ASSOCIATION BETWEEN READING ATTITUDES AND ACADEMIC ACHIEVEMENT OF GRADE 8 STUDENTS AT CARLOS P. GARCIA HIGH SCHOOL

This study examined the relationship between reading attitudes and academic performance in English among Grade 8 students at Carlos P. Garcia High School. It also described students’ profiles (age and gender) in relation to their reading attitudes and English performance. Specifically, it sought to determine students’ reading attitudes, test the significance of their relationship with academic performance, and identify implications for improving reading engagement. A descriptive-correlational research design was employed using quantitative data. Findings revealed that respondents generally exhibited a negative or uncertain attitude toward reading, with an overall weighted mean of 3.36, indicating indecision. Of 40 statements, only 18 were agreed to by the students. Despite this, their academic performance in English was rated as very satisfactory. Using Pearson r, the relationship between reading attitude and academic performance yielded a correlation coefficient of -0.143, interpreted as a weak negative relationship. This suggests that as academic performance increases, reading attitude slightly decreases. Additionally, age and academic performance showed a weak negative association, whereas gender was significantly associated with academic performance. The results indicate a significant inverse relationship between reading attitudes and academic performance. These findings highlight the need to strengthen students’ positive engagement with reading. It is recommended that students develop regular reading habits, while teachers provide more structured reading activities and exposure to a variety of printed materials, such as books, journals, magazines, and other academic resources, to enhance both interest and proficiency in reading.