Socio-Affective Factors and Reading Comprehension Performance of the Grade 10 Public School Learners

Abstract

Reading is an essential skill in learning; thus, producing readers who could interact meaningfully and critically with the text read is one of the goals of English language teaching. However, it remains a challenge among many teachers. Thus, this study aimed to investigate the significant relationship of socio-affective factors with learners’ reading comprehension performance. The quantitative research method was used, specifically the descriptive-correlation method. There were Grade ___ respondents who were officially enrolled in the three selected schools for the school year 2018–2019. An adapted and validated survey questionnaire was used to test the level of socio-affective factors, and an adopted and validated tool was utilized to determine the level of reading comprehension. The mean was used in giving a concise description of students’ level of socio-affective factors and reading comprehension, while the Pearson r-Correlation Method was used in testing the relationship of the said variables. Findings revealed that the level of socio-affective factors of the students is high, which indicates that the traits are often observed by the students. On the other hand, the level of reading comprehension of students is low, indicating that the students were poor in reading comprehension. Further, findings showed that there is no significant relationship between the respondents’ socio-affective factors and their reading comprehension performance.