present study seem to imply that students still
need to comprehend the reading text because
it influences their academic achievement. The
findings can also imply implication for
students that the better their reading
comprehension is, the better their academic
achievement will be.
Recommendations:
The researchers further recommends to school management and
teachers to establish program for everyone’s knowledge that that
students who increase their amount of reading can improve the
student’s academic achievement. To students, they should have the
desire to engage in reading activities in order to improve their
vocabularies and have a high academic achievement along bearing
the positive influence coming from parents. Moreover, the
proponents also recommends to the future researchers who would
conduct the same study that they should prepare reading materials
which contains the vocabulary improvement exercises of the
students for them to be able to derived a more compact result.
Hopefully, the present study will make contribution to further
researches to raise awareness of reading comprehension for
student’s academic success and extend knowledge related to
reading comprehension and its relation with academic achievement.