Morphological awareness and reading comprehension of senior high school students

Abstract

This study aimed to determine the level of morphological awareness and reading comprehension of senior high school students and the significant relationship between the two variables. This quantitative study used a descriptive-correlational survey research design to gather information and find the most factor that affects the senior high school students reading comprehension. This study was conducted among the Grade 12 ABM, STEM, and HUMMS students of Nieves Villarica National High School through stratified sampling with 197 respondents. In collecting the data, the researchers used multiple-question tests adapted from the study of Alsaeedi (2017) and the book of Castigador (2012). The result showed that the student’s morphological awareness is low, while the reading comprehension is moderate. This study also revealed a significant relationship between the students’ awareness of morphology and reading comprehension; however, there is a weak positive relationship. It was also found that the morphological structure was the top predictor of reading comprehension. Thus, this study concluded that the students’ morphological awareness is correlated with reading comprehension, and the best predictor of reading comprehension is the morphological structure awareness of the students. It was also recommended that future researchers be encouraged to conduct this kind of research in a new location and setting to expand this kind of study.