Learner’s Reading Proficiency and Academic Performance

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{"abstract":"Reading proficiency is critical for academic success, influencing comprehension and performance across all subjects. However, in the Philippines, low reading proficiency remains a significant concern, as evidenced by the country’s last-place ranking in the 2018 Program for International Student Assessment (PISA). This study addresses the gap in understanding the relationship between reading proficiency and academic performance within the Filipino context, particularly among Grade IV to VI learners at San Juan Elementary School, Bohol, during the 2023–2024 school year. The research aimed to assess learners' reading proficiency using the Philippine Informal Reading Inventory (Phil-IRI) and their academic performance based on first-quarter grades. Additionally, it examined demographic factors such as age, gender, nutritional status, parental education, occupation, school attendance, and attitudes toward reading. A descriptive correlational survey method was employed, utilizing questionnaires and performance assessments to collect data from a complete enumeration of 97 learners. Key findings revealed that while learners showed satisfactory academic performance and positive attitudes toward reading, no significant relationship was found between reading proficiency and academic outcomes. This result suggests that other factors, including socio-economic conditions and parental involvement, may have a more substantial impact on learners’ academic achievements. The implications of this study emphasize the need for a comprehensive reading enhancement program that integrates socio-cultural and cognitive approaches to improve reading skills while addressing external influences on academic performance. Recommendations include fostering parental involvement, promoting independent reading habits, and leveraging community resources to create a supportive learning environment. These findings provide valuable insights for educators and policymakers to design targeted interventions aimed at enhancing literacy and educational equity in rural Philippine settings.","abstract_source":"original","authors":["Joseliza Bagcat"],"date":"2025-01-15","doi":"10.5281/zenodo.14651999","id":4353,"issue":9,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"25930b32592cfdf91edf8e6a22aef3a0edab507cfed943d9b4238814c0f5c9ab","schema":"scimatic-article/1","title":"Learner’s Reading Proficiency and Academic Performance","volume":30}

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1. The record, from the token's own metadata:

printf '%s' "$(curl -s https://scimatic.org/nft/articles/4353.json | jq -r .canonical_record)" | sha256sum

2. The hash stored on chain (contentHash(4353)):

curl -s https://rpc.scimatic.net -H 'content-type: application/json' \
  -d '{"jsonrpc":"2.0","id":1,"method":"eth_call","params":[{"to":"0x0E596B4bb924937aA35D9b342A90347ed6F05eF8","data":"0xf3e0c2900000000000000000000000000000000000000000000000000000000000001101"},"latest"]}'

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