Master’s thesis (Education (Major in English), Master of Arts in)—Graduate School, 2024.

Includes bibliographical references and appendices.

Abstract

This study aimed to determine the reading interest and proficiency of the Grade 7
learners. A total of 170 randomly selected learners participated in the study. A
validated questionnaire was employed to collect information regarding the learners’
reading interest. A standardized tool was also utilized to identify the learners’
reading proficiency. Percentage, weighted mean, Linear Regression Analysis, and
Multiple Linear Regression Analysis were used as the statistical tools. The results
revealed that the majority of the learners hold a favorable attitude toward reading
and utilize social media platforms as their preferred reading resource. It was also
found that generally, the reading proficiency of the learners in terms of word
reading score and comprehension score was in the “frustration” level. Furthermore,
the study indicated that the frequency of (a) reading fiction and books, (b)
utilization of online learning tools like social media posts, and (c) watching social
media platforms like FB, Twitter, Instagram, and Tiktok is positively and
significantly related to the learners’ reading proficiency in terms of reading score.
Moreover, it was exposed that the frequency of (a) reading magazines, and (b)
watching TV programs like Food Network Asia is negatively and significantly related
to the learners’ reading proficiency in terms of reading score. Lastly, the learners’
sex is significantly related to their (a) degree of reading interest, (b) frequency of
utilizing online learning tools, (c) frequency of watching TV programs and social
media posts, and (d) proficiency level in terms of word reading score in favor of the
female learners.
Keywords: Phil IRI, reading interest, reading proficiency, word reading score,
comprehension score