Classroom Conditions in Relation to Learners’ Reading Motivation: An Assessment

Abstract

This study assessed how the conditions in the classroom affected the reading drive of 10th graders at a public secondary school in Davao de Oro, Philippines during the 2023–2024 school year. Based on the idea that a good learning setting is important for boosting literacy, the study looked at how classroom amenities, equipment, and safety affect students’ desire to read. The study used a descriptive-correlational design and had 90 learners who were chosen at random to fill out an approved self-made Likert-scale questionnaire. To find out how students felt about the conditions in the classroom, descriptive statistics were used. Pearson’s correlation coefficient was used to look at the link between the conditions in the classroom and students’ desire to read. The results showed that students thought their classroom settings were great, which suggests that it was a good place to learn. Positive classroom conditions were also strongly linked to better levels of reading motivation, especially when it came to enjoying reading tasks and being willing to do them. The results show that classes that are well-equipped, safe, and comfortable can make students more motivated to read. Overall, the study shows how important it is to make classrooms better in Philippine public secondary schools to help students learn to read and write, get more involved in school, and do well in their studies.