Internal and External Factors in Reading Performance Among Grade 1 Learners

Abstract

This study examines the internal and external factors influencing the reading proficiency of Grade 1 learners at Babag 1 Elementary School in Lapu-Lapu City. Using a descriptive-correlational and causal-comparative research design, data were collected from 100 parents through a researcher-made survey questionnaire measuring socio-economic profile and perceived factors affecting reading proficiency. Results revealed that most parents belong to the lower-middle income bracket, with smartphones as the most available learning device. Teacher-provided reading tasks emerged as the strongest external factor, while decoding skills were the primary internal strength among learners, although motivation for leisure reading remained limited. Most pupils performed at a “Satisfactory” level in reading. Correlation analysis showed that both internal and external factors significantly relate to reading performance; however, regression findings indicated that only internal factors significantly predict reading proficiency. These results highlighted that strengthening young learners’ intrinsic motivation, attention, and engagement in reading is more influential than socio-economic support alone. Lastly, an action plan is crafted and recommended for implementation to foster lifelong reading interest.