Abstract
The study aims to determine the reading experiences of Junior High School students in Modular Distance Learning and its relationship to the demographic profile and assessment result. The study used the quantitative-qualitative research design. This was conducted in four selected secondary schools in the Torrijos district in the First Quarter. The research used random sampling with 230 Grade 9 and 250 Grade 10 students. A structured survey questionnaire was used to determine the reading experiences in three categories: emotional reading engagement, cognitive reading engagement, and reading motivation. More so, the researcher also investigated the significance of the demographic profile and the summative assessment scores to the determined reading experiences of the students in Modular Distance Learning. The study results indicated that the Grade 9 and Grade 10 students had negative reading experiences in Modular Distance Learning which gained an overall mean of 2.29, described as disagree. The reading experiences categories were rated disagree as follows: emotional engagement (2.04), cognitive engagement (2.56), and reading motivation (2.33). Meanwhile, the findings of this research on the test of the significant difference between the reading experiences and the demographic profile of the respondents proved no significant difference which resulted in the acceptance and affirmation of the null hypothesis. Likewise, the results found insignificant relationship between the determined reading experiences and how well they will perform on the assessment test.
