A Quantitative Analysis of Key Factors Influencing Reading Skill Acquisition Among Teacher Education Students at Sulu State College

Abstract

Reading skills form the foundation of academic learning and are essential for communication, critical thinking and lifelong education. This descriptive-correlational study investigates the various determinants that impact the development of reading skill among teacher education students at Sulu State College. While t-test for independent samples determined the significant differences as to the Gender, One-way Analysis of Variance (ANOVA) determined the significant differences when data were grouped according to age, year level and parent educational attainment. Frequency counts and percentages determined the respondent’s profile; mean and standard deviation determined the extent of subsumed categories, such as Individual Background knowledge, Individual Attitude and Motivation, Teacher Factor, and School Factor. A moderate correlation was found between the key factors influencing the reading skill acquisition in the Pearson Product Moment Correlation Coefficient (Pearson r). As a result, the need for enhanced reading programs, targeted instructional strategies, and supportive learning environments to strengthen the reading competencies of future educators at Sulu State College became crucial. The result of this study tends to support the Caldoza (2022) study on Factors Affecting Reading Comprehension Among Bachelor of Arts in English Language Studies of Students (Individual Background knowledge, Individual Attitude and Motivation, Teacher Factor, and School Factor).