Assessment of Reading Habits and English Writing Skills of Grade 11 Senior High School Students of Colegio de Santa Rita de San Carlos Incorporated
DOI:
https://doi.org/10.5281/zenodo.20329757Keywords:
Reading habits, English writing skills, San Carlos City, Philippines, Quantitative Descriptive-correlationalAbstract
This study assessed the reading habits and English writing skills of Grade 11 Senior High School students of Colegio de Santa Rita de San Carlos Incorporated. Specifically, it aimed to determine the students’ frequency of reading, types of materials read, and level of writing proficiency in terms of grammar, coherence, vocabulary, and organization. A descriptive-correlational research design was employed, utilizing a validated questionnaire and writing assessment tool administered to selected respondents. Data were analyzed using mean scores and correlation analysis. Findings revealed that students demonstrated moderate reading habits, with increased reading engagement primarily during academic requirements such as examinations. In terms of writing skills, students exhibited an average level of proficiency, with difficulties noted in grammar and idea organization. Results further indicated a significant relationship between reading habits and writing performance. Aligned with the United Nations Sustainable Development Goals, particularly Sustainable Development Goal 4, this study highlights the importance of strengthening literacy skills as a foundation for inclusive and equitable quality education. It recommends the implementation of reading enhancement programs and targeted writing interventions to support students’ academic development and lifelong learning.
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