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Reading Literacy Skills and Academic Performance of College Students
Jesyl P. Sumipo
1
, Ma. Theresa M. Dejesica
2
, Abel J. Tomulin
3
, John Mark B. Lazaro
4
123
Student, Santo Tomas College of Agriculture Sciences and Technology,
4
Instructor, Santo Tomas College of Agriculture Sciences and Technology,
DOI: https://dx.doi.org/10.47772/IJRISS.2025.910000476
Received: 02 November 2025; Accepted: 08 November 2025; Published: 17 November 2025
ABSTRACT
Academic performance refers to a student's level of achievement in their educational pursuits, typically
measured through grades, test scores, and overall progress in coursework. This study explored the academic
performance of college students, focusing on the factors that affected their learning outcomes and overall
educational achievement. The study aimed to determine the significant relationship between reading literacy
skills and academic performance among college students in Santo Tomas, Province of Davao del Norte. Data
were gathered from 309 first-year college students through a stratified random sampling technique. This study
utilized quantitative non-experimental research through a descriptive correlational design. Adapted instruments
were used and were thoroughly evaluated for precision and relevance. The statistical tools used in this study
were mean and Pearson r. Results revealed that reading literacy skills and academic performance had a
descriptive level of high, which was oftentimes observed. A high level of reading literacy skills enhanced
academic performance by enabling students to comprehend complex texts, critically analyze information, and
effectively apply knowledge across various subjects. The relationship between reading literacy skills and
academic performance suggested that enhancing students' reading abilities could positively improve their
overall academic achievement.
Keywords - Reading Literacy Skills, Academic Performance, Correlational Research Design, Philippines
INTRODUCTION
Academic performance is the measure of a student's achievement in their studies, showing the knowledge,
skills, and attitudes, they have developed. It is important because it reflects the quality of a student's
educational experience and shows how prepared they are for future challenges in their careers and personal
lives (Mappadang et al., 2022). However, one of the issues with academic performance is academic
procrastination, it is associated with dysfunctional learning outcomes such as low academic performance, low
quality of academic work, lack of knowledge, time pressure, dropout and lengthened course of study (Jones &
Blankenship, 2021). Additionally, friends have a big influence on students’ academic achievement and can
affect them in negative ways, in which lower academic attainment has been associated with poor peer
relationships (Shao, 2024).
In Indonesia, low student performance is increasingly linked to poor reading comprehension, with only 30%
reaching Level 2 in the 2018 PISA results far below the OECD average of 77% (Weedutap, 2020). This
impairment demonstrated poor reading ability and is associated with overall scholastic difficulties in courses
such as mathematics and science, where reading comprehension is critical for understanding complex concepts
(Weedutap, 2020). A study of English Department students found a mean reading performance score of 47.24,
indicating widespread difficulty comprehending English texts (Seltics Journal, 2023). These findings implied
that inadequate reading proficiency is a key obstacle to academic success, demanding tailored interventions to
improve students' reading abilities.
In the Philippines, poor reading comprehension is a major factor contributing to the low academic performance
of students. Based on Bautista (2023), Filipino students frequently rank among the lowest globally in reading,
mathematics, and science, as shown in international assessments like the Programme for International Student
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Assessment (PISA). The 2022 PISA results revealed that only 24% of Filipino students reached at least a basic
level of reading proficiency, far below the OECD average of 74%. Furthermore, metacognitive awareness of
reading strategies, or the awareness and control of one’s own reading ability, identified Filipino students with
poor science literacy performance. Poor-performing students more often perceived low-level reading strategies
as more effective than high-level strategies for understanding the text they read (Calleja et al., 2023).
Numerous studies carried out internationally to explore the elements that impact a student's academic
performance. However, the researchers had not found a study that links the reading literacy skills and academic
performance of the students. Hence, the researcher finds the urgency to conduct this study to fill the gap in the
literature covering these subjects, especially in the local context. The results of this study are expected to
contribute to the students emphasizing the importance of having strong reading literacy skills as a prerequisite
for academic success and the need for focused interventions to help students acquire these vital skills. It also
provided insightful information about successful teaching strategies that can raise student achievement and
close achievement gaps.
Statement of the Problem
This study determined the significant relationship between reading literacy skills and academic performance
among college students in Santo Tomas, Province of Davao del Norte. Specifically, this sought to answer the
following questions:
1.What is the level of reading literacy skills in terms of:
1.1 habit and attitude;
1.2 knowledge and skill; and
1.3 culture and strategy?
2. What is the level of academic performance in terms of grade in Purposive Communication?
3. Is there a significant relationship between reading literacy skills and academic performance?
Hypothesis
The hypothesis was tested using a 0.05 level of significance stating that there was no significant relationship
between reading literacy skills and academic performance of college students.
THEORETICAL FRAMEWORK
This study was anchored on Schema Theory by Bartlett (1932) which explains that readers understand texts by
connecting new information to existing knowledge, called schemas. Strong reading literacy skills rely on well-
developed schemas, enhancing comprehension, retention, and academic performance. Furthermore, this was
also supported by (Jehan et al., 2023) the study found that schema theory-based pre-reading activities
significantly improved reading comprehension and academic performance among intermediate students. This
confirms a strong link between reading literacy skills and overall academic success when these strategies are
used in instruction.
Moreover, this study was gleaned on Critical Literacy Theory by Freire (1960) which emphasizes that this
approach encourages readers to examine texts critically, challenging assumptions, ideologies, and power
dynamics. Developing reading literacy skills enhances analytical thinking, deepens comprehension, and
improves academic performance. Furthermore, this was supported by Niculescu & Dragomir (2023) states that
critical reading as essential for developing literacy skills, which in turn enhances academic performance.
Critical reading enhances students' ability to navigate complex academic texts, leading to improved
comprehension and retention of information.
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CONCEPTUAL FRAMEWORK
The conceptual framework of the study as shown in Figure 1. The independent variable of the study was
reading literacy skills. The variable consists of three (3) indicators which were: habit and attitude which refers
to students’ regular reading practices and their disposition toward reading, such as interest, motivation, and
enjoyment; knowledge and skill reflects to students’ regular engagement with reading activities and their
mindset or feelings toward reading, such as interest, enjoyment, and motivation; culture and strategy also
pertains to students’ understanding of diverse cultural perspectives in texts and their use of effective reading
strategies like summarizing, predicting, and questioning (Li et al., 2023). The dependent variable of the study
was academic performance. The variable consists of one (1) indicator which was grade in purposive
communication.
METHODOLOGY
Research Design
This study utilized quantitative, non-experimental, descriptive correlational research to describe the
quantitative data that were gathered regarding the level of two variables related to reading literacy skills and
academic performance. Quantitative research methods were used to observe events that affected a particular
group of individuals, which was the sample population (Williams, 2021). In this type of research, diverse
numerical data were collected through various methods and then statistically analyzed to aggregate the data,
compare them, or show relationships among them (Sreekumar, 2023). Descriptive correlational research
identified variables and examined the strength of the relationships between them (Aprecia et al., 2022).
Quantitative research was used to gather numerical data, while descriptive research was employed to explain
the findings through words, particularly in relation to reading literacy skills and academic performance.
Correlational research examined the relationship between reading literacy skills and academic performance of
college students.
Research Subject
The respondents of this study were 309 students out of a total population of 1,570 first-year students studying
at a local college in Santo Tomas, Davao del Norte. The researcher used Raosoft sampling, an online sample
size calculator, to obtain the target sample size from the recorded population. The respondents were selected
through a stratified random sampling technique. Stratified random sampling divided the population into
smaller groups based on specific characteristics, then a random sample was selected from each group to ensure
representation (Simkus, 2023).
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Table 1. Frequency Distribution of Respondents
Research Instrument
The researchers used one (1) adapted survey questionnaire for independent variable, and student's grade in
their subject in purposive communication for dependent variable. The questionnaires were validated by the
panelist and an external validator to ensure its validity.
Literacy Skills Questionnaire. The questionnaire used to get the level of literacy skills, was from the research
study titled “Development of the reading literacy questionnaire for EFL learners at primary schools” (Li et al.,
2023). The questionnaire consists of 14 items covering the following aspects: Habit and Attitude (4 items),
Knowledge and Skills (5 items), and Culture and Strategy (5 items). Respondents rated each item using a 5-
point Likert scale, from 5 for “Strongly Agree”, 4 for “Agree”, 3 for “Moderate”, 2 for “Disagree”, and 1 for
“Strongly Disagree”.
The parameter used for the interpretation of reading literacy skills and academic performance of college
students studying in a local higher education institution in Santo Tomas, Davao del Norte, were the following:
Academic Performance. In determining the level of academic performance, the researcher utilized the grades
given by the subject instructor, specifically in the subject of Purposive Communication. These grades were
based on the different outcomes performed by the students in accordance with the syllabus set by the
Commission on Higher Education. The scoring guide for the academic performance of students was
categorized into five levels. The parameter limits used for the interpretation for academic performance of
college students studying in higher education.
Statistical Treatment of Data
Mean. The mean was a statistical measure that represents the average value of a dataset. It's calculated by
summing all the values and dividing by the total number of values (Luís et al, 2023). This was used to
determine the level of literacy skills and academic performance among college students.
Pearson’s r. Pearson's r, a standardized linear correlation coefficient ranging from -1 to +1, measures the
strength and direction of the relationship between two interval or ratio-level variables (David et al, 2020). This
was used to determine the relationship between literacy skills and academic performance of college students.
RESULTS AND DISCUSSIONS
Level of reading literacy skills in terms of habit and attitude
The results for the reading literacy skills in terms of habit and attitude were presented, examined, and
interpreted in table 2. The mean was ranging from 3.48 to 4.07 with an equivalent overall mean of 3.72 and a
standard deviation of 0.99. This was described as high which means oftentimes observed. Moreover, the data
revealed that item number 3, “I am willing to learn more through reading in English,” had the highest mean of
4.07, which was described as high. In contrast, item number 1, “I read English extracurricular books every
day,” had the lowest mean of 3.48, though it was also described as high.
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Table 2 Level of reading literacy skills in terms of habit and attitude
Items
Mean
SD
Descriptive Equivalent
1. I read English extracurricular books every day
3.48
0.97
High
2. I often take notes while reading English
books.
3.50
1.04
High
3. I am willing to learn more through reading in
English.
4.07
1.02
High
4. I can meet the basic requirements of the
English course through reading.
3.84
0.91
High
Average
3.72
0.99
High
The overall findings of reading literacy skills in terms of habit and attitude implied that individuals with a high
level of reading literacy develop a consistent habit of reading diverse materials and maintain a curious,
analytical attitude toward new information. The result conformed to the study of Hashim et al. (2021), who
found that students who maintained positive attitudes toward learning and consistent study habits tended to
perform better academically. Similarly, Caparos and Napil (2024) revealed that a positive attitude toward
reading is associated with improved academic performance. Their study involving Filipino students showed
that reading attitudes played a mediating role between motivation and academic success, indicating that
cultivating a positive reading mindset can boost both motivation and academic achievement.
Level of reading literacy skills in terms of knowledge and skills
The results for the reading literacy skills in terms of knowledge and skills were presented in table 3. The mean
was ranging from 3.52 to 3.76 with an equivalent overall mean of 3.63 and a standard deviation of 0.91. This
was described as high which means oftentimes observed. Moreover, the data revealed that the item with the
highest mean of 3.76, described as high, was the item number 1, which was “I can pronounce new words
correctly”. Meanwhile, the item with the lowest mean of 3.52, also described as high, was item number 4, “I
have mastered most of the English vocabulary”.
The overall findings of reading literacy skills in terms of knowledge and skills implied that individuals can
effectively comprehend, analyze, and apply information across various texts, enhancing their critical thinking
and problem-solving abilities.
Table 3 Level of reading literacy skills in terms of knowledge and skill
Mean
SD
Descriptive Equivalent
3.76
0.88
High
3.60
0.89
High
3.63
0.91
High
3.52
0.93
High
3.61
0.94
High
3.63
0.91
High
This result conformed to the study of Naira Muylaert et al., (2019), which shows that vocabulary knowledge
plays a key role in connecting morphological awareness to academic literacy skills, emphasizing its importance
in understanding texts. Moreover, according to Zhou et al. (2024), teachers' ability to assess reading effectively
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plays a vital role in enhancing students' literacy development. While many teachers possess relevant
knowledge, developing strong skills in selecting appropriate materials and designing effective assessments can
further improve reading instruction and student outcomes.
Level of reading literacy skills in terms of culture and strategy
Table 4 presented, analyzed, and interpreted the findings on reading literacy skills in terms of culture and
strategy. The mean scores ranged from 3.51 to 3.90, with an overall mean of 3.67 and a standard deviation of
1.00. These results were categorized as high, indicating that the behaviors were often observed. Among the
items, the highest mean score was 3.90 for item number 2, “I am willing to share ideas from reading with
others,” which was rated high. On the other hand, the lowest mean score was 3.51 for item number 3, “I know
some customs of English-speaking countries,” though it was also classified as high.
Table 4 Level of reading literacy skills in terms of culture and strategy
Items
Mean
SD
Descriptive Equivalent
1. I can use different reading methods as needed.
3.67
0.95
High
2. I am willing to share ideas from reading with
others.
3.90
0.95
High
3. I know some customs of English-speaking
countries.
3.51
1.02
High
4. I like reading books about the culture of my
own country
3.70
1.07
High
5. I am willing to make a simple comparison
between Eastern and Western cultures.
3.58
1.02
High
Average
3.67
1.00
High
The overall findings on reading literacy skills in terms of culture and strategy suggested that a strong reading
culture encouraged individuals to engage consistently with diverse materials, while effective reading strategies
help them develop a curious and analytical approach to new information. This result conformed to the study by
Saro et al., (2024), which emphasizes that a strong literacy culture characterized by daily reading activities and
diverse reading materials was crucial for improving reading skills. By implementing a 15-minute reading
session at the beginning of the school day had shown positive effects on students' engagement. Moreover,
according to Altamimi & Ogdol, (2023) Effective strategies such as shared reading, storytelling, and the use of
technology had been identified as beneficial in enhancing students' reading abilities.
Level of Reading Literacy Skills
Reflected in Table 5 was a summary of the level of Reading Literacy Skills. As shown, the equivalent overall
mean was 3.67 with a standard deviation of 0.97, qualitatively described as high. This means that Reading
Literacy Skills was oftentimes manifested. The highest mean of 3.72, described as "high," was for indicator 1,
"Habit and Attitude" While, the lowest mean of 3.63 is for indicator 2, “Knowledge and Skill” described as
high.
Table 5 Summary on the Level of reading literacy skills
Indicators
Mean
SD
Descriptive Equivalent
1. Habit And Attitude
3.72
0.99
High
2. Knowledge And Skill
3.63
0.91
High
3. Culture And Strategy
3.67
1.00
High
Overall
3.67
0.97
High
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The overall findings on the level of reading literacy skills imply that high levels of reading literacy enhance
students' ability to comprehend complex texts, think critically, and effectively communicate ideas, leading to
improved academic performance and lifelong learning success. According to the data collected, this aligned
with the study by Ulfaika (2023), which highlights that high levels of reading literacy skills positively impact
academic performance by enabling students to effectively analyze, interpret, and communicate information.
Moreover, enhanced literacy skills were associated with higher GPAs and overall academic success,
particularly in online learning environments. Similarly, Galiza (2022) found that respondents with competent
reading proficiency levels achieved significantly higher General Weighted Averages (GWA) than those at
beginning, developing, or approaching proficiency levels, indicating a strong correlation between reading
literacy and academic performance. Conversely, Driana and Ernawati (2024) emphasize that high-level reading
literacy skills go beyond comprehension, encompassing critical thinking, problem-solving, and creativity.
Their study, which focused on assessing higher-order thinking skills (HOTS) in reading literacy, highlights
how these advanced skills enable students to effectively manage and interpret information, further contributing
to academic success.
Level of Academic Performance
The results for academic performance were presented in Table 6. The data shows that students obtained an
average grade of 86.41 in Purposive Communication, with a standard deviation of 4.61. This performance was
categorized as high, indicating that students demonstrate strong academic abilities in this subject. The overall
findings suggested that students' proficiency in Purposive Communication reflects their ability to comprehend
and convey ideas effectively, which was essential for academic success.
Table 6 Level of academic performance
Items
Mean
SD
Descriptive Equivalent
Grade in Purposive Communication
86.41
4.61
High
This study conformed to the research by Talwar et al. (2022), which highlights the significant role of reading
literacy skills, metacognitive reading strategies, and reading motivation in early academic success in college.
The findings emphasized that students with strong reading skills tend to perform well academically, as
reflected in their grades. This aligned with the results in Table 4, where students demonstrated a high level of
academic performance in Purposive Communication, suggesting that their literacy skills contribute positively
to their success in this subject.
Correlation between reading literacy skills and academic performance
Showed in table 7 were the findings about the significance of the association between reading literacy skills
and academic performance with an overall calculated r-value of .130 and a p-value of .009, which was lower
than the .05 the level of significance. This implied that the relationship of the variables got a positive, very
weak and significant correlation. This finding demonstrated that the perception of reading literacy skills was
significantly correlated with academic performance, leading to the rejection of the null hypothesis. It indicated
that strong reading literacy skills positively influence academic achievement. While challenges such as
dissatisfaction may hinder their full effectiveness, fostering positive attitudes toward reading can enhance
instructional outcomes and support students' academic success.
Table 7 Significance of the Relationship Between reading literacy skills and academic performance
Variables Correlated
Mean
r
p-value
Decision on
H
o
Decision on
Relationship
reading literacy skills and
academic performance
3.67
86.41
0.130
0.009
Rejected
Significant
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According to the data collated, this aligned with the study of Esleta et al. (2024), which highlights a significant
relationship between reading ability and academic success in subjects like English, Math, and Science. The
study emphasized that improved reading comprehension was essential for achieving better academic outcomes,
aligning with the goal of equitable quality education. Similarly, Costa and Pereira (2024) emphasize that
reading literacy skills significantly influence academic performance by enhancing critical abilities such as
analysis, argumentation, and communication. However, their study also highlighted that many students face
challenges in academic reading due to complex technical terminology and insufficient prior reading skills.
Furthermore, the relationship between reading literacy skills and academic performance aligned with Bartlett's
(1932) Schema Theory, which suggests that readers interpret texts by connecting new information to their prior
knowledge, known as schemas. Well-developed schemas were essential for strong reading literacy skills, as
they enhance comprehension, retention, and overall academic performance. Additionally, this was supported
by (Jehan et al., 2023), whose study found that schema theory-based pre-reading activities significantly
improved reading comprehension and academic performance among intermediate students. This reinforced the
strong connection between reading literacy skills and overall academic success when these strategies were
incorporated into instruction.
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
Summary Of Findings
The major findings of the study were the following:
1. The level of reading literacy skills had an overall mean of 3.67 with a standard deviation of 0.97 with a
descriptive equivalent of high. The highest indicator was Habit And Attitude with a mean of 3.72, while
the lowest indicator was Knowledge And Skill with a mean of 3.63.
2. The level of academic performance had an overall data show that students obtained an average grade of
86.41 in Purposive Communication, with a standard deviation of 4.61. This performance was categorized
as high, indicating that students demonstrate strong academic abilities in this subject.
3. The relationship of reading literacy skills and academic performance showed a positive, very weak and
significant correlation with an r-value of .130 and a p-value of <.009. These results led to the rejection of
the null hypothesis.
Conclusions
1. The overall findings on reading literacy skills suggested that strong reading abilities strengthen students'
capacity to understand complex texts, engage in critical thinking, and express ideas clearly, ultimately
contributing to higher academic achievement and long-term learning success.
2. The Level of academic performance was high, considered as oftentimes observed. The overall findings
suggested that students' proficiency in Purposive Communication reflected their ability to comprehend
and convey ideas effectively, which was essential for academic success.
3. The results showed the significance of the relationship between reading literacy skills and academic
performance indicating a positive, very weak and significant correlation. This indicated that strong
reading literacy skills positively influence academic achievement. While challenges such as dissatisfaction
may hinder their full effectiveness, fostering positive attitudes toward reading can enhance instructional
outcomes and support students' academic success.
Recommendations
Based on the findings, analysis, and conclusion drawn in this study, the following recommendations were
summarized:
1. The Commission on Higher Education (CHED) may prioritize the integration of reading literacy
development into higher education policies and programs. This may involve mandating the inclusion of
structured reading enhancement components in general education curricula, promoting faculty training in
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literacy instruction, and funding research-based literacy initiatives. Furthermore, CHED may spearhead
national campaigns and policy frameworks that emphasize reading comprehension, critical analysis, and
academic literacy as core competencies for all students. By doing so, CHED may help raise the standard
of education and address gaps in student academic preparedness across institutions.
2. The school administrators may implement targeted interventions such as structured reading programs,
academic support workshops, and the integration of reading strategies into the curriculum. Providing
students with access to diverse and challenging reading materials, along with training in critical thinking
and comprehension techniques, may enhance their ability to process and analyze complex texts.
Additionally, incorporating technology-based reading tools and interactive learning activities may help
engage students and reinforce their literacy skills. Regular assessments and personalized feedback should
also be utilized to monitor progress and address specific areas for development, ensuring that students
acquire the necessary reading competencies for academic success.
3. Teachers may adopt innovative and inclusive teaching practices that integrate reading strategies across
various subject areas. They may benefit from continuous professional development focused on literacy
instruction, differentiated learning approaches, and student engagement techniques. By incorporating
interactive reading activities, critical thinking exercises, and consistent feedback, teachers may help
students enhance their comprehension, vocabulary, and analytical skills.
4. Parents may play a vital role in supporting their children’s literacy development by fostering strong
reading habits at home. They may provide reading materials, encourage regular reading routines, and
create a positive learning environment that supports academic growth. Schools may also involve parents
through literacy-related programs or workshops that highlight the importance of parental involvement in
their children's educational journey.
5. Students may benefit from taking an active role in developing their reading literacy by engaging in
various reading activities, using available academic resources, and seeking help when needed. They may
practice effective study habits, manage their time efficiently, and pursue independent learning to
strengthen their comprehension and critical thinking skills. Developing strong reading abilities may lead
to improved academic performance and greater self-confidence.
6. Future researchers may study how reading literacy skills affect academic performance over time by
conducting long-term research. They may also examine factors such as teaching methods, school support,
and student participation to understand their influence on academic outcomes. Additionally, exploring
different approaches to enhancing reading skills and their impact on school performance may help
identify better strategies for student success.
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