ISRG PUBLISHERS

Abbreviated Key Title: ISRG J Arts Humanit Soc Sci

ISSN: 2583-7672 (Online)
Journal homepage: https://isrgpublishers.com/isrgjahss
Volume – II Issue-II (March – April) 2024
Frequency: Bimonthly

READING COMPREHENSION LEVEL AND ENGLISH PERFORMANCE OF SHS

STUDENTS: BASIS FOR INSTRUCTIONAL PLAN
Jhun Carlo M. Villegas

Cagayan State University, Aparri, Cagayan

| Received: 23.04.2024 | Accepted: 28.04.2024 | Published: 30.04.2024

*Corresponding author: Jhun Carlo M. Villegas
Cagayan State University, Aparri, Cagayan

Abstract
This study investigates the relationship between Senior High School (SHS) students' reading comprehension levels and their
English performance, with a focus on instructional planning. Conducted at two private institutions in Cagayan, Philippines, it
employed a descriptive-correlational design. Findings reveal significant associations between English performance and factors
such as age, parents' monthly income, and printed resources at home. Additionally, help-seeking behavior emerges as a significant
predictor of both English performance and reading comprehension levels. Recommendations include promoting home reading
habits, enhancing classroom practices, and providing individualized support for students. School administrators are urged to
support reading programs, while future research is encouraged to explore these dynamics on a broader scale. This study offers
insights for educators and policymakers seeking to improve reading comprehension outcomes among SHS students.
Keywords: Help-seeking Behavior, Reading Comprehension, English Performance, Instructional Planning

INTRODUCTION
The ability to comprehend written text is fundamental to academic Program for International Student Assessment (PISA). This
success, particularly in English language education. In the context underscores the urgency of addressing reading comprehension
of Senior High School (SHS) students, understanding the issues within the educational framework.
relationship between their reading comprehension levels and
As defined by Zimmerman and Hutchins (2003), reading
English performance is crucial for devising effective instructional
comprehension involves not only decoding symbols but also
strategies. This study delves into this relationship to formulate an
comprehending the meaning conveyed by the text. It is a
instructional plan aimed at enhancing students' reading
multifaceted skill encompassing both word reading and language
comprehension abilities.
comprehension. Successful comprehension entails constructing a
Reading, as a macro-skill, serves as a cornerstone for knowledge coherent mental representation of the text, allowing readers to
acquisition and critical thinking. However, despite its significance, engage, learn, and derive enjoyment from their reading
the Philippines, as reported by Chi (2023), faces challenges in experiences.
improving proficiency levels not only in reading but also in
mathematics and science, according to the 2022 report of the
Copyright © ISRG Publishers. All rights Reserved. 361
DOI: 10.5281/zenodo.11092146
The shift to online distance learning, exemplified by institutions Ho2 – There is no significant association between Reading
like Cagayan Valley Institute, Incorporated, and Lyceum of Comprehension and Performance in English of the learners.
Camalaniugan, has presented both opportunities and challenges for
SHS education. While digital platforms facilitate access to METHODOLOGY
educational resources, they also highlight existing gaps in reading This study employed a descriptive-correlational design (Hsieh,
proficiency, especially in subjects demanding extensive text Suh‐Ing, et al., (2020); Lappe, (2000)) to investigate the reading
engagement such as English language studies. comprehension levels and academic performance in English of
Senior High School (SHS) students and their relationship to profile
Against this backdrop, this study aims to address two primary
variables. Conducted during the school year 2023-2024, the study
concerns: firstly, the assessment of SHS students' reading
was carried out at Cagayan Valley Institute, Incorporated, located
comprehension levels, and secondly, the exploration of any
in Centro 1, Aparri, Cagayan, and Lyceum of Camalaniugan,
significant correlation between reading comprehension proficiency
situated in Centro, Camalaniugan, Cagayan. Both institutions are
and academic performance in English. The findings of this
private and are under the supervision of the Tuguegarao
investigation will serve as the foundation for developing an
Archdiocesan School System (TASS).
instructional plan tailored to enhance students' reading
comprehension skills. A total population sampling technique (Cox, 2007) was employed,
encompassing all currently enrolled SHS students at Cagayan
The overarching goal of this study is to advance our understanding
Valley Institute, Incorporated, and Lyceum of Camalaniugan for
of the dynamics between reading comprehension levels and
the specified academic year. The total number of enrolled students
English performance among SHS students. By elucidating these
was 46 in Cagayan Valley Institute and 44 in Lyceum of
relationships, educators can design targeted interventions to bolster
Camalaniugan.
students' reading comprehension abilities, thereby fostering
academic success and lifelong learning. Prior to data collection, formal permissions were obtained from
relevant authorities, including the Office of the School Principal, to
Specifically, this study sought to find answers to the following
conduct the study. Informed consent was sought from all
research questions:
participants, ensuring their voluntary participation and
1. What is the profile of the students as to: confidentiality of responses. The researcher conducted orientations
1.1. Sociodemographic for the respondents to explain the purpose and procedures of the
a. Sex data gathering activity. For participants who were unavailable
b. Age during data gathering sessions, Google Forms were utilized to
c. Available Printed Resources at Home collect responses.
d. Available Technological Devices
All responses from various data collection methods were collected,
e. Native Language
consolidated, tabulated, and validated. The dataset was then
f. Parents’ Monthly Income
subjected to relevant statistical treatments by a qualified
1.2. Help-seeking behavior
statistician. Statistical tools such as correlation analysis and
a. Affective Dimension
descriptive statistics were employed to analyze the relationship
b. Reliability Dimension
between reading comprehension levels, academic performance in
c. Usefulness Dimension
English, and profile variables.
d. Students’ Perception Towards Teachers
The main instrument utilized in the study was a self-developed
2. What is the Reading Comprehension Level of the reading comprehension test designed to measure different levels of
students as to: reading comprehension. The questionnaire comprised three parts:
a. Literal
1. Socio-demographic Profile (Part I): This section gathered
b. Interpretative
information on various profile variables such as sex, age,
c. Integrative
available printed resources at home, available
d. Critical
technological devices, native language, and parents'
monthly income.
3. What is the Academic Performance of the Senior High
2. Help-seeking Behavior Scale (Part II): This section
School students in the English subjects?
measured students' help-seeking behavior across
4. Is there a significant difference on the Performance in
affective, reliability, and usefulness dimensions, as well
English and Reading Comprehension of respondents
as their perception towards teachers.
when grouped according to profile?
3. Reading Comprehension Tests (Part III): This section
5. Is there a significant association between Reading
comprised questions categorized into different levels of
Comprehension and Performance in English of the
reading comprehension:
learners?
6. What Instructional Plan for Reading may be proposed to Literal level: Items 1, 2, 3, 6, and 7.
enhance the reading comprehension of students?
Interpretative level: Items 8, 9, 10, 11, and 12.
The study tested the following null hypotheses:
Integrative level: Items 4, 13, 14, 15, and 16.
Ho1 – There is no significant difference on the Performance
in English and Reading Comprehension of respondents when Critical level: Items 5, 17, 18, 19, and 20.
grouped according to profile.

Copyright © ISRG Publishers. All rights Reserved. 362

DOI: 10.5281/zenodo.11092146
RESULTS AND DISCUSSION may need to adopt inclusive teaching approaches that
accommodate diverse linguistic needs to enhance learning
After the thorough analysis and interpretation of data gathered
outcomes for all students.
from the respondents, this study presents the result of the study
together with the perceived inferences of the results. Regarding parents’ monthly income, the data show a varied
Table 1a. Distribution of the SHS students in terms of sex, age, distribution across different income brackets. Notably, a significant
native language, and parents’ monthly income proportion of families fall within the 5,001 to 15,000 PHP income
Frequency range, which aligns with the middle-income bracket as reported by
Sex Percentage Zoleta (2023). This suggests that a considerable portion of SHS
(n=90)
students may face financial constraints that could impact their
Male 48 53.3 access to educational resources and support services. Educators
and policymakers should consider socioeconomic factors when
Female 42 46.7
designing equitable education policies and interventions to ensure
Age (in years) that all students have equal opportunities for academic success.

15 to 16 59 65.6 In summary, the demographic profile of SHS students reflects a

diverse student body with varying backgrounds and needs.
17 to18 27 30.0 Understanding these demographics is crucial for developing
targeted interventions and support mechanisms to address the
19 or above 4 4.4
specific challenges and enhance the overall learning experience for
Mean = 16.28 years old S.D. = 1.15 all students
Table 1b. Printed resources and Technological Devices available
Native Language at home for the SHS students
Iloco 58 64.4 Printed Resources (multiple
Frequency Rank
response set)
Others 32 35.6
Storybooks 48 1
Monthly Family Income (in
Php) Textbooks 29 2
5,001 to 10,000 33 36.7 Newspaper 18 3
10,001 to 15,000 33 36.7
Brochures 13 4
15,001 to 20,000 13 14.4
Comics 12 5
20,001 to 25,000 6 6.7
Magazines 11 6
25,001 or above 5 5.5
Manuals 7 7
Mean = Php12,889.39 S.D. = 5670.14
Encyclopedia 5 8
Table 1a presents the demographic profile of the Senior High
Others (catalogs, recipes) 4 9
School (SHS) students, showcasing their distribution based on sex,
age, native language, and parents’ monthly income. Technological Devices (multiple
Regarding sex, the table illustrates a slight predominance of male response set)
students, constituting 53.3% of the total respondents compared to Mobile phones 84 1
46.7% females. This distribution may have implications for
understanding gender dynamics within the SHS student population Television 35 2
and could inform targeted interventions or support programs
tailored to the specific needs of male and female students. Laptop 22 3

In terms of age, the majority of students fall within the 15 to 16- Tablet 7 4
year-old range, comprising 65.6% of the sample. This suggests that
Desktop 2 5
SHS education predominantly caters to students in this age bracket.
However, it's noteworthy that a significant portion (30%) still
Printed resources play a crucial role in fostering reading habits and
belongs to the 17 to 18-year-old category, indicating a diverse age
enhancing literacy skills among students. The data reveal that the
range within the SHS cohort. Understanding the age distribution
most prevalent printed resource available at home for SHS students
can aid educators in developing age-appropriate instructional
is storybooks, with 48 responses, ranking first. This suggests a
materials and strategies.
positive environment conducive to recreational reading and
The distribution of native languages reveals that the majority of potential exposure to a diverse range of literary genres and
respondents (64.4%) use Iloco as their native language, while the narratives. Access to storybooks can stimulate imagination,
remaining 35.6% use other dialects. This linguistic diversity creativity, and critical thinking skills among students, laying a
highlights the importance of considering language proficiency and strong foundation for academic success and lifelong learning.
cultural backgrounds in curriculum design and delivery. Educators

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DOI: 10.5281/zenodo.11092146
In addition to storybooks, textbooks are also commonly available, because it helps me
ranking second with 29 responses. Textbooks are essential understand course content
resources for academic studies, providing students with structured better.
content and supporting their learning across various subjects. The
availability of textbooks at home indicates a supportive learning 2. I work with classmates
3.33 Good
environment that facilitates academic achievement and mastery of because it saves time.
subject matter.
3. I work with classmates
Other printed resources such as newspapers, brochures, comics, because it keeps me 3.62 Very good
and magazines also contribute to enriching students' reading motivated to keep working.
experiences and expanding their knowledge base. Exposure to
4. I work with classmates
diverse print materials fosters vocabulary development,
because classmates provide 3.41 Very good
comprehension skills, and critical literacy among students,
useful feedback for my work.
empowering them to engage critically with the world around them.
Turning to technological devices, the data highlight the widespread Dimension Mean 3.48 Very good
use of mobile phones among SHS students, ranking first with 84 Students' Perception towards
responses. Mobile phones serve as versatile tools for accessing teachers
digital content, communicating with peers and educators, and
engaging in online learning platforms. The high prevalence of 1. Teachers are available when I
3.38 Good
mobile phones underscores the importance of leveraging have any question in a course.
technology-enhanced learning approaches to meet the diverse
2. Teachers are approachable if I
needs and preferences of students in the digital age.
have any questions in a 3.37 Good
While mobile phones dominate as the primary technological course.
device, other devices such as television, laptops, tablets, and
desktop computers also play significant roles in students' lives. 3. Teachers immediately
3.24 Good
These devices offer additional avenues for accessing educational provide the answers I need.
resources, multimedia content, and interactive learning 4. I would not hesitate to ask a
opportunities, thereby complementing traditional print-based 3.24 Good
teacher for help.
resources and enriching the overall learning experience.
Dimension Mean 3.31 Good
To sum up, the availability of printed resources and technological
devices at home reflects the diverse learning resources accessible Composite Mean 3.32 Good
to SHS students. Leveraging these resources effectively can
promote literacy development, digital literacy skills, and academic In the affective dimension, students demonstrate a commendable
success, ultimately empowering students to thrive in the ever- level of trust and connection with their peers, as evidenced by a
evolving educational landscape. weighted mean of 3.24, indicating a good level of rapport and
camaraderie within the program. Similarly, in the reliability
Table 2. Status of the help-seeking behaviors of the SHS students
dimension, students’ express confidence in their classmates'
Weighted Descriptive support and responsiveness, with a mean of 3.26, reflecting a
Behaviors
Mean Value positive reliance on peer assistance.

Affective Dimension The usefulness dimension reveals that students highly value
collaborative work with classmates, citing benefits such as better
1. I trust other students in this understanding of course content, time efficiency, motivation, and
3.46 Very good
program. constructive feedback. With a mean of 3.48, this dimension reflects
a strong inclination towards collaborative learning approaches,
2. I don’t feel isolated from
3.03 Good indicative of students' proactive engagement and appreciation for
other students
peer collaboration.
Dimension Mean 3.24 Good Furthermore, students perceive their teachers positively,
Reliability Dimension acknowledging their availability, approachability, and promptness
in addressing queries. While the mean perception towards teachers
1. I can rely on classmates to is slightly lower at 3.31, it still signifies a generally favorable view,
3.42 Very good
help me. suggesting a supportive and accessible teaching environment
conducive to student learning and assistance-seeking behaviors.
2. I can rely on classmates to
respond to my course 3.10 Good Overall, the composite mean of 3.32 indicates a good level of help-
questions quickly. seeking behavior among SHS students. This collective assessment
underscores the importance of fostering supportive peer
Dimension Mean 3.26 Good relationships, promoting collaborative learning practices, and
maintaining accessible teacher-student interactions to facilitate
Usefulness Dimension
effective assistance-seeking and academic success among students.
1. I work with classmates 3.57 Very good

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DOI: 10.5281/zenodo.11092146
These findings from Table 2 highlight the positive disposition of assessment tools and diagnostic assessments to identify areas of
SHS students towards seeking help and support, both from their strength and weakness and adjust teaching strategies accordingly.
peers and teachers. These insights can inform educators and
These results underscore the need for targeted interventions and
administrators in implementing targeted interventions and support
support mechanisms to enhance reading comprehension skills
mechanisms to further enhance students' help-seeking behaviors
among SHS students. By addressing comprehension challenges
and foster a supportive learning environment.
early and adopting evidence-based instructional practices,
Table 3a. Reading comprehension level of the SHS students along educators can empower students to become proficient readers and
literal and interpretative comprehension critical thinkers.
Literal Interpretative Table 3b. Reading comprehension level of the SHS students along
Level integrative and critical comprehension
F F
Percentage Percentage Integrative Critical
(n=90) (n=90)
Level
High (4 to 5) 31 34.4 22 24.4 F F
Percentage Percentage
(n=90) (n=90)
Average (2 to 3) 50 55.6 56 62.2
High (4
16 17.8 29 32.2
Low (0 to 1) 9 10.0 12 13.3 to 5)

Average
Mean 3.10 (Average) 2.72 (Average) 62 68.9 52 57.8
(2 to 3)
S.D. 1.15 1.05
Low (0 to
12 13.3 9 10.0
1)
In terms of literal comprehension, the data reveal that 34.4% of the
respondents demonstrate a high level of understanding, while the Mean 2.53 (Average) 2.92 (Average)
majority (55.6%) exhibit an average level. A smaller proportion
(10.0%) of students have a low level of literal comprehension. The S.D. 1.05 1.03
mean literal comprehension score of 3.10 suggests an overall
average performance in understanding text at the literal level. The For integrative comprehension, 17.8% of the respondents
standard deviation of 1.15 indicates variability in literal demonstrate a high level of understanding, while the majority
comprehension levels among the respondents. (68.9%) exhibit an average level. A smaller proportion (13.3%) of
students have a low level of integrative comprehension. The mean
Moving to interpretative comprehension, 24.4% of the respondents
integrative comprehension score of 2.53 suggests an overall
display a high level of comprehension, while the majority (62.2%)
average performance in synthesizing and connecting information
show an average level. A smaller percentage (13.3%) of students
from texts. The standard deviation of 1.05 indicates variability in
have a low level of interpretative comprehension. The mean
integrative comprehension levels among the respondents.
interpretative comprehension score of 2.72 indicates an overall
average performance in understanding text at a deeper, As to critical comprehension, 32.2% of the respondents display a
interpretative level. The standard deviation of 1.05 suggests high level of comprehension, while the majority (57.8%) show an
variability in interpretative comprehension levels among the average level. A smaller percentage (10.0%) of students have a low
respondents, albeit slightly lower than that of literal level of critical comprehension. The mean critical comprehension
comprehension. score of 2.92 indicates an overall average performance in analyzing
and evaluating text critically. The standard deviation of 1.03
These findings have several implications for educational practice.
suggests variability in critical comprehension levels among the
Firstly, the prevalence of average comprehension levels
respondents, albeit slightly lower than that of integrative
underscores the importance of targeted interventions and
comprehension.
instructional strategies aimed at enhancing students' reading
comprehension skills, both at the literal and interpretative levels. These findings underscore the importance of targeted interventions
Educators may need to implement differentiated instruction to enhance students' integrative and critical comprehension skills.
approaches to cater to the diverse needs and learning styles of Educators may need to incorporate explicit instruction in higher-
students. order thinking skills, such as inference-making, synthesizing
information, and evaluating arguments, into their curriculum.
Moreover, the identification of students with low comprehension
Additionally, fostering a classroom culture that encourages deep
levels highlights the necessity of early intervention and
engagement with texts and promotes critical thinking can support
personalized support to prevent academic gaps from widening.
students in developing these advanced comprehension abilities.
This may involve implementing remedial reading programs,
providing additional resources and support, and fostering a culture Furthermore, the identification of students with low comprehension
of continuous improvement and self-assessment among students. levels highlights the need for differentiated instruction and
personalized support. Educators can implement strategies such as
Furthermore, the variability in comprehension levels underscores
small-group instruction, peer tutoring, and scaffolded reading
the importance of ongoing assessment and monitoring of students'
activities to address individual students' needs and provide targeted
progress to inform instructional decisions and tailor interventions
interventions to improve comprehension outcomes.
accordingly. Educators may benefit from utilizing formative

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DOI: 10.5281/zenodo.11092146
Table 3c. Overall reading comprehension level of the SHS students The mean academic performance score of 85.68 falls within the
satisfactory range, indicating an overall acceptable level of
Frequency
Level Percentage performance among students. However, the standard deviation of
(n=90)
4.29 suggests some variability in performance levels among the
High (14 to 20) 17 18.9 student population.

Average (7 to 13) 72 80.0 These findings have important implications for educational
practice. Firstly, while a majority of students demonstrate
Low (0 to 6) 1 1.1 satisfactory performance, there is a notable proportion of students
performing at lower levels. This underscores the importance of
Mean = 11.28 (Average) S.D. = 2.32
implementing targeted interventions and support mechanisms to
address the diverse needs and challenges faced by students in
The data indicate that 18.9% of the respondents demonstrate a high
English language learning.
level of comprehension, while the majority (80.0%) exhibit an
average level. Only a small percentage (1.1%) of students have a Additionally, the identification of students with poor academic
low comprehension level. The mean overall reading performance highlights the necessity of early intervention and
comprehension score of 11.28 suggests an average performance personalized support to prevent academic gaps from widening.
across all comprehension dimensions, with a standard deviation of Educators may need to implement remedial programs, provide
2.32 indicating some variability in comprehension levels among additional resources and support, and offer differentiated
the respondents. instruction to meet the needs of struggling students.
These results emphasize the importance of implementing targeted Furthermore, the variability in academic performance levels
interventions to enhance reading comprehension skills among SHS suggests the importance of ongoing assessment, monitoring, and
students. Educators may need to focus on developing students' feedback to inform instructional decisions and tailor interventions
ability to comprehend texts at deeper levels, such as synthesizing accordingly. Educators can utilize formative assessment tools and
information, making inferences, and critically evaluating content. diagnostic assessments to identify areas of strength and weakness
Additionally, providing students with ample opportunities for and adjust teaching strategies to support student learning and
independent reading, guided practice, and meaningful discussion improvement.
can further support their comprehension development.
Table 5a. Comparison test results of the reading comprehension
Additionally, the comparison to previous research findings by level of the SHS students when grouped according to their profile
Miñoza and Montero (2019) highlights the consistency of average
t- or F- p- Statistical
reading comprehension levels among students across different Grouping Variable
value value Inference
regions in the Philippines. This suggests a need for nationwide
efforts to address reading comprehension challenges and improve Not
Sex 0.151 0.880
literacy outcomes among learners. significant
Thus, thus accentuates the importance of ongoing assessment, Not
targeted intervention, and collaborative efforts among educators, Age 0.281 0.756
significant
policymakers, and stakeholders to enhance reading comprehension
skills and promote academic success among SHS students. Not
Native language 0.578 0.564
significant
Table 4. Distribution of the SHS students in terms of academic
performance in English Not
Monthly income 2.125 0.085
significant
English Academic Frequency
Percentage
Performance (n=90) Not
Available printed resources 0.782 0.461
significant
Outstanding (95 or above) 1 1.1
Available technological Not
Very satisfactory (90 to 94) 21 23.3 1.250 0.215
devices significant
Satisfactory (85 to 89) 37 41.1
Tested at 0.05 level of significance
Fair (80 to 84) 26 28.9
Table 5a displays the results of comparison tests examining the
Poor (75 to 79) 5 5.6 relationship between SHS students' reading comprehension levels
and various profile variables. The analysis reveals that none of the
Mean = 85.68 (Satisfactory) S.D. =4.29 profile variables— including sex, age, native language, monthly
income, availability of printed resources at home, and access to
Table 4 presents the distribution of Senior High School (SHS) technological devices—show a statistically significant relationship
students based on their academic performance in English. The data with students' reading comprehension levels.
reveal that a small proportion (1.1%) of students achieved an
outstanding academic performance, while a larger percentage These findings suggest that factors traditionally assumed to
achieved very satisfactory (23.3%) or satisfactory (41.1%) influence reading comprehension, such as demographic
performance levels. Additionally, significant proportions of characteristics and resource availability, may not directly impact
students attained fair (28.9%) or poor (5.6%) academic students' ability to comprehend texts. This contradicts prior
performance in English.
Copyright © ISRG Publishers. All rights Reserved. 366
DOI: 10.5281/zenodo.11092146
research findings by Gultiano (2022), which proposed a connection These findings emphasize the multifaceted nature of factors
between these factors and reading comprehension levels. influencing English academic performance among SHS students
and underscore the importance of addressing socio-economic
The non-significant relationships identified in this study imply that
disparities and providing equitable access to educational resources.
educators and policymakers should explore alternative
Educators and policymakers can use this information to develop
explanations for variations in reading comprehension performance
targeted interventions and support mechanisms aimed at enhancing
among SHS students. Rather than focusing solely on demographic
English language proficiency and narrowing achievement gaps
or resource-related factors, attention may need to be directed
among students.
towards instructional practices, literacy interventions, and socio-
cultural contexts that could influence reading comprehension Table 6. Correlation test results among help-seeking behavior,
abilities. reading comprehension level and English academic performance
of SHS students
By shifting the focus towards a more comprehensive understanding
of the multifaceted nature of reading comprehension, educators can r- p- Statistical
Variables
develop more effective strategies to support students in becoming value value Inference
proficient readers and critical thinkers.
Help-seeking behavior *
0.315 0.002 Significant
Table 5b. Comparison test results of the English academic Reading comprehension
performance of the SHS students when grouped according to their
profile Help-seeking behavior *
0.294 0.005 Significant
English performance
t- or p- Statistical
Grouping Variable Reading comprehension *
F-value value Inference 0.230 0.029 Significant
English performance
Not
Sex 1.667 0.099
significant Tested at 0.05 level of significance

Age 3.243 0.044 Significant The analysis reveals significant relationships among these
variables. Firstly, there is a significant correlation between help-
Not seeking behavior and reading comprehension (r = 0.315, p =
Native language 1.356 0.179
significant 0.002), indicating that students who exhibit more proactive help-
seeking behaviors tend to have higher levels of reading
Monthly income 3.847 0. 006 Significant
comprehension. This finding underscores the importance of
Available printed resources 10.746 0.000 Significant fostering a supportive learning environment where students feel
comfortable seeking assistance when needed, thereby enhancing
Available technological Not their comprehension skills.
1.613 0.110
devices significant
Secondly, a significant correlation is observed between help-
Tested at 0.05 level of significance seeking behavior and English academic performance (r = 0.294, p
= 0.005), suggesting that students who engage in more help-
Table 5b provides insights into the comparison test results seeking behaviors also tend to perform better in English. This
regarding the English academic performance of SHS students highlights the beneficial role of seeking support and guidance from
across different profile variables. While variables such as sex, teachers, peers, and resources in improving academic outcomes in
native language, and access to technological devices show no English.
significant relationship with English academic performance,
notable associations emerge for age, parents' monthly income, and Lastly, a significant correlation is found between reading
availability of printed resources at home. comprehension level and English academic performance (r =
0.230, p = 0.029), indicating that students with higher reading
The analysis reveals that students' age and their parents' monthly comprehension levels tend to achieve better grades in English. This
income exhibit significant relationships with English academic aligns with empirical evidence suggesting that strong reading
performance. Specifically, older students tend to achieve higher comprehension skills are foundational to success in language-based
grades in English, suggesting a potential developmental aspect to subjects such as English.
language acquisition. Additionally, students from higher-income
families tend to attain higher grades in English compared to their These suggest the interplay between help-seeking behaviors,
counterparts from lower-income households, aligning with reading comprehension abilities, and English academic
previous research by Abdallah (2016) that highlights the influence performance among SHS students. Educators and school
of socioeconomic status on academic achievement. administrators can use this information to design interventions and
support mechanisms aimed at promoting effective help-seeking
Moreover, the presence of significant associations between English strategies and enhancing reading comprehension skills, thereby
academic performance and the availability of printed resources at fostering academic success in English.
home underscores the importance of an enriched learning
environment. Students with access to a variety of printed materials Conclusion
at home tend to perform better in English, indicating the beneficial Based on the study's findings, it is evident that students' reading
role of literacy-rich environments in supporting language comprehension levels are influenced by their help-seeking
development and academic success. behaviors, peer interactions, and academic performance in English.
Age also plays a role in reading comprehension development,

Copyright © ISRG Publishers. All rights Reserved. 367

DOI: 10.5281/zenodo.11092146
while access to printed materials at home contributes to 5. Chi, C. (2023, December 9). Philippines still lags behind
improvement. These results reject the null hypotheses, world in math, reading and science - pisa 2022.
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Recommendations 7. Connors-Tadros, L. (2014). Definitions and approaches
Based on the study's findings, several recommendations are to measuring reading proficiency. Ceelo Fast Facts.
proposed to enhance students' reading comprehension levels: 8. Cox, M. A. (2007). Examining alternatives in the interval
analytic hierarchy process using complete enumeration.
1. Students should be encouraged to read more printed
European Journal of Operational Research, 180(2), 957-
materials at home to improve their reading
962.
comprehension skills. Parents can play a crucial role in
9. Don’t miss Tomorrow’s Marketing Industry News.
guiding and supporting their children's reading habits.
Marketing Dive. (n.d.). Retrieved from:
2. Teachers should incorporate more reading
https://www.marketingdive.com/ex/mobilemarketer/cms/
comprehension exercises and activities into their lessons,
news/research/7473.html
including collaborative and group reading activities. This
10. Factors affecting students’ achievement in English
capitalizes on students' positive help-seeking behavior
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