Learners’ Motivation Level and Text Genre Vis-À-Vis on Reading Performance

Authors

Judy Mae G. Delos Santos, Ligaya G. Novida

Abstract

This study examined the relationship between learners’ motivation level, engagement across different text genres, and reading performance among Key Stage 2 (Grades 4–6) learners in the Division of Ozamiz City. A descriptivecorrelational research design was employed to determine learners’ intrinsic and extrinsic motivation, their engagement with literary, informational, and transactional texts, and the relationship of these variables to reading performance. Results revealed that learners demonstrated an Agree level of motivation in reading, with both intrinsic and extrinsic factors contributing positively to their reading behavior. Learners also showed an Agree level of engagement across all text genres, with the highest engagement observed in literary texts. Correlation analysis indicated significant relationships between learners’ motivation level and reading performance, as well as between engagement across text genres and reading performance. Furthermore, learners’ overall motivation was significantly related to their reading performance across the different text genres. The findings highlight the importance of fostering learner motivation and genre-based engagement to improve reading performance among elementary learners.

Keywords

reading motivation, reading performance, text genres, intrinsic motivation, extrinsic motivation