Reading Strategies, Learning Styles, and Reading Comprehension in English of Senior High School Students in the Division of Sultan Kudarat

Norsarah  Utto-sulay,

Reading Strategies, Learning Styles, and Reading Comprehension in English of Senior High School Students in the Division of Sultan Kudarat

Discipline: Education

Abstract:

The study aimed to determine the extent of use of reading strategies, the learning styles manifested and the reading comprehension level in English of the senior high school students in the Division of Sultan Kudarat. Specifically, it ascertained the degree to which students apply reading strategies and learning styles (global, problem-solving, supportive, and global), the extent of learning style manifestation (active, reflective, sensing, intuitive, visual, verbal, sequential, and global), and the significant relationship between reading comprehension level and these manifestations. Using Slovin’s Formula with a 5% margin of error, the study involved 378 respondents from all independent schools in the Sultan Kudarat Division. Additionally, a non-experimental quantitative design utilizing the descriptive correlation technique was applied in this study. The students were given three instruments: a Survey of Reading Strategies (SORS), an Index of Learning Styles (ILS), and a Reading Comprehension Test (RCT). Based on the result of the study, the students usually used problem-solving reading strategies followed by global and support reading strategies. Also, they usually manifest verbal learning styles followed by intuitive, active, reflective, global, sequential, visual, and sensing learning styles. They were instructional in their reading comprehension level. It was also revealed that the reading strategies used by the students and their manifested learning styles did not have a significant relationship to the reading comprehension level of the students. This study suggests further investigation of the other factors that contribute to the student’s reading comprehension.

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