Advanced International Journal for Research

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A Quasi-experimental Study on Motivation and Comprehension Based Reading Exercise among Grade 5 Learner

Author(s) Ms. LEONETTE A ABADINAS, Ms. DONABELLE C IBAÑEZ, Ms. RICA JEAN A BAYNOS, Ms. ERLIS T ALASAGAS
Country Philippines
Abstract This study determined the relationship between reading motivation and reading comprehension among Grade 5 learners of Cantibas Elementary School, Balamban II District during the School Year 2025–2026. Specifically, it described the demographic profile of the teacher and learner respondents, assessed the learners' level of reading motivation in terms of intrinsic motivation (fantasy, adventure and mystery interest, personal reading identity, family sharing, peer interaction and discussion, and persistence and challenge enjoyment) and extrinsic motivation (compliance/school requirement, achievement and task completion, recognition and praise, competition, and social status/recognition of achievement), determined the learners' level of reading comprehension in identifying the main idea, supporting details, making inferences, predicting outcomes, and context clues, examined the significant relationship between reading motivation and reading comprehension, identified the concerns and issues encountered by teachers during reading activities, and proposed a reading framework module based on the findings.
The study employed a descriptive-correlational quantitative research design. The respondents consisted of forty-one (41) Grade 5 learners and eleven (11) teachers, for a total of fifty-two (52) respondents. Data were collected using an adapted Motivation for Reading Questionnaire (MRQ) by Wigfield and Guthrie (1997), a researcher-developed teacher questionnaire on reading concerns and issues, and a Phil-IRI-based Reading Comprehension Test. Frequency, percentage, weighted mean, Pearson Product-Moment Correlation Coefficient (Pearson r), and thematic analysis were utilized to analyze and interpret the data.
The findings revealed that the Grade 5 learners generally demonstrated a high level of reading motivation, with both intrinsic and extrinsic motivational dimensions contributing positively to their engagement in reading activities. Likewise, the learners attained a high level of reading comprehension, particularly in identifying the main idea, supporting details, making inferences, predicting outcomes, and using context clues. Statistical analysis further indicated a significant positive relationship between reading motivation and reading comprehension, suggesting that learners with higher motivation also tended to perform better in reading comprehension tasks. Teachers identified several concerns affecting learners' reading performance, including limited reading interest, insufficient vocabulary, low reading confidence, and difficulty in understanding complex texts. Based on these findings, a Reading Motivation and Comprehension Framework Module was proposed to strengthen learners' reading engagement, improve comprehension skills, and support teachers in implementing effective reading interventions.
Keywords reading motivation, reading comprehension, intrinsic motivation, extrinsic motivation, Grade 5 learners, Phil-IRI, descriptive-correlational, reading framework module
Field Sociology > Education
Published In Volume 7, Issue 5, September-October 2026
Published On 2026-10-15
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