A Quantitative Analysis of the Influence of Teaching Style and Reading Comprehension on Active Reading Experience of Senior High School Students

This study investigates the impact of teaching styles and reading comprehension on active reading experiences of Senior High School at Lorenzo S. Sarmiento Sr. National High School. The main objective of this study was to understand the level of teaching styles, reading comprehension, and active reading experience, in terms of their corresponding indicators within each construct. It also aimed to recognize the significant difference between teaching styles, reading comprehension and active reading experience, as well as to determine which domains of teaching style, reading comprehension significantly impact the active reading experience. The study employed a correlational design and involved 199 respondents from the Senior High School students at Lorenzo S. Sarmiento Sr. National High. The statistical tools used in this study included the average weight mean, Spearman’s rho, and multiple regression analysis. The results designate a very high level of teaching style among Senior High School students in terms of authority and lecture style, facilitator or activity style, as well as delegator or group style. The study also revealed a very high level of reading comprehension in the Senior High School, especially in student attitude towards English reading comprehension, students reading abilities and strategy use, as well as students’ attitudes towards reading instruction and teaching strategies. Also, the study found out a very high level of active reading experience in terms of technology, purpose, as well as physical strategies. Furthermore, there was a very high correlation and a significant relationship between teaching style and reading comprehension and active reading experience, leading to the rejection of the null hypothesis. Moreover, all domains of teaching style given a very high ratings as perceived by the students.