Abstract
Reading comprehension is a critical foundation for academic success, yet many students continue to face challenges in developing this essential skill. This study examined the relationship between school climate and reading comprehension proficiency among 1,243 first-year college students from Davao de Oro State College's four campuses—Montevista, Compostela, New Bataan, and Maragusan—during Academic Year 2024–2025. Using a quantitative descriptive–causal comparative design, data were gathered through an adapted School Climate Survey from the National School Climate Center and a Reading Comprehension Test based on Holyoke Community College admission standards. Statistical analyses, including Chi-Square tests, Pearson correlation, and independent samples t-tests, revealed that gender, school type, access to reading materials, and reading habits significantly influenced reading comprehension proficiency. Female students performed better than male students, highlighting the importance of gender-responsive literacy interventions. Unexpectedly, students from remote schools outperformed those from central schools, challenging assumptions about infrastructure advantage. While students expressed positive perceptions of school climate, no statistically significant correlation emerged between climate and reading proficiency. Findings underscore the need for structured reading programs, equitable access to materials, and pedagogy-focused solutions over environmental modifications.
