Exploring the Relationship between Reading Comprehension Skills and Academic Performance among UV-D Education Students: A Mixed Methods Study

This mixed methods study investigates the factors influencing the academic performance of Bachelor of Elementary Education (BEED) students on a private HEI in the Municipality of Dalaguete, with a focus on reading comprehension. The research combines both quantitative and qualitative approaches to analyze intrinsic and extrinsic factors. The quantitative data, collected through surveys, reveals that self-discipline, motivation, and time management have a significant positive correlation with academic performance in reading comprehension. The qualitative findings, derived from interviews, highlight the importance of teacher-student relationships, the learning environment, and external distractions in shaping academic outcomes. Results indicate that a supportive learning environment and effective teacher-student interactions enhance student engagement and comprehension, while distractions such as social media and personal issues hinder performance. The study concludes that academic success in reading comprehension is influenced by a combination of personal attributes, teacher-student dynamics, and external factors. The findings suggest that improving these factors can significantly enhance the academic performance of BEED students.