Non–Cognitive Factors that Influence Reading Competency

Abstract

This study aimed to find out what factors influenced the reading proficiency of first-year college students at Isabela State University, San Mariano in SY 2020-2021. This study employed descriptive statistics. A questionnaire was utilized to collect data from 125 respondents. Analysis used frequency % and ranking. Concerning student-related aspects, more than half of them stated that subject interest and selfmotivation influenced their reading proficiency. Regarding teacher-related aspects, respondents indicated that instructors' job experience influenced their reading competency. Parental involvement in home academic activities ranked #1 as a factor influencing their reading skills. Among the schoolrelated characteristics that influenced their reading ability, discipline scored first. Under studentrelated criteria, interest in a subject influenced reading proficiency, followed by teacher effectiveness with over half of the respondents. Most respondents said that discipline was the most important element influencing their reading ability. Instructors should use a variety of learning activities, and parents should help their children with homework. The government must also focus on good reading teacher training. Aside from providing a conducive area for reading enhancement activities, book borrowing must be encouraged.