Reading comprehension skills and attitude of fourth year high school students of Passi National High School Agdahon Campus

Abstract

This study aimed to determine the reading comprehension skills and attitude of fourth year high school students in Passi National High School Agdahon Campus. In gathering necessary data, this investigation used the reading comprehension skills and attitude test questionnaire. Forty-eight high school students from Passi National High School Agdahon Campus were identified as the respondents. The objective of the study was to find out the reading comprehension skills and attitude of the students according to age, sex, and parent’s educational attainment. The statistical tools used in the study were frequency count to determine the comprehension skills and attitude of the high school students. Pearson R-test was also used to analyze the significant relationship in the reading comprehension skills and attitude of the high school students. The findings revealed that the reading comprehension skills of the respondents when taken as an entire group (M=9.52, SD=2.24) is “poor.” When the respondents are grouped to sex, the reading comprehension skills of male respondents (M=9.0, SD=2.26) is “poor” while the females (M=10.39, SD=1.97) has “average” reading comprehension. When respondents were as an entire group, the reading attitude of the respondents is “positive attitude” (M=8.9, SD=1.25). When the respondents are grouped according to sex, the reading attitude of both males (M=9, SD=1.14) and females (M=8.72, SD=1.41) are “positive attitude”. It was found out that there is no significant relationship (r= -.23, Sig= .11) that exist between the respondent’s reading comprehension skills and attitude. The fact that there was no significant difference in the level of reading comprehension skills between male and female, students should be encouraged and provided with more reading materials. The misconception that males, no matter how they try, cannot thrive well in reading but do well in math and should be dismissed. It should be stressed otherwise, that both male and female have equal opportunities in gaining enough reading competence.