FACTORS AFFECTING THE READING COMPREHENSION PERFORMANCE OF GRADE FIVE PUPILS OF TUGTUG ELEMENTARY SCHOOL FOR THE SCHOOL YEAR 2025-2026: BASIS FOR ACTION PLAN

Abstract

This study examined the factors affecting the reading comprehension performance of Grade five pupils at Tugtug Elementary School for the School Year 2025-2026, to develop a plan of action to improve their literacy skills. Guided by Lev Vygotsky’s Sociocultural Theory, which emphasizes the role of social interaction and cultural context in cognitive development, the research explored how intellectual,
emotional, behavioral, and social dimensions influence reading comprehension. Using a quantitative descriptive design, fifty pupils were selected through purposive stratified sampling based on their reading profiles. Data were gathered through a researcher-developed reading comprehension test and a validated self-report questionnaire assessing cognitive, affective, behavioral, and social aspects. Results revealed that most pupils were at the Instructional Level, indicating that they could understand texts but required teacher guidance. Pupils recognized that intellectual, behavioral, and emotional factors shaped their comprehension. At the same time, social influences, particularly support from teachers, classmates, and parents, were significantly related to reading performance. Parents’ highest educational attainment was also found to be significantly associated with pupils’ comprehension outcomes and their intellectual and emotional responses. The study concludes that the interplay of cognitive skills, emotional conditions, reading habits, and social support shapes reading comprehension. Based on these insights, a plan of action was formulated to strengthen teaching strategies and foster home-school collaboration, thereby enriching the pupils’ reading environment and enhancing their comprehension skills.