Pedagogy, Support Systems, and Pupil Attitude in Relation to Reading Literacy among Intermediate Pupils in Tumauini South District
DOI:
https://doi.org/10.5281/zenodo.19947751Keywords:
Reading literacy, pedagogy, support systems, pupil attitude, intermediate pupilsAbstract
Reading literacy is a crucial skill that plays a significant role in both academic success and lifelong learning. However, many students in the intermediate grades still struggle to understand what they read. This study took a closer look at how teaching methods, support systems, and student attitudes relate to reading literacy among intermediate students in Tumauini South District. This study aimed to describe teachers' profiles, assess the levels of key factors, explore their relationships, identify significant predictors of reading literacy, and uncover challenges faced by teachers. The research used a descriptive-correlational design and involved twenty-eight intermediate grade teachers. Data were collected using a structured questionnaire and analyzed using frequency, percentage, weighted mean, and Pearson product-moment correlation. The findings showed that teaching methods, support systems, and student attitudes were strong, whereas reading literacy was at a moderate level. There were significant connections between all independent variables and reading literacy, with student attitude being the strongest predictor. The study also found moderately serious challenges, especially in terms of support systems and student motivation. These results suggest that although teaching practices and learning environments are supportive, there is room for improvement in students' reading outcomes. The study concluded that reading literacy is shaped by a mix of instructional, environmental, and learner-related factors. Therefore, schools should enhance instructional strategies, improve support systems, and encourage positive reading attitudes among students to achieve better literacy outcomes
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