Exploring the Relationship between Reading Behaviour and Academic Achievement among Elementary School Students

Abstract

Reading is a foundational skill that significantly influences students’ academic achievement. This study explores the relationship between reading behavior and academic performance among elementary students, focusing on reading frequency, preferences, attitudes, and engagement. The study aimed to: (1) examine the reading behavior of Grade 4 students in terms of frequency, preferences, and attitudes toward reading; (2) assess their academic achievement using subject grades, classroom performance, and reading comprehension scores; and (3) determine the relationship between reading behavior and academic achievement. A quantitative research approach was adopted, employing a pre-test and post-test experimental design without a control group. The population consisted of Grade 4 students enrolled at F.G. Junior Public School, with a purposive sample of 35 students selected to ensure diversity in gender, ability, and socioeconomic background. Data were collected using a structured Reading Behavior Questionnaire, measuring multiple dimensions including reading frequency, duration, type of material, attitudes, purpose, and environment. Pre-test assessments established baseline reading habits and academic performance, while post-test assessments evaluated changes following a reading intervention. Data were analyzed using both descriptive and inferential statistical techniques. Descriptive statistics, including mean and standard deviation, summarized general trends in students’ reading behavior and academic performance. Paired-sample t-tests were conducted to assess the statistical significance of differences between pre-test and post-test scores. All analyses were performed using SPSS. Findings revealed that students who exhibited more frequent reading habits, positive attitudes, and higher engagement in reading-related activities demonstrated significant improvements in academic achievement. The results indicate a strong, positive relationship between reading behavior and academic performance, highlighting the critical role of reading in developing vocabulary, comprehension, and cognitive skills. Based on these findings, the study recommends that teachers, parents, and policymakers collaboratively foster supportive reading environments and implement structured reading activities to enhance students’ reading habits and academic outcomes.