Reading for pleasure: a key, a practice, a venue for improving science high school students' reading proficiency

Abstract

The Philippines' dismal performance on international and local standardized reading tests emphasized the poor reading proficiency of Filipino students, despite the country' s high reading literacy rate index. Previous studies revealed that at 15 years old, reading for pleasure has already declined due to the lack of autonomy in choosing the reading materials as well as the distractions brought about by the advent of social media and the Internet. This declining motivation to read poses serious problems since reading for pleasure is associated with academic achievement and the learners' personal growth and ability to function in today's global society. As there is a dearth of local literature on developing the students' love for reading, it is imperative to explore the role of pleasure reading in improving the level of reading proficiency of science high school students. This study aimed to determine the relationship between pleasure reading habits and reading proficiency level. Specifically, it sought to answer the following questions: 1. What is the proportion of students who are pleasure readers? 2. What is the level of reading proficiency of pleasure readers along: a. Vocabulary Development; b. Reading Comprehension; and c. Functional Reading? 3. What is the relationship between reading for pleasure and reading proficiency? Ho: There is no significant relationship between reading for pleasure and reading proficiency. The study adopted the descriptive-correlational research design in finding answers to the above problems. It utilized a researcher-made survey questionnaire and an adapted reading proficiency test questionnaire which were administered to 92 Grade 10 science students. Data were analyzed using mean, frequency count, Chi-square test and Cramer's V coefficient as statistical tools. The following are the findings of this research: 1. A large proportion of the respondents are pleasure readers (94.6%): the majority of whom are moderate pleasure readers (60.9%) while 33.7% are high pleasure readers. 2. The pleasure readers have an overall average level of reading proficiency (M=19.31) with average proficiency in all three components: vocabulary development (M-4.29), reading comprehension (M=12.47), and functional reading (M=2.55). 3. Results revealed a very strong relationship between reading for pleasure and reading proficiency scores. Based on the findings of the study, the following conclusions are drawn: 1. Most of the students are frequently reading for enjoyment. 2. The pleasure-reader respondents are good readers who could reach above-average reading proficiency level with more guidance and scaffolding from their reading teachers. 3. Reading for pleasure could be a key indicator, practice, and venue for improving the reading proficiency level of science high school students. Based on the results of the study, the following recommendations are suggested: 1. The Grade 10 students should allot more time for reading to further develop the habit of reading for pleasure. 2. The English teachers should design practice reading proficiency tests with emphasis on vocabulary development, reading comprehension, and functional reading. 3. Teachers are encouraged to conduct further experimental studies to substantiate the relationship between reading for pleasure in improving students' reading proficiency. 4. The school should include in their Brigada Pagbasa Program the establishment of a Recreational Reading Center where the students can borrow and read pleasure reading materials. 5. DepEd and school administrators are advised to provide seminars and training to the teachers to equip them with relevant skills, methods, and approaches in crafting their reading for pleasure workbooks and modules. 6. Future researchers are recommended to conduct studies on students attending regular high schools, including participants in the far-flung regions of the country. 7. Furthermore, future researchers can investigate other variables such as age, gender, and socio-economic variables that can affect the reading proficiency of pleasure readers. 8. The attached workbook anchored on the K to 12 Curriculum is recommended for possible adoption in Grade 10 English classes. 9. Excerpts used in reading classes should include varied pleasure reading materials such as manga series, Wattpad stories, graphic novels, and teen fiction, among others.