Readers’ Club as a Tool for Reducing Aliteracy: A Statistical Analysis of Reading Motivation

This action research is an attempt to investigate the effectiveness of the readers’ club as a tool in reducing aliteracy in Kiburiao National High School for the school year 2025-2026. The action research aims to describe the traits displayed by the alliterate learners before and after the implementation of the Readers’ Club, in terms of reading interest, reading habit, factors affecting the learners’ reading engagement, engagement in social media platforms, and learners’ perception on their reading and their own reading habit and determine the difference in traits of the alliterate learners after joining the Readers’ Club. The research was conducted from the first quarter of the school year 2025-2026 from June to August 2025. It was participated by the different grade level learners from grade 7 to grade 12. The 30 participants were chosen through simple random sampling. The data were collected through survey questionnaire before and after the implementation of the readers’ club. The researchers analyzed the quantitative data using descriptive statistics including percentage, mean, and frequency to determine the aliteracy traits of the learners before and after the implementation of the readers’ club. Paired t-test and chi-square were utilized to determine the difference in the aliteracy traits of the learners exhibited after joining the readers’ club. The research findings showed that there was not much of improvement in reading motivation of the alliterates. Learners exhibited high level of engagement on Social Media platforms as well as online and offline games before and after implementation of the readers’ club. Though reading habits increased with the learners read for 30 minutes twice a week, but the time spent reading remained moderate with no learners read more than two (2) hours. After the implementation of the readers’ club, learners’ perception demonstrated a more positive attitude signifying that the club made every reading session engaging and accessible as more learners were open to reading.

Aliteracy, Reading Habits, Reading Interest

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