The Relationship between English Reading Comprehension and Academic Self-Efficacy among Bsed-English Students

Abstract

This study aimed to determine the relationship between English reading comprehension and academic self-efficacy (ASE) among 100 BSEd-English majors at a private institution in Pagadian City, Zamboanga Del Sur, during S.Y 2025-2026. This study utilized a descriptive-correlational quantitative design through a validated instrument. Data were gathered through a validated 15-item multiple-choice reading test based on Hillocks’ comprehension levels and a 20-item academic self-efficacy scale (5-point Likert self-comparison). The findings revealed that an overall reading comprehension level is interpreted as “Moving towards mastery,” with an overall Mean Percentage Score (MPS) of 67.60. The results also showed that literal comprehension is interpreted as “Closely Approximating Mastery,” with the MPS of 86.40, but “Average” in both inferential comprehension, with the MPS of 64.20, and evaluative comprehension, with the MPS of 52.20. ASE is interpreted as “High” with a mean score of 3.48 and a standard deviation of 1.03. Furthermore, the Pearson r correlation shows a negligible to low relationship between English reading comprehension and academic self-efficacy. In conclusion, this indicates that, while students have “High” academic self-efficacy, it does not affect participants’ English reading comprehension. This might be due to other factors, such as their reading strategies, vocabulary depth, and high-linguistic analysis.