READING Attitude and Anxiety as Determinants of Reading Comprehension in English of Grade 7 STUDENTS

Abstract

This study aimed to determine the influence of reading attitude and anxiety as determinants of reading comprehension in English among Grade 7 students. The study was conducted using a quantitative method, specifically the descriptive-correlational approach. Through stratified random sampling, 259 Grade 7 students in the reading remediation program of three public high schools in Cluster 6, Davao City Division, Davao del Sur, Philippines served as respondents. An adapted and expert-validated questionnaire was used to gather the necessary data. The statistical tools employed were the mean, standard deviation, Pearson-r correlation coefficient, and regression analysis. The study findings revealed a moderate level of reading attitude, reading anxiety, and reading comprehension in English among Grade 7 students. Moreover, the results showed a significant relationship between reading attitude, reading anxiety, and reading comprehension in English among Grade 7 students. Further, regression analysis results showed a positive causal relationship between reading attitude and reading comprehension of Grade 7 students, and a negative causal relationship between reading anxiety and reading comprehension of Grade 7 students.