Abstract
This study was conducted to find the relationship between socio-demographic factors and learners' reading comprehension. It applied the descriptive-correlation research design. It was conducted in the public elementary schools of Quezon II District, Division of Bukidnon, School Year 2023-2024. The respondents were all grade six learners in the locale's big schools. Purposive sampling was used to determine the respondents. A researcher-made survey questionnaire instrument was used to gather. Frequency count and percentage and Pearson r Product-Moment Correlation Coefficient or Pearson r. Most respondents were females aged 11 to 12, members of the Bukidnon Tribe. Their fathers were at the elementary school level, their mothers were at the high school level, and their fathers and mothers were farm laborers. They utilized television as a learning resource at home and had television, tablets, books, and dictionaries within the school environment. They had no Internet connection at home. The majority of learner-respondents fall into the instructional reader category. The findings demonstrate statistically significant relationships with learners' reading comprehension, precisely, sex, fathers' educational attainment, utilization of learning resources at home, utilization of learning resources at school, and internet connection exhibit positive correlations with reading comprehension. The following recommendations are offered now: The communities parents offered may motivate their children, irrespective of gender, to give importance to and participate in reading activities. The teachers may employ differentiated instruction tactics that address the many reading comprehension levels present in the classroom. The school heads may prioritize establishing fair and equal access to educational resources within the school setting.
