Reading Habits and Academic Performance of Intermediate Pupils in Selected Private Schools

Abstract

This study examined the effects of reading habits on the academic performance of intermediate pupils in selected private schools in Binangonan, Rizal, during the School Year 2025–2026. The participating schools were Binangonan Catholic College, Claremont School of Binangonan, Raises Montessori Academe–Pantok Annex, Shining Light Christian School, and Zion Hills Academy. The respondents consisted of 150 intermediate pupils described according to sex, sibling position, number of children in the family, monthly family income, parents’ educational attainment, and parents’ occupation.A descriptive survey research design was employed using a researcher-made questionnaire-checklist to determine the perceived effects of reading habits in terms of knowledge acquisition, vocabulary development, fluency development, and comprehension skills. Documentary analysis was conducted using the pupils’ first-quarter average grades to determine their level of academic performance.Findings revealed that respondents were almost evenly distributed by sex, with males slightly outnumbering females. Most were first-born children from families with four to five children and belonged to low-income households. The majority of parents were college graduates; most fathers were entrepreneurs, while most mothers were housewives. Pupils perceived reading habits to have a high effect on their academic performance across all measured areas. No significant differences were found in the perceived effects of reading habits when grouped according to sex, sibling position, family size, parents’ educational attainment, or occupation. However, monthly family income showed a significant difference across all reading habit dimensions. Pupils achieved a very satisfactory level of academic performance.The study concluded that reading habits are strongly and positively correlated with academic performance, with monthly family income emerging as a significant influencing factor. It is recommended that schools strengthen structured reading programs and that teachers and parents collaboratively promote sustained reading engagement.