Paper Contents
Abstract
This study examined the relationship between reading proficiency levels and academic achievement in Science, Mathematics, and English among Junior High School students at Mariano Matugas Memorial National High School. Utilizing a descriptive-correlational research design, data were collected through the use of the recent PHIL-IRRI results for reading proficiency and academic grades in the first and second quarters of the 2024-2025 school year. The findings revealed significant positive correlations between reading proficiency and academic performance in all three subjects, with Pearson correlation coefficients of 0.65 for Science, 0.60 for Mathematics, and 0.68 for English. These results highlight the importance of reading proficiency in academic success, suggesting that improvements in reading skills could lead to better performance across various subjects. The study underscores the need for targeted literacy interventions to enhance student achievement.
Copyright
Copyright © 2025 SUSAN L. ABAO. This is an open access article distributed under the Creative Commons Attribution License.
