International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Volume 8 Issue 2
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Perceived Reading Strategies and Motivation to Read of students as Mediated by Teaching-Reading Comprehension of teachers

Author(s) Ms. Chris Galo Costan, Edwin L. Nebria
Country Philippines
Abstract This study aimed to determine the relationship between perceived reading strategies and motivation to read of students as mediated by teaching-reading comprehension of teachers. The researcher surveyed 300 public elementary school teachers in the Division of Tagum City, Davao del Norte. A quantitative research design employed a descriptive-correlational technique, and mediation analysis. A stratified random sample method and weighted mean, Pearson r, linear regression analysis, and medgraph using Sobel z-test were used to analyze the data. The findings revealed that the perceived level of students’ reading strategies and teaching-reading comprehension were very high, while the students’ level of motivation to read was high. There was a significant relationship between perceived students’ reading strategies and motivation to read, perceived students’ reading strategies and teaching-reading comprehension, and teaching-reading comprehension and perceived motivation to read of students. Moreover, the analysis revealed a significant partial mediation effect was observed, indicating that the mediator explains the relationship between reading strategies and motivation to read of students, while a significant direct effect persists.
Keywords education, reading strategies, motivation to read, reading comprehension, partial mediation, Philippines
Field Sociology > Education
Published In Volume 8, Issue 2, March-April 2026
Published On 2026-03-07
DOI https://doi.org/10.36948/ijfmr.2026.v08i02.70860
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E-ISSN 2582-2160
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