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Exploring the Relationship Between Reading Comprehension Skills and

Academic Performance Among UV-D Education Students

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Exploring the Relationship Between Reading Comprehension Skills and Academic
Performance Among UV-D Education Students: A Mixed Methods Study

Lea Ann A. Villanueva

Affiliated
Center for Research and Innovation, University of the Visayas, Dalaguete 6022, Philippines

Abstract

This mixed methods study aims to investigate the correlation between reading comprehension skills and
academic performance among education students at the University of the Visayas, Dalaguete Campus. The research
objectives include examining the level of reading comprehension skills and academic performance among UV-D
Education students, exploring the extent of the relationship between reading comprehension skills and academic
performance, investigating students' perceptions of the relationship between reading comprehension skills and
academic performance in core courses, identifying factors influencing reading comprehension skills and academic
performance, and exploring strategies used by UV-D Education students to develop their reading comprehension skills
and improve academic performance. The study adopts a sequential explanatory mixed-methods approach, collecting
and analyzing quantitative data followed by qualitative data. The quantitative phase gathers numerical data on academic
performance and reading comprehension skills, while the qualitative phase offers in-depth insights through interviews,
focus groups, or observations. This design allows for a comprehensive understanding of the research issue and enhances
the validity and reliability of the findings through the triangulation of evidence. Based on the data analysis, it is
concluded that UVD Education students struggle with reading comprehension, which hinders their academic
performance. However, Spearman’s rho correlation analysis revealed no significant influence of reading
comprehension skills on academic performance, contrary to existing literature. The study recommends further
exploration of other factors that may impact these variables. This study's significance lies in its contribution to
understanding the relationship between reading comprehension skills and academic achievement among UV-D
Education students. It can inform the development of interventions to improve students' information processing abilities
during reading comprehension, ultimately enhancing academic performance. Limitations include the influence of
confounding variables, a dearth of existing studies, the implementation of monthly course offerings, sample size
limitations, and potential biases in participants' responses. These limitations should be considered when interpreting
the study's findings.

Keywords: reading comprehension, academic performance, education students, University of the Visayas, Dalaguete

Lea Ann A. Villanueva

e-mail: leaannargonvillanueva@gmail.com

Introduction

The pursuit of efficient reading comprehension is of utmost importance, as it has significant implications
across various domains of learning. The enduring cornerstone of our educational system lies in the foundational
significance of reading and writing. However, educators consistently face the perennial challenge of fostering students'
engagement with these fundamental facets. The recognition of the significant importance of reading comprehension
has led the Philippine government to incorporate it prominently within the K-12 curriculum of the Department of
Education (Dep-Ed). This integration places a strong emphasis on the enhancement of reading comprehension skills
throughout all grade levels. The Commission on Higher Education (CHED) has issued guidelines for higher education
institutions to harmonize their curricula with the Enhanced Basic Education Act of 2013. These guidelines aim to
promote the integration of pedagogical approaches and exercises that facilitate the development of reading
comprehension skills. This statement emphasizes the importance of interactive and collaborative learning experiences
that empower students in various academic disciplines.

In a 2016 study conducted by C. Whitten, it was observed that the act of simply promoting extracurricular
reading among students may not be sufficient in facilitating enhanced comprehension skills. Rutzler (2020) highlights
the differentiation between the process of reading and the subsequent act of comprehending, emphasizing that
comprehension goes beyond the mere act of reading. The efficacy of comprehension is contingent upon the expeditious
analysis and integration of phonetic elements in order to form lexical units and derive their cohesive significance. The
intricate procedure entails the interpretation of not only discrete lexical units but also their contextual relevance within
the given textual composition. The assertion made by Duke and Pearson in 2022 emphasizes the primary objective of
reading, which is to achieve comprehensive comprehension that goes beyond simply extracting isolated meanings.
 In accordance with the aforementioned topic, a comprehensive investigation conducted by the Texas
Education Agency in 2002 posits that proficient comprehension encompasses the ability to discern the intended purpose
of a given text, monitor the development of themes throughout various paragraphs, and comprehend both the individual
definitions of words as well as their interconnectedness. The findings presented in this study highlight the crucial
importance of assessing the existing instructional methodologies, considering the complex interplay between cognitive
abilities and stored memory that is involved in the process of reading comprehension.

The emergence of challenges to reading comprehension can be attributed to a multitude of factors. Difficulties
in word recognition have the potential to impede the comprehension of text, thereby hindering students' ability to
accurately decode and pronounce words in an effective manner. It has been observed that certain students may engage
in a mechanical reading approach, wherein they read text in a sentence-by-sentence manner, potentially resulting in a
failure to grasp the overarching narrative thread of the material. The lack of a comprehensive comprehension, as
highlighted by Pardo (2004), arises from an incapacity to discern the relationships between sentences. The ability to
comprehend English texts through proficient reading skills is a fundamental aspect of attaining overall competence in
the English language.

A multitude of scholarly investigations have been conducted to explore the most effective strategies for
enhancing comprehension in the context of higher education. The efficacy of reading printed materials compared to
digital content, resulting in superior comprehension outcomes, has been highlighted in various studies. Notably, Tuncer
and Bahadir (2014), Trakhman et al. (2019), and Kazazoglu (2020) have conducted research that supports this assertion.
According to Spencer's (2016) findings, it is worth noting that even with the continuous progress in technology, college
students continue to exhibit a preference for printed resources. This preference can be attributed to the inherent
limitations associated with higher-level cognitive tasks when interacting with digital texts.

In contrast, previous research has indicated that parental involvement exhibits associations with enhanced
reading comprehension skills, improved academic performance, and a heightened desire for knowledge acquisition.
The existing body of research suggests that the ability of a student to comprehend information deeply has a significant
impact on their academic advancement and overall linguistic abilities.

However, it is worth noting that Chege and Wanjiku (2016) place significant emphasis on the notion that a
lack of reading comprehension skills can have a detrimental impact on academic achievement. This highlights the
importance of cultivating both decoding abilities and comprehension proficiency in order to promote a well-rounded
literacy development.

In the context of the Philippines, the issue of poor reading comprehension has emerged as a significant
concern, further exacerbating the prevailing learning crisis experienced in the country. The current resurgence of
inperson instructional activities has further intensified the existing situation. The report published by UNICEF in 2019
regarding Learning Poverty in Southeast Asia sheds light on the notable learning poverty rate observed in the
Philippines. Similarly, the World Bank places significant emphasis on the long-term consequences of the learning loss
caused by the pandemic, particularly in relation to the economic potential of the present student cohort. As a result, it
has been observed that a considerable number of students enter institutions of higher education without the necessary
level of preparedness to effectively handle the demanding requirements of reading. This lack of preparedness has been
found to have a significant impact on their overall academic performance.

Despite an extensive body of research dedicated to investigating methods for enhancing reading
comprehension and understanding its implications for academic achievement, there remains a concerning lack of
exploration regarding the relationship between these factors, the influential elements at play, and the identification of
effective strategies for improvement. In light of the prevailing belief that reading comprehension is sufficiently
evaluated during earlier stages of education, it is crucial to underscore the continued importance of assessing these
skills among college students. The cognitive demands placed on college students when engaging in advanced reading
at the college level have been emphasized by Taraban, Rynearson, and Kerr (2010). Consequently, it becomes
imperative to assess students' comprehension abilities in order to ascertain their potential for success in foundational
courses.

Objectives
The objective of this study is to investigate the correlation between reading comprehension skills and
academic performance among education students at the University of the Visayas, Dalaguete Campus. The research
seeks to answer the following questions:

1. What is the level of reading comprehension skills among UV-D Education students?
2. What is the level of students’ academic performance?
3. To what extent do reading comprehension skills relate to academic performance among UV-D Education
students?
 4. How do UV-D education students perceive the relationship between their reading comprehension skills
and academic performance in core courses?
5. What factors do UV-D education students perceive as influencing their reading comprehension skills
and academic performance?
6. How do UV-D education students develop their reading comprehension skills and improve their
academic performance in core courses?

This study seeks to provide answers to these issues in order to shed light on the relationship between reading
comprehension and academic performance and to offer suggestions for raising UV-D education students’ educational
results.

Conceptual Framework

The foundation of this research is based on two prominent cognitive theories, namely the Information
Processing Theory and Schema Theory. The aforementioned theories provide valuable insights into the influence of
cognitive processes and prior knowledge on academic performance. Moreover, their practical implementation holds
promise for improving learning outcomes in educational settings. The Information Processing Theory, which centers
on cognitive processes involved in reading comprehension and academic achievement, offers a theoretical framework
for examining how learners engage in the organization, retention, and retrieval of information, thereby influencing their
learning and performance across diverse academic domains. The theory, initially introduced by the esteemed American
psychologist George Miller during the 1950s, posits that the process of reading comprehension encompasses a
multitude of cognitive functions. These functions, including attention, perception, memory, and reasoning, play a
crucial role in the encoding, storage, and retrieval of information. The primary objective of this study is to assess the
cognitive abilities of students, specifically their attention, perception, memory, and problem-solving skills. This will
be achieved through the administration of a reading comprehension test. Additionally, the study seeks to investigate
the potential relationship between these cognitive abilities and the students' overall performance in their respective
courses. Furthermore, this study aims to investigate the influence of students' pre-existing mental models or schemas
on their acquisition of knowledge and subsequent academic achievements. The significance of schema theory lies in
its emphasis on the influence of pre-existing knowledge and past experiences on the process of comprehension. In
contrast, the information processing theory delves into the examination of cognitive processes and their impact on
academic achievement.

The diagram provided visually depicts the sequential stages involved in the reading process, namely
prereading, reading, and post-reading phases. In the pre-reading phase, readers engage in the process of activating their
prior knowledge or schema, a fundamental aspect of schema theory. The process of activation facilitates the generation
of predictions and the establishment of connections between pre-existing knowledge and novel information. The
reading phase incorporates various techniques that are in line with the information processing theory. These techniques
include but are not limited to focusing on fundamental concepts, drawing inferences, and actively monitoring
comprehension. All of these strategies work together to facilitate the process of understanding the text. According to
the theory, it is proposed that after reading, individuals engage in a process known as consolidation, wherein they reflect
upon their comprehension in order to enhance their learning

In contrast, the theory of Schema, which was initially put forth by Rumelhart in 1980 and further developed
by Anderson in 1977, posits that individuals employ preexisting knowledge and past experiences to make sense of
unfamiliar information. This process involves the construction of cognitive frameworks, known as schemas, which play
a crucial role in shaping one's perception and behavioral responses to various stimuli. The significance placed on pre-
existing knowledge and experiences, which are essential for understanding and achieving academic success, can be
utilized to investigate specific inquiries (questions 4 and 5) within the scope of this study. The present study aims to
investigate the perceptions of education students regarding the relationship between academic performance and reading
comprehension skills. Additionally, this research seeks to identify various factors that may influence both academic
performance and reading comprehension abilities. The application of schema theory proves to be highly beneficial in
comprehending the influence of pre-existing schemas on the processes of learning and performance within fundamental
academic courses. In the context of academic settings, it is worth noting that students who possess limited prior
knowledge or background information may encounter difficulties when confronted with unfamiliar subject matter. This
predicament can subsequently result in suboptimal academic performance. On the contrary, it has been observed that
students who possess schemas that are pertinent to the subject matter at hand tend to exhibit a greater ability to
comprehend and subsequently utilize novel information in a more efficient manner. Academic achievement,
particularly in the domain of reading comprehension, has been the subject of extensive research within the realms of
both schema theory and information processing theory. The aforementioned theories shed light on the process by which
students acquire and integrate knowledge from diverse sources such as textbooks, lectures, and discussions. The
primary objective of this study is to investigate the impact of students' reading comprehension abilities on their
academic performance. Additionally, this research aims to examine how these theoretical frameworks can be utilized
to improve learning outcomes in educational environments.

Research Methodology

1. Population and Samples

The study was carried out on the Dalaguete Campus of the University of the Visayas. The University
of the Visayas has a satellite campus here in Cebu City. It is situated in the city of Dalaguete, Cebu, a province
in the nation's Visayas region.

Numerous undergraduate programs are available at UV-Dalaguete, including a bachelor's in elementary

education, a bachelor's in secondary education with a focus on mathematics, a bachelor's in business
administration with a major in human resource development management, a bachelor's in hotel and restaurant
management, and a bachelor's in criminology.

167 College of Education students are the participants in this study. 248 education students were
originally scheduled to participate in this study, however since only 167 of them gave complete data on the
consent form, the researcher primarily considered these individuals in order to avoid ethical issues related to the
students' cooperation. Fourth-year education students were not included in the study's pool of participants
because they were taking part in practice teaching at different schools throughout the municipality, which
prohibited them from taking part in midterm exams, one of the study's methods of gathering data. This restriction
might have an effect on how generalizable the results are to the overall college population.

2. Research Instrument

The assessment tool utilized in this study is a reading comprehension test consisting of 50 multiple-
choice questions. This instrument aims to evaluate different cognitive processes involved in reading
comprehension, such as perception, attention, encoding, storage, and retrieval of information. The validity and
reliability of the aforementioned tool have undergone rigorous scrutiny, thereby ensuring its efficacy in accurately
capturing and assessing cognitive processes. The aforementioned instrument functions as a highly reliable and
effective tool for the assessment of individuals' reading comprehension skills.

3. Collection of Data

The present study employs a sequential explanatory design, which combines quantitative and
qualitative research methods to ensure a comprehensive approach to data collection. The collection of
quantitative data will involve the utilization of standardized reading comprehension tests, as well as the inclusion
of participants' midterm scores from their respective core courses. In addition to this, qualitative insights will be
obtained by means of focused group discussions, with the objective of capturing nuanced perspectives. The two
phases of the study will be carried out within a carefully regulated and secluded setting, thereby guaranteeing the
utmost confidentiality and reducing the potential for external factors to influence the research findings.

4. Data Analysis

Quantitative Phase

The data gathered from the reading comprehension assessments will be examined using descriptive
statistics throughout the quantitative phase of this project. The results of the reading comprehension tests will be
analyzed using descriptive statistics, such as means, standard deviations, and frequency distributions. A summary
of the participants' scores, the range of scores, and the prevalence of various response categories will be provided
by these statistics.

In order to further investigate the connections between reading comprehension performance and other
factors, such as frequency of reading, academic success, and parental involvement, a correlation analysis will
also be carried out. To ascertain the magnitude and direction of these associations, the researcher will compute
correlation coefficients.
 The purpose of this analysis is to determine the importance of these factors and how they affect
participants' reading comprehension abilities.

Qualitative Phase

Focus groups will be held during the qualitative phase of the study to collect in-depth information about
the participants' reading comprehension experiences. A small group of participants will be assembled for the
focus group talks, where they will take part in facilitated conversations led by the researcher. The conversations
will be recorded on audio and written down for analysis. The data from the focus group talks that were transcribed
will be examined using thematic analysis. In order to better understand the participants' reading preferences,
reading comprehension strategies, and self-perceptions, the researcher will analyze the transcriptions and look
for recurrent themes and patterns. To do this analysis, relevant pieces of data will be coded and organized into
themes that highlight important concepts and trends. To find similarities and variations between the participant
experiences, the themes that arise from the analysis will be looked at and compared. Through this procedure, a
thorough comprehension of the participants' reading comprehension experiences will be created, highlighting the
numerous elements that affect the participants' comprehension abilities and trends. To find similarities and
variations between the participant experiences, the themes that arise from the analysis will be looked at and
compared. Through this procedure, a thorough comprehension of the participants' reading comprehension
experiences will be created, highlighting the numerous elements that affect the participants' comprehension
abilities.

Result

Quantitative Data

Table 1. Respondents’ Level of Reading Comprehension Skills

Scores Level Frequency Percentage Rank
Below 20 Below Basic 149 89.22 1
Level
20-29 Basic 18 10.78 2
30-39 Intermediate 0 0 4
40-44 Proficient 0 0 4
45-50 Advanced 0 0 4
Total 167 100.00
Table 1 presents the respondents’ level of reading comprehension skills. As seen above, the scores are
classified into 5, each having a specific level of comprehension. The levels range from “below basic level” as the lowest
and “advanced” as the highest. The findings revealed that 89% of the respondents fall below the basic level of
comprehension skills. The remaining respondents have basic level of reading comprehension skills.

Table 2. Respondents’ Level of Academic Performance

Scores Level Frequency Percentage Rank
Below 75 Did not meet expectation 64 46.38 1
75-79 Fairly Satisfactory 28 20.29 2
80-84 Satisfactory 26 18.84 3
85-89 Very Satisfactory 13 9.42 4
90-100 Outstanding 7 5.07 5
Total 138 100.00
Table 2 shows the respondents’ level of academic performance based on their midterm scores. As seen in the
previous page, the level of academic performance ranges from “did not meet expectation” as the lowest and
“outstanding” as the highest. The results revealed 46% of the respondents did not meet expectations in their academic
performance. Ranked second, third and fourth are those with fairly satisfactory, satisfactory and very satisfactory
performance, respectively. Those with outstanding performance only account 5% of the distribution.
 Table 3. Relationship between Reading Comprehension Skills and Academic Performance
Standardized r Degree of p-value Meaning Decision
Coefficient Relationship
0.385 0.033 Negligible 0.701 Not Accept H0
Significant
This study has measured the relationship between reading comprehension skills and academic performance
of students. Considering that the data involved in this study is positively skewed, spearman rho which is a non-
parametric test was utilized. The level of significance was set at 5% as basis for the acceptance or rejection of the
research hypothesis. The statistical test yielded a correlation coefficient of 0.033. A p-value of 0.701 was also obtained.

Qualitative Data

Definition of Reading Comprehension

Based on the students’ insights, reading comprehension was collectively or can be generally defined as the
ability to understand and process the meaning of a certain text. By understanding and being able to intellectually process
meanings conveyed through reading materials, a person can also be able to apply his/her learnings into action.

Approaches and Strategies in Reading

The following are the consolidated results of the most common approaches, practices, and strategies that are
being utilized by students in order to be able to read and understand long and difficult or complex texts:

First is through researching and looking for meanings and synonymous words. Students often list down
difficult words or concepts they find hard and later on search, analyze, study, familiarize and look for answers though
the use of the internet or a dictionary so as to further deepen their understanding of the reading material.

Secondly, a common thing to do is by re-reading and reviewing the text to try and understand it better.
Another thing related to this approach is through skimming and remembering or recalling. For instance, a student has
already read a specific reading material before, so on the second time around he/she may now only choose to skim
though the text to remember or recall certain details or information.

Next is by taking down notes of important details or relevant information from the reading material. This
practice is useful for some students in comprehending the meaning and purpose of a certain text.

Another approach is through seeking help and/or assistance from others, like teachers or peers. When a
student has a hard time understanding a story or a long and complex text, he/she may ask for help and seek opinions or
insights from a teacher or a classmate so that they can collect these and compare it to his/her own point of view.

Furthermore, an approach that was also commonly used or stated was through the use of comparison to real-
life or real-world context and scenarios. With this, students can try and improve or deepen their understanding of a
reading material or story.

Also, looking for key-points from the story as well as the main idea and/or purpose of the text is another
strategy that students utilize for their reading comprehension. By looking for prevalent and repeated words, statements,
or details throughout the reading material, he/she can easily identify its meaning and what it is all about.

And lastly, it was commonly mentioned in the FGD that one of the things that helps them comprehend a text
better is through a good state of mind. This can be achieved with the use of external helping factors such as music,
serene ambience, and silence which is more conducive for reading and understanding.

Definition of Academic Performance

Based on the FGD, the students defined and described academic performance as how well one performs and
excels in school. It also includes the overall participation and achievements of a student in class which may be seen in
the activities and initiatives he/she has pursued. And some students have also stated that academic performance is
tantamount to the ability to achieve one’s goals in school.

Preparations Done for Exams and Other Assessments

The following are the preparations that the students do before examinations or assessments:

The most common and widely done is studying, recapping, and reading previously discussed lessons or
topics. Some say they prefer studying at night, while others stated they study more effectively early in the morning.
 The next one is a very student initiated but helpful approach towards preparing for an exam. This is by kindly
requesting from their teachers for the examination coverage or a study guide which will be very helpful to the students
in understanding more and helping them excel academically.

Another effective way of preparing for an exam as per the FGD results is taking down notes. Writing down
important or relevant details, terms, and keywords may help in knowledge retention and students may deem it important
especially when they want to review their lessons. And also, thinking of and writing down possible questions that may
come up during the test can also be useful.

Next are two varying studying styles that students do when they are preparing for their exams or assessments.
Some students say that they prefer reading, reviewing, or studying when it is quiet, and others say that studying while
listening to music helps them focus better and improves their mood. And then, a few say they eat or snack on some
food while studying. Additionally, students say that they pray for motivation, focus, and guidance before the
examination. Finally, there are students who say that they at times ultimately depend on their stocked knowledge.

Strategies in Time and Workload Management

A general concept that came up based on the most commonly answered strategy is self-discipline. Being able
to manage time and workload requires an ample amount of discipline and following through with a planned schedule
is essential in achieving a perceived goal and to attain good academic performance.

Moreover, a common strategy that the students do is prioritization according to importance and order of
subjects during the examination. Some students say they choose to prioritize the easier ones or what they refer to
comfort subjects and others say they focus more on the harder and more challenging subjects.

Another is making a to-do list of tasks to accomplish within a specific time. Taking down notes and allocating
a specific amount of time to study for each subject helps the students manage their time and workload more wisely and
effectively.

Relationship Between Reading Comprehension Skills and Academic Performance; Importance and Impact
of Reading Comprehension Skills Towards Academic Performance Success

As per the FGD results, the following ideas and noteworthy answers were gathered with regards to the
relationship, importance, and impact of reading comprehension skills towards academic performance success:

Reading comprehension is a fundamental skill that can affect a student’s overall academic performance and
success. It is an essential ability that everyone must have and learn or continuously develop and improve because in as
simple as reading, understanding, and following given instructions, a person must be able to comprehend it correctly
and clearly to be able to do a specific task without causing or experiencing confusion and/or errors. It is necessary to
have good reading comprehension skills because one of the key components of the learning process is reading and
therefore it will be crucial in all aspects of school, studying, and achieving academic goals. With good reading
comprehension skills come a better chance of attaining correct answers in exams, providing better and concise
explanations, and reaching academic stability. In addition to that, reading comprehension plays a vital role not only for
academic performance success and in school but also in the real world and in everything that human beings do; good
reading comprehension skills equate to better understanding and being able to express and convey opinions on a story
or reading material clearly. It is important and impacts everyone’s day-to-day communication and socialization
especially because in order to impart and share knowledge to others, one must first be able to fully understand what
he/she is talking about, thus, showing credibility. All students agree that reading comprehension and academic
performance success are intertwined for the reason that it serves as a guide in avoiding being confused and misled when
reading. Overall, it has been evidently stated that there is an underlying fact that a student's reading comprehension
skills will eventually reflect in his/her academic performance.

Interventions and Programs for the Improvement of the Reading Comprehension Skills of Education Students
in UV-D

According to the FGD results, it was highlighted how important it is for an intervention program to be more
than what meets the eye, it must be able to provide meaningful learning experiences to the students. Providing
appropriate assessments that emphasize testing reading comprehension levels was mentioned as a good intervention.
In addition to this, teachers may also choose to better integrate reading comprehension into their subjects and lessons
to encourage students to be more involved or engaged. Another suggestion is conducting webinars, workshops, training
programs, forming clubs and/or organizations which have reading comprehension skills development and enhancement
as their focal point.

Next, a classic but proven move is assigning reading time to students. They can make use of their free time
for reading and practicing their skills. A fun and motivating intervention can also be through the form of quiz bowls,
activities, and competitions that challenge the student’s reading and reading comprehension abilities. One
recommendation stated that it would be enticing for students to read more if library facilities were improved. Lastly,
creating additional courses specifically catering to or focusing on reading comprehension skills
development/enhancement could also be an option.

Ways for Teachers to further Incorporate Reading Comprehension Strategies into Lessons

Based on the answers of the students during the FGD, the following were the prevalent suggested ways for
teachers to further incorporate or integrate reading comprehension strategies into lessons:Some students said that
reporting could be a good way. Others stated that after reading a text, the teacher could perform a questioning and
answering activity to exercise the students reading comprehension skills. Other recommendations were making use of
group activities, providing more reading materials, examples, and reading activities. It was also mentioned how having
a thorough discussion on the topic or material that has been read can be an effective way of attaining deeper
understanding. Finally, some said that they cannot give any more suggestions because they believe that the strategies
their teachers are currently practicing are already sufficient.

Discussion

Quantitative Phase

As presented in the preceding chapter, almost all respondents have reading comprehension skills below
the basic level. Ranked second are the respondents with basic level of reading comprehension. None of the
respondents have intermediate, proficient, or advanced level of reading comprehension skills.

The findings signify that the students are weak when it comes to comprehending what they have read,
and thus would pose a challenge in their studies. Having reached the college or tertiary level with reading
comprehension skills below the basic level would mean that the respondents need improvement in terms of
reading comprehension.The findings above are founded on the several studies. In a study entitled “Levels of
Reading Comprehension in Higher Education: Systematic Review and Meta-Analysis”, it has been found that
university students barely made it to the literal level of reading comprehension. The proportion of students who
are able to proficiently comprehend text or any reading material has been found to be relatively low (de la Pena
& Rojas, 2021). Similarly, Nanda and Azmi (2020) have found that poor reading comprehension is an issue
among students. Poor reading comprehension has been linked to three remarkable factors, which are students’
lack of motivation, low prior knowledge, and poor English vocabulary. Consequently, this issue leads to adverse
impacts, such as reducing students’ learning achievement, hindering students’ problem-solving skills, and
inhibiting students’ future studies and careers.

In terms of the respondents’ level of academic performance based on the scores in the midterm exam
of selected subjects, it can be gleaned that nearly half of the respondents got a midterm score of below 75. This
implies that the said students did not meet the expectations or standards of the said course. It further signifies
that the students may have difficulties in taking the midterm exam or may not have prepared well for their
examination. Recommendations for intervention such as remediation may be thought of in view of the said
findings.

Ranked second, third and fourth are those with fairly satisfactory, satisfactory, and very satisfactory
performance in academics, respectively. Students with outstanding academic performance account for the least
number in the distribution. The results further indicate that the students may have a low level of knowledge in
certain subjects or may have difficulty in comprehending the concepts taught in class. Having low midterm scores
may adversely affect the grades of the said students. Yusuf and Prabowo (2019, as cited by Tageh, et al., 2020)
revealed that knowledge can help students hurdle their exams as well as transfer learning to other contexts.
Despite a wide variety of teaching pedagogy, students, as most studies suggest, still have low performance in
their examinations.

In terms of the relationship between reading comprehension skills and academic performance of
students a correlation coefficient of 0.033 indicates that the relationship between reading comprehension skills
and academic performance is negligible. This implies that the reading comprehension skills do not significantly
influence the level of academic performance of students. Any relationship between the two variables is only
attributed to chance. The pi-value was found to be higher than the level of significance, thus proving that the
association or relationship between the two variables are not significant. For Grabowski (2018), a p-value greater
than 0.05 means that no effect was observed. This has led the researchers to accept the null hypothesis of the
study.
 Similar results have been found in an undergraduate thesis published by the University of Eastern
Philippines. Comprehension levels of the students did not affect academic performance. As such, Tiany (2022)
had suggested that other factors may have influenced how students perform thus, would warrant further studies.

Qualitative Phase

Below Basic Reading Comprehension

This segment focuses on the challenges encountered by students in their reading comprehension skills,
particularly those who fall into the "below basic" category. The participants in our study, labeled as A through
E, consistently articulate their challenges in comprehending the intended significance of written texts. The
manifestation of their diminished self-assurance, disinterest, and lack of drive is readily discernible in their verbal
expressions. Participants in the study reported instances of experiencing a lack of motivation to engage in reading
activities, as well as encountering difficulties in maintaining focus and concentration while attempting to
comprehend informational material. The present theme elucidates the challenges faced by these students,
encompassing both their struggles in understanding the material and their lack of self-assurance when it comes
to actively participating in discussions pertaining to the assigned readings.

Basic Reading Comprehension

The present investigation focuses on the examination of responses provided by students falling within
the F to J range, who self-identify as possessing a moderate level of reading comprehension proficiency.
Notwithstanding the prevailing evaluation of their performance, it is evident that these students continue to
encounter various obstacles. The individual demonstrates a keen inclination towards engaging in the act of
reading, coupled with a professed aptitude for comprehending the subject matter at hand. Nevertheless, it is worth
noting that certain variables, such as an individual's emotional state and the level of intricacy in the subject matter,
may at times impede their ability to fully grasp the information presented. This thematic representation
exemplifies a nuanced viewpoint, wherein students are able to grasp and acknowledge the potential impact of
external variables on their academic performance.

Below Basic Academic Performance

This particular category encompasses students whose academic performance is classified as "below
basic." The participants' understanding of the subject matter appears to be constrained, primarily due to time
limitations and a heavy workload. Consequently, individuals experience a deficit in self-assurance regarding their
competencies and encounter difficulties in sustaining attention. The present analysis highlights the influence of
external factors and temporal constraints on a student's scholastic advancement, ultimately resulting in less than
optimal academic outcomes.

Basic Academic Performance

Students classified within the academic performance category labeled as "basic" exhibit a level of
comprehension of the subject matter that is somewhat limited yet functional. Despite acknowledging the presence
of a substantial workload, individuals demonstrate a capacity to effectively manage their academic pursuits on
occasion. However, the focus of individuals can potentially be compromised as a result of various external
factors. The present theme elucidates a cohort of students who exhibit a certain degree of proficiency in
comprehending and implementing the subject matter, yet frequently encounter difficulties in effectively
managing their various obligations.

Proficient Academic Performance

The theme of proficient academic performance focuses on students who demonstrate a high level of
competence in their academic pursuits and possess the ability to effectively apply their acquired knowledge. The
observed individuals exhibit a notable degree of resilience when confronted with various challenges, thereby
suggesting their capacity to effectively manage the rigorous demands associated with their academic coursework.
The observed individuals exhibit a notable inclination towards prioritizing their academic pursuits, actively
engaging with their educational resources, and employing various strategies to effectively surmount any
encountered challenges. The focal point of this theme lies in highlighting the notion that proficiency extends
beyond inherent aptitude, encompassing proactive involvement and adept coping strategies.
 Advanced Academic Performance

Individuals classified within the "advanced" academic performance category demonstrate a remarkable
comprehension of the given subject matter, coupled with a notable degree of practical application. Individuals
who possess the requisite cognitive abilities and aptitudes are capable of engaging in a more thorough exploration
of the subject matter at hand, thereby establishing connections between various conceptual frameworks. The
success of individuals can be ascribed to a confluence of various factors, including but not limited to, proficient
time management skills, unwavering dedication, and an intrinsic motivation to achieve academic excellence. The
underlying principle of this theme emphasizes that achieving advanced performance is the result of a combination
of diverse elements, encompassing individual characteristics and an inherent drive to attain exceptional
outcomes.

Reading Comprehension and Academic Performance

The present study places emphasis on the correlation between reading comprehension skills and
academic performance within the context of UV-D education students. It is widely acknowledged by students
that the ability to read and comprehend texts is of utmost importance in acquiring knowledge. The acquisition of
reading comprehension skills is of utmost importance as it serves as a critical determinant for success in the realm
of education. Without a proficient understanding of the material being read, individuals may encounter significant
difficulties in achieving academic excellence. The acquisition of skills related to decoding and comprehending
written material is of paramount importance, as it empowers students to establish connections between
information presented in the text and their preexisting knowledge, thereby facilitating integration of new
knowledge. Furthermore, it is worth noting that a deficiency in reading comprehension skills may potentially
play a role in subpar academic achievements, thereby underscoring the importance of this particular aptitude in
attaining educational excellence.

Student Perceptions on the Relationship

According to the findings of this study, it has been observed that students pursuing education in the
exhibit a notable correlation between their proficiency in reading comprehension and their overall academic
performance. It has been expressed that a fundamental requirement for achieving academic excellence is the
acquisition of a comprehensive understanding of the subject matter. It is widely recognized among students that
a deficiency in comprehension skills can pose significant challenges in achieving high performance in tests and
assignments. According to the perspectives shared by the students, it can be inferred that possessing proficient
reading comprehension abilities plays a crucial role in enhancing academic achievement, whereas inadequate
skills in this domain impede progress.

Influential Factors

The impact of both intrinsic and extrinsic motivations on reading comprehension skills and academic
performance has been widely acknowledged in scholarly research. These motivations play a crucial role in
shaping an individual's engagement with reading materials and subsequent comprehension abilities. Intrinsic
motivation refers to the internal drive and personal interest that individuals possess towards reading. When
individuals are intrinsically motivated, they engage in reading activities for the sheer enjoyment and satisfaction
derived from the process itself. This internal motivation has been found to significantly enhance reading
comprehension skills and academic The factors that hold significant importance in the context of academic
performance include personal disposition, self-discipline, teacher quality, and the study environment. The impact
of personal attitudes, preferences, and learning styles on students' motivation to engage in reading and
comprehension activities has been a subject of considerable emphasis. Students consistently highlight the
significance of these individual factors in shaping their inclination towards reading and their ability to
comprehend texts effectively. Research has shown that educators who possess the ability to inspire, engage, and
deliver comprehensive instruction have a significant positive influence on the academic performance of their
students. Environmental factors, including but not limited to ambient noise levels and the presence of background
music, have been found to exert an influence on the efficacy of study sessions.

Strategies for Skill Development

A multitude of strategies are utilized by students in order to cultivate their reading comprehension
abilities and augment their academic achievements. Various reading strategies can be employed to enhance
comprehension and engagement with textual material. These strategies encompass re-reading, investigating
unfamiliar vocabulary, drawing connections between content and real-world contexts, and seeking assistance
from educators when necessary. The optimization of exam readiness necessitates the implementation of various
 strategies, including the meticulous practice of note-taking, the proactive engagement in requesting
comprehensive exam coverage, and the diligent allocation of time for pre-exam study endeavors. In addition, it
is worth noting that individuals often utilize various time and workload management strategies in order to
effectively navigate their responsibilities. These techniques commonly involve the prioritization of tasks, the
allocation of specific time slots for different subjects or activities, and the maintenance of a well-structured and
orderly schedule.

Conclusion

The thorough analysis of the data found in the previous section has enabled the researchers to arrive at
a conclusion. This section shall focus on the appropriate logical deduction based on the pieces of information the
researcher has.

Reading comprehension can be considered as one of the lifeblood of education as it is known to direct
what and how students learn inside the classroom. As most literature suggests, problems with reading
comprehension can adversely affect how students perform in schools. Factors affecting how students comprehend
and perform in class may differ depending on their personal experiences and identifying these factors would be
necessary to seek strategies to improve the learning outcomes. Firstly, based on the data gathered, the researchers
conclude that students are not able to comprehend very well the material that they read. As such, this poor degree
of reading comprehension hinders them in their studies. The researchers suggest that interventions may be
undertaken to address the issue. Secondly, the study has also confirmed that low performance in academics is
prevalent among students. Fewer students tend to perform better academically as manifested by their midterm
scores in several subjects or courses. Collectively, reading comprehension skills have been thought of as an
influential factor behind how students perform in academics. However, the spearman rho correlation proved to
be inconsistent with what most literatures and existing studies suggest. The level of reading comprehension skills
does not significantly influence the way students perform class. The data in this study failed to prove the
importance of comprehension in academic performance. As a result of the study, the researchers have
recommended the exploration of other factors which may have influenced the aforementionedvariables.

Thus, it can be concluded that based from the data gathered and analyzed that comprehension and
achieving academic performance success can be very challenging for students due to the factors that impact each
of them individually and collectively. As mentioned early on, reading comprehension is a fundamental skill that
students must possess in order for them to be productive and to attain their academic goals. Learning and
developing reading comprehension skills are not limited to those students who struggle and have difficulties.
Any proactive student would always look for opportunities and think of strategies and ways to further enhance
their comprehension levels and academic performance.

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