A Multi-Variable Analysis of Psychosocial Competence and Reading Profile on SHS Academic Achievement in Pulot Nhs

Queenie Anne S. Castro
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Queenie Anne S. Castro: Northern Mindanao School of Science and Technology, Labuyo, Tangub City

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 12, 2823-2846

Abstract: Senior High School (SHS) students are prepared for future academic endeavors and career options. Achieving academic success in SHS can be challenging because of various factors. This study explores factors, including psychosocial competence and reading profile, that affect academic achievement. It employed a correlational design to investigate the relationship among psychosocial competence, reading profile, and academic achievement. The study used a quantitative approach to gather data through surveys administered to 182 SHS students and document review. The results indicate that students reported a favorable level of psychosocial competence across student, home, and school factors. Additionally, they displayed a strong reading profile with good reading speed, comprehension, and level which means that students can obtain information, grasp difficult concepts, and achieve academically. Academic performance was also highly satisfactory for core, applied, and specialized subjects which revealed that students performed well in the different learning areas. Overall, the data suggests that the respondents have an average level of psychosocial competence, reading proficiency, and a very satisfactory level of academic performance in their core, applied, and specialized subjects. Sex, age, grade level, and strand did not significantly influence psychosocial competence. Reading level emerged as a strong predictor of academic success which emphasizes the relevance of developing excellent reading abilities in SHS students. Recommendations include prioritizing reading skill development, encouraging parental involvement, fostering teacher support, and designing interventions to enhance reading proficiency. Future research could delve deeper into understanding why psychosocial competence did not correlate with academic performance in this study and how these factors might interact with other variables to influence student success.

Date: 2024
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