Reading Literacy Skills and Academic Performance of College Students

Jesyl P. Sumipo, Ma. Theresa M. Dejesica, Abel J. Tomulin and John Mark B. Lazaro
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Jesyl P. Sumipo: Student, Santo Tomas College of Agriculture Sciences and Technology,
Ma. Theresa M. Dejesica: Student, Santo Tomas College of Agriculture Sciences and Technology,
Abel J. Tomulin: Student, Santo Tomas College of Agriculture Sciences and Technology,
John Mark B. Lazaro: Instructor, Santo Tomas College of Agriculture Sciences and Technology,

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 10, 5801-5810

Abstract: Academic performance refers to a student's level of achievement in their educational pursuits, typically measured through grades, test scores, and overall progress in coursework. This study explored the academic performance of college students, focusing on the factors that affected their learning outcomes and overall educational achievement. The study aimed to determine the significant relationship between reading literacy skills and academic performance among college students in Santo Tomas, Province of Davao del Norte. Data were gathered from 309 first-year college students through a stratified random sampling technique. This study utilized quantitative non-experimental research through a descriptive correlational design. Adapted instruments were used and were thoroughly evaluated for precision and relevance. The statistical tools used in this study were mean and Pearson r. Results revealed that reading literacy skills and academic performance had a descriptive level of high, which was oftentimes observed. A high level of reading literacy skills enhanced academic performance by enabling students to comprehend complex texts, critically analyze information, and effectively apply knowledge across various subjects. The relationship between reading literacy skills and academic performance suggested that enhancing students' reading abilities could positively improve their overall academic achievement.

Date: 2025
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