Reading Motivation and Holistic Development of Grade-10 Science, Technology, and Engineering Students at Batangas City Integrated High School
Darlene A. Alegre, Shaira Mae T. Faderagao
Abegail M. Magtibay, Je-Anne S. Medez
darlenealegre.wis@gmail.com1,faderagao.shairamae.c21041 @gmail.com2, magtibayabegailc210667@gmail.com3, jeannemedez245@gmail.com4
Westmed International School
Batangas City, Philippines
DOI: https://doi.org/10.54476/ioer-imrj/
ABSTRACT
This study investigates the reading motivation and the perceived influence of reading on the holistic development of Grade 10 Science, Technology, and Engineering (STE) students at Batangas City Integrated High School. The research addresses the significant concern regarding the students’ declining interest in reading, which is critical not just for their academic success but more especially for their holistic development. A descriptive-correlational method was adopted, utilizing a combination of a researcher-made and standardized questionnaire to gather data. The findings reveal notable differences between intrinsic and extrinsic motivation determinants among students. Despite these differences in motivation types, the study found that students perceive the influence of reading on their holistic development similarly. This suggests that while motivations may differ, recognizing the importance of reading remains consistent. The implications of these findings are significant for educators. They might indicate a pressing need for targeted strategies aimed at enhancing reading engagement among students. Such strategies could include integrating more relevant and engaging reading materials into the curriculum, fostering a supportive reading environment, and utilizing collaborative learning techniques that encourage peer interaction around texts.
Keywords: Reading Motivation, Holistic Development, Intrinsic and Extrinsic Reading Motivations
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