Reading Motivation and Comprehension Among Senior High School Students in Getafe, Bohol

Abstract

Reading comprehension plays a key role in academic success and is shaped by teaching methods and students' motivation. This study examined the relationship between reading motivation and comprehension among 288 Senior High School students in Getafe Districts I and II, Bohol, during the 2022–2023 school year. The researchers used a descriptive correlational approach, collecting data with Wigfield and Guthrie’s reading motivation questionnaire and a 60-question test that measured literal, inferential, and critical reading skills. The results showed that students had a moderate level of reading motivation, driven mainly by external rewards, while their personal interest in reading was low. Many relied on grades to keep them motivated. Most students reported frustration with their reading comprehension, indicating ongoing literacy challenges. The study found a moderate, positive, and significant link between reading motivation and comprehension (rho = .568, p < .01), indicating that higher motivation is associated with better understanding. Of all the student characteristics studied, only sex showed a significant difference. Female students were more motivated and had better comprehension than male students. Year level, track, or strand had a weak relationship with reading results. These findings suggest that sparking students’ interest in reading and offering structured comprehension training can help improve their reading skills. Programs that focus on students’ interests and needs may boost engagement, improve understanding, and support long-term reading growth.