CLASSROOM LEARNING ENVIRONMENT AND STUDENT WRITING STRATEGY AS PREDICTORS OF READING COMPETENCE OF SENIOR HIGH SCHOOL STUDENTS

Tessie Miralles, Jeany Lou A. Nesperos

Abstract


The purpose of this study was to determine the classroom learning environment and student writing strategy as predictors of reading competence of senior high school students. Utilizing quantitative, non-experimental design via correlational technique, data were obtained from 369 respondents of the study who are students who belong to the senior high school department, particularly Grade 12 of the national high schools under the division of Davao del Sur. The researcher utilized stratified random sampling and survey mode of data collection. The researcher also utilized the statistical tools mean, Pearson r, and multiple regression. From the results of the study, it was found that there is a high level of mean scores for all variables of classroom learning environment, student writing strategy, and reading competence of senior high school students. Also, results revealed that there are significant relationships between classroom learning environment and reading competence of senior high school students and between student writing strategy and reading competence of senior high school students. Moreover, it was revealed that the classroom learning environment and student writing strategy can predict the reading competence of senior high school students and that the domains of revision, classroom positive, and planning and preparation best influence the reading competence of senior high school students.

 

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education, classroom learning environment, student writing strategy, reading competence, multiple regression, students, Philippines

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DOI: http://dx.doi.org/10.46827/ejfl.v6i3.4447

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