Sandy Flor C. Villatima (Author)

Abstract

This study explores the intersection of social, environmental, cognitive-affective, and socioeconomic factors that influence the reading experiences of senior high school students. In response to increasing concerns over reading disengagement and comprehension difficulties, the research aims to understand how these multifaceted contextual elements shape students’ motivation, habits, and attitudes toward reading. A qualitative case study design was employed at Kalangyawon National High School, involving semi-structured interviews with ten Senior High School students—five from the HUMSS strand and five from the Crop Production strand. Thematic analysis revealed that social support from teachers, peers, and family members plays a vital role in fostering positive reading behaviors, while fear of criticism and peer pressure can lead to withdrawal and disinterest. Environmental limitations, such as the absence of quiet, well-equipped reading spaces, as well as household responsibilities, often interfere with reading time. Students’ emotional connection to reading, driven by self-confidence, interest, and past experiences, heavily influences their engagement with texts. Socioeconomic barriers, including limited access to books and digital tools, further hinder consistent reading habits and literacy development. In response to these findings, the study introduces a LEAP (Literacy Engagement and Advancement Program), an Extension Reading Program designed to provide socially responsive, engaging, and student-centered reading activities. The program seeks to foster a supportive reading environment, improve access to resources, and reignite students’ intrinsic motivation through culturally relevant texts and collaborative reading experiences. This initiative aims to bridge the literacy gap in under-resourced settings and enhance the overall reading engagement of senior high school students. The study offers practical insights for educators, policymakers, and community stakeholders seeking to build inclusive and effective literacy interventions.

Keywords: reading engagement, literacy development, student motivation

DOI: http://doi.org/10.69651/PIJHSS0404502

Recommended citation:

Villatima, S. F. C. (2025). Exploring students’ experiences for a LEAP in Reading Extension Program. Pantao (The International Journal of the Humanities and Social Sciences) 4 (4), 5416-5426. http://doi.org/10.69651/PIJHSS0404502

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