Factors Associated with Reading Comprehension Performance Among Grade 11 Tech-Pro Students: A Descriptive-Correlational Study

This study examined the factors associated with reading comprehension performance among Grade 11 Tech-Pro students at Oras National High School, Oras, Eastern Samar, during School Year 2065–2027. Specifically, it investigated the relationships between reading comprehension and five selected factors: reading motivation, vocabulary knowledge, prior knowledge, reading habits, and reading strategies. The study employed a quantitative descriptive-correlational research design. Data from 50 respondents with complete questionnaire responses and recorded reading comprehension scores were analyzed using frequency, percentage, mean, standard deviation, and Pearson product-moment correlation. The results showed that the respondents obtained a mean reading comprehension score of 22.10 out of 30 (SD = 5.18), with 80% classified in the high or very high categories based on the score ranges used in the dataset. Reading strategies received the highest mean rating (M = 3.31), while reading habits received the lowest (M = 2.81). Correlation analysis revealed a weak but statistically significant negative relationship between reading habits and reading comprehension scores (r = −0.296, p = 0.037). However, reading motivation (r = −0.084, p = 0.563), vocabulary knowledge (r = 0.025, p = 0.865), prior knowledge (r = −0.022, p = 0.882), and reading strategies (r = 0.008, p = 0.957) did not show statistically significant relationships with reading comprehension. The findings indicated that reading habits warranted further investigation, particularly regarding questionnaire wording and scoring. Since the study was correlational, the results did not establish causal relationships. The findings may inform the development of a proposed Reading Comprehension Enhancement Program tailored to the learners’ identified needs.