Investigating the relationship between reading attitude and reading comprehension skill of grade nine Amharic speaking students
Year: 2025
Type: article
Abstract: The study objective was to investigate the correlation between reading attitude and reading comprehension. The study was conducted on grade nine students in three schools selected by convenience sampling technique in Dera Woreda, North Showa Zone, and Oromia Region. The total number of students who participated in the study as a source of information was 155, and they were selected through a random sampling method. The data collection method of the study was a questionnaire and test. The research design was correlation, and the data analysis method was quantitative. The Pearson Correlation Coefficient was used to analyze the correlation between students’ reading attitudes and their reading comprehension. Also, the simple regression was used to confirm that students’ reading attitudes had a significant role in predicting reading comprehension. In addition, the twosample t-test was used to check whether there was a difference between female and male students’ reading attitudes and reading comprehension. The findings of the study indicate that there was a correlation (r = 0.86, p < 0.05) that had a contribution. The correlation coefficient of reading attitude with reading comprehension was R2 = 0.74. R shows the strength of the relationship and R2 shows how much of the variation in one variable is explained by the other. However, the study confirmed that there was no difference between male and female students in terms of reading attitude and reading comprehension. Finally, based on the study’s findings, the researchers recommend focusing on actionable strategies for teachers, educators, curriculum developers and Policymakers.
DOI: 10.20372/nadre:9278
Author: Abebaw Yengusie, Getachew Endale
Institution: Woldia University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W6944775242
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