SOCIOECONOMIC FACTORS: ITS IMPACT ON ENGLISH READING COMPREHENSION AMONG SENIOR HIGH SCHOOL STUDENTS

Reading comprehension is not solely dependent on innate ability; socioeconomic factors significantly shape a student's journey towards literacy, creating both opportunities and obstacles. This study aimed to investigate the extent to which socioeconomic factors impact the English comprehension abilities of Senior High School students in Bagacay National High School, District of Daram I, Schools Division of Samar during the School Year 2024-2025. Quantitative research methods were employed. Findings revealed significant differences in perceptions between teachers and students regarding the impact of socioeconomic factors. Student-perceived influential factors included parental attitude towards education, access to learning resources, and opportunities for real-life English use. Teachers emphasized the importance of parental guidance, meeting basic needs, and access to technology. Analysis identified significant correlations between student profile variables (fathers' occupation, mothers' occupation, language used at home) and socioeconomic factors. Student attitudes towards English emerged as a strong predictor of reading performance. Socioeconomic factors such as parental occupation, technological access, family income, and home environment showed varying degrees of correlation with reading performance as assessed by the Phil-IRI. The study highlights the need for a multifaceted approach to address the impact of socioeconomic factors on English comprehension, emphasizing the importance of fostering positive learning environments, addressing disparities in access to resources, and promoting collaborative efforts between teachers, students, and the community.