Reading Skills and Grade Six Learners’ English Academic Performance

Abstract

The main objective of the study was to determine the reading skills in relation to grade six learners’ English academic performance for School Year 2022-2023. The relationship of learners’ reading skills and English academic performance was also measured. The study used descriptive – survey design to assess the relationship of learners’ reading skills and English academic performance with the aid of standardized questionnaire. The participants were 62 Grade Six learners of Booy Elementary School. The gathered data were statistically treated, computed, and tabulated using the arithmetic mean and Pearson Product Moment Correlation for analysis and interpretation. Findings showed that the learners’ reading skills in terms of vocabulary, topic, main idea, and cause-effect relationship are satisfactory; while they only attained fair in terms to inferential comprehension. On the other hand, the English academic performance of Grade Six learners is Very Satisfactory. In the general average of the computed two variables, it was found out that the computed r value is - 0.075 implies low negative correlation, the level of significance is 0.05, the t value is - 0.5770, the tabular value is ±2.00 denotes insignificant relationship, thus null hypothesis is accepted. The result of the study implies that the learners’ reading skills does not create a significant impact on their English academic performance. Given the result, it claims that the learners reading skills do not relate their academic performance. This finding suggests that the relationship between learners’ reading skills and English academic performance is insignificant.