Reading Engagement, Reading Motivation, and Use of Reading Strategies of Junior High School Students

Date of Award


Document Type


Degree Name

Master of Arts in Education, major in Basic Education Teaching (Option 1: Thesis)



First Advisor

Rhodora F. Nicdao, PhD


Reading as an activity and as an experience is a crucial part of learning, more so for young students. A few variables can be taken into consideration upon observing the overall reading experience of students as they take on materials assigned to them in class. This correlational study aimed to explore the relationship of the variables of reading engagement, reading motivation, and use of reading strategies among one another in the junior high school setting. By looking at the interplay of these three variables, the study aimed to look at the quality of the students’ academic reading experience. Data gathering was conducted by administering three survey questionnaires to a sample consisting of 214 male adolescent grade eight junior high school students. The following instruments were used: The Reading Engagement Survey (RES) to measure reading engagement, the Adolescent Motivations for School Reading (AMSR) to measure reading motivation, and the Survey of Reading Strategies (SORS) to measure the use of reading strategies. Data analysis revealed a high level of reading motivation, a moderate level of reading engagement, as well as usual utilization of global, problem-solving, and support reading strategies by the student respondents. Moreover, significant positive relationships among the three variables, particularly between reading engagement and the use of reading strategies, were observed. Recommendations included catering to the needs of the students and challenging the instruction of the teachers and implementation of the English program in the school’s setting.

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