Reading Proficiency Level of Grade V Pupils: Its Relation to their Attitude Towards Reading, Reading Anxiety and Classroom Learning Environment
Keywords:
Reading Proficiency, Attitude, Reading, Anxiety, Classroom Learning EnvironmentAbstract
This study determined the relationship between the reading proficiency level of Grade V pupils of Calbiga District, Calbiga, Samar using the Philippine Informal Reading Inventory (Phil-IRI) and their attitude towards reading, reading anxiety and classroom learning environment, during the school year 2010-2011. This study utilized the descriptive research design, using correlational analysis in order to determine the relationship between reading proficiency level of Grade V pupils of Calbiga District, Calbiga, Samar using the Philippine Informal Reading Inventory (Phil-IRI) and their attitude towards reading, reading anxiety and classroom learning environment, during school year 2010-2011. Correlation between respondents’ reading proficiency level and perceived classroom learning environment in their English classes yielded an r-value of 0.176 with Fisher’s t-value of 2.704. This implies low at the same time significant association since the computed Fisher’s t-value is greater than the critical t-value of 1.96. Hence, the hypothesis “there is no significant relationship between respondents’ reading proficiency level and perceived classroom learning environment” is rejected. Respondents’ perceived classroom learning environment in their English classes was not significantly related to their age, parents’ educational qualification and parents’ average e monthly income; but was significantly related with respondents’ sex, family size, birth order, and academic performance in English in the previous year level. Respondents’ attitude towards reading and reading anxiety were directly, highly and significantly related. Classroom learning environment showed a direct, high and significant association with respondents’ reading anxiety.
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