Reading Anxiety and Comprehension: A Case Study of Intermediate Pupils in A Philippine Elementary School

Abstract

This study investigated the relationship between reading anxiety and reading comprehension among intermediate pupils at William Joyce Sr. Elementary School during the 2023–2024 school year. Utilizing a descriptive correlational research design, 109 pupils were selected through stratified random sampling. Data were analyzed using percentage, mean, and Pearson r. Results showed that the pupils experienced a high level of reading anxiety, particularly in top-down, bottom-up, and classroom reading contexts. In terms of reading comprehension, most pupils were at the frustration level, indicating difficulty in independently understanding texts. Correlation analysis revealed a slight positive relationship between reading anxiety and reading comprehension. However, this correlation was not statistically significant, leading to the acceptance of the null hypothesis. The findings suggest that while anxiety is present, it does not significantly affect the reading comprehension of intermediate pupils. This highlights the need for targeted interventions to reduce reading anxiety and support reading development.