Introduction

The overall objective of this research study is to look into the effects of reading motivation and
situational interest on reading comprehension performance and reported task enjoyment in
students participating in a reading task. According to the current theory, based on previous
research and findings, the central hypothesis is that increased situational interest improves both
reading comprehension ability and rate of work enjoyment.
Motivation is a complex psychological concept that influences many areas of our behavior. In
the context of education, motivation can help us understand why some students engage
differently, study more, and keep determination as compared to their peers. It not only provides
a pathway for students to achieve higher academic performance, but it is also a factor that can
possibly be modified in the classroom setting. Motivation, although rich and varied as a subject
of study, suffers from a lack systematic methodology. According to research and theory, interest
as a motivational variable can be effectively initiated by an environmental stimulus. However,
significant gaps in knowledge exist, highlighting the need for research into how potential triggers
for situational interest might even be operationalized in a classroom setting.
In the US, according to Taboada & Buehl (2012), teachers' views of reading comprehension and
motivation to read across two cultural contexts (i.e., the USA and Argentina) were examined by
analyzing responses from 21 US teachers and 23 Argentinean teachers. Differences emerged
in conceptions of motivation and practices to help students learn to read. Knowledge of
teachers' views can be used by teacher educators to target misconceptions and further develop
teachers' knowledge and skills. One of the most significant factors that can influence the
reading comprehension in students is motivation. In fact, the correlation between learning
motivation and reading comprehension is stronger than activities and behaviors. Numerous
research studies have found that there is indeed a direct relationship between the two variables
(Morgan & Fuchs, 2007)
In the Philippines, according to Manansala & Jimenez (2020), students are motivated to read
more even with limited rewards. The student's reading comprehension showed a moderate
correlation with all forms of intrinsic motivation. On the other hand, there is only a considerable
gap between students' reading comprehension and extrinsic motivation. Motivation, which is
typically considered to play a vital role in learning, frequently distinguishes between learning that
is deep and absorbed and learning that is shallow and superficial. Understanding the link
between motivation and students' literacy levels is something that Filipino teachers are more
interested in than before.
According to Asuque (2016), in Davao Tibungco, the educators in the area provided training on
teaching students, but still some competencies taught were found least learned at the end of the
2nd grading period, which affected the achievement of the students. In hopes of filling the gap in
their learning, the study further highlighted the effects of motivation on the students’
performance and found that teachers practicing learning motivation among their students
showed an increase in their literacy level, both in reading and writing competencies.
This paper attempts to investigate the relationship between motivation and the students' reading
comprehension. Because of the importance of learning and the progress each student makes in
school, much of the time is devoted to the development of reading comprehension. Numerous
studies show that cognitive and motivation variables affect the students' competencies in
literacy competencies (Presley & Harris, 2006). In conclusion, motivation is an influential factor
in achieving a higher level of learning among learners, specifically in their reading
comprehension. In order to properly adapt to education's growing complexities, educators must
acknowledge the practice of showing learning motivation in each of the students.
The study aims to find out the significant relationship of the impact of motivation on reading
comprehension among GAS SHS Students in F. Bustamante National Highschool. This chapter
will now investigate what it means to be a reader, briefly discussing the components of good
reading and investigating why motivation may be crucial in the development of reading skills.

Related Literature

This chapter will demonstrate and present an analysis of linked literature about the study's
variables and contributing components: motivation (extrinsic and intrinsic), as well as reading
comprehension (literal, inferential, evaluative).

Motivation
Motivation to read and write can be defined as the likelihood of engaging in reading or choosing
to read (Gambrell, 2009, 2011). The perspective of engagement is linked to motivation and has
significant implications for practice (Guthrie & Humenick, 2004; Guthrie & Wigfield, 2000; Tracey
& Morrow, 2006). This viewpoint clarifies the distinctions between engaged and disengaged
readers, focusing on the traits of the motivated or engaged reader. According to this
perspective, engaged readers are intrinsically motivated to read for a range of personal
purposes, strategic in their reading behaviors, informed in their development of new
understandings from text, and socially interactive regarding text reading. Therefore, promoting
motivation to read in the reading curriculum should be given significant importance. As students
see themselves meeting each new goal, their self-efficacy grows, motivating them to set
optimally challenging goals and increase the time they spend reading, which helps further build
their reading skills (Zimmerman, 2008).

Helping students find value and significance in classroom reading tasks and activities is one
strategy to improve reading motivation and accomplishment (Guthrie, Hoa, Wigfield, Tonks,
Humenick, & Littles, 2007; Hulleman, Godes, Hendricks, & Harackiewicz, 2010; Purcell-Gates,
Duke, & Martineau, 2007). Students become more involved and engaged in text comprehension
when they create connections between the information they are reading and their lives (Deci,
1992; Guthrie et al., 2007; Hulleman et al., 2008). et al., 2010. When instructional practices
emphasize every connection between classroom reading and students' personal lives,
motivation is increased. Students who were asked to write about how the subject they were
studying was relevant to their lives were more motivated and interested in a recent study than
students who were simply asked to write about the material (Hulleman et al., 2010).
Hemmerechts, K. et al. (2017). Students' reading achievement is predicted by characteristics
such as family and home environment aspects.

Intrinsic Motivation. It is the desire to do something because one truly wants to and finds joy or
worth in doing so (Usher, 2012). When a student is intrinsically driven to read, he or she does
so for the pleasure of it, to learn new things, or for some other reason. A student may be
inspired to read because of a strong interest in the substance or primary point of a book (object-
specific motivation), or because the text draws the student into the story (story-specific
motivation) (activity-specific). Because intrinsically motivated students enjoy reading, they
spend more time reading in their spare time. It is thought that intrinsic desire improves reading
comprehension as the amount of time spent reading grows. Without intrinsic motivation,
students would not be able to master reading comprehension completely (Marinak & Gambrell,
2008).

Teachers that use a range of external incentives to entice students to read may be ineffective.
Putting their intrinsic passions at risk, researchers contrasted internal motivation versus external
motivation. Motivation that is impacted by reinforcement is known as extrinsic motivation.
Intrinsically Text engagement for the goal of enjoyment and stimulation of the brain is driving
reading. Curiosity, as well as the acquisition of prizes or new knowledge that may be difficult for
one to obtain readers.

Extrinsic Motivation. It refers to extrinsic variables that can pique a student's interest in reading.
Scores, awards, praise, or a desire to outperform others are all examples of these factors.
Extrinsically motivated students try to avoid unpleasant results by expecting only specified or
favorable outcomes. Furthermore, in order to attain the best results in reading growth, teachers
should have a positive attitude toward reading comprehension. This positive attitude is
demonstrated by the classroom teacher reading during personal reading time, discussing their
pleasure of a particular book or proposing books to students, displaying books throughout the
classroom, or reading aloud every day. Teachers can use a variety of tools to learn more about
their students' attitudes towards reading, including surveys, questionnaires, and classroom
discussions (McGeown, Norgate, & Warhurst, 2012).

Extrinsic motivation, in contrast to intrinsic motivation, has traditionally been described as a pale
and impoverished form of motivation in ancient literature. In extrinsic motivation, the reader
considers external qualities and incentives, such as avoiding instructor reprimand or gaining
parental approval.
Reading Comprehension
Reading comprehension is a reciprocal, holistic in a certain communicative setting, an exchange
of ideas between the interpreters and the message that organizes the meaning of a written or
spoken communication. Reading comprehension is a basic decoding skill that helps readers
understand written materials, but it also takes into account the reader's existing knowledge. In
other words, a reader must comprehend what to do with the information that is being processed
in addition to the mechanical abilities of reading and the use of the reader's past knowledge and
experience. If a reader "works out all of the words and phrases but is unable to understand the
main concept of a book," he or she will understand the written text's surface meaning. This
shallow comprehension occurs because the reader lacks prior knowledge of the paragraph's
major topic and is unable to recall it in order to get a thorough understanding of the written text.
According to Ahmadi and Hairul (2012), it is challenging to understand what you are reading
since students need to be able to, according to Ahmadi and Pourhossein Gilakjani (2012),
understand the written content, decode the words, and determine the words. For all students,
reading comprehension is one of the most crucial components of learning English because it
forms the basis for a lot of academic learning. Considering how crucial reading comprehension
is, it may be claimed that encouraging students to read is essential for academic performance.
One needs to read critically in order to understand the significance of what they are reading.
For those learning a second or foreign language, reading comprehension is related to academic
success as well as other linguistic traits (Grabe, 2009). Reading comprehension has been the
catalyst for a lot of beneficial investigations. Several studies on prior knowledge and context
have been demonstrated to be significant factors in reading comprehension. Factors involved in
reading comprehension, the development and performance of readers, a variety of factors
influence reading comprehension, and intrinsic reading drive has an influence on cognitive skills
like common sense and reading comprehension performance strategies employed and
knowledge that are not more and more connected to intrinsic incentive for reading (Logan,
Medford, & Hughes, 2011b).
Literal Comprehension. The literal comprehension process, according to Kintsch (1988), has
two steps: determining the apparent meaning and determining the text-based meaning. While
understanding the words and phrases in a text shows us that the seeming meaning has been
understood, it is important to remember a case, person, place, piece of information, or fact that
is clearly stated in the text to fully understand text-based meaning. In a sense, text-based
comprehension enables us to locate the responses to WH-questions (such as who, what,
where, when, and how) inside the text. According to Kintsch, text-based meaning cannot be
understood since pupils won't understand the meaning of some words or phrases if their
apparent meaning isn't made clear. However, Perkins, Allen, and Hafner (1983) discovered that
comprehension of a text requires more than just perceiving the apparent information; it also
requires understanding the implicit message the author is attempting to get over. To make this
message clear, it is believed that inferential understanding should take place (Perkins et al.,
1983; Mcgee & Johnson, 2003).
Inferential Comprehension. Inferential comprehension aims to create empathy between the
character in the text and the reader and to ascertain why the event in the text is being told, what
its effects on the reader are, what the main character's motivations are in the text, what the
author is trying to get across in the text, and the relationships between the events' causes and
effects (Keene & Zimmermann, 1997). According to Kintsch (1988), inferential comprehension is
expressed as a situational model. By creating a situational model during comprehension, the
reader's prior knowledge of the event will be activated, leading to the development of richer
information units that are more likely to be applicable in real life and whose relationship to the
prior knowledge has been established. It is stated that the main purpose of reading a text is
thought to be inferential comprehension (Wh-questions), but literal comprehension is a
prerequisite for inferential comprehension to occur (Allen, 1985; Kintsch, 1988; Suk, 1997;
Vacca et al., 2006).
Evaluative comprehension. Evaluative comprehension enables the reader to reflect on what
they think and believe in connection to the text's message. At this point, readers/viewers must
justify their beliefs, argue for a specific point of view, critically analyze the text, and determine
the author's position. Evaluative comprehension is also known as "beyond the text"
comprehension and includes "big picture" comprehension. There is often no right or incorrect
response, only a rationale for thinking in a certain way. (Comprehension, n.d.) Students must be
able to evaluate essential information that they read in order to improve their comprehension
skills. Students might generate opinions on information based on prior knowledge and
experience, cultural values, and the purpose of reading. Students evaluate information to affirm,
extend, or change their personal ideas based on the reading topic. When they disagree with
facts in a text, students must explain why. Students learn to notice relevant and valid
information, understand it, and assess it in terms of usefulness or dependability as they build
their evaluating skills. Some students may also evaluate a writer's style, including word choice
and other textual elements (Literacy Online, 2010).
Theoretical Framework
The study was anchored on the theory of motivation based on claims about what causes
success and failure (Weiner, B., 1979). The core of the theory is the identification of the causal
dimensions and the connection between the fundamental characteristics of causes and
psychological effects. Stability, locus, and control are the three main causal dimensions that
have been identified. Expectancy change, esteem-related emotions, and interpersonal
judgments are all related to these dimensions, in that order.
Furthermore, in order to attain desired goals a person needs to be motivated, which is a state of
mind characterized by vigor and excitement. Even when things are against them, motivation
propels people to work with a high level of devotion and focus (Maslow, 1943). Motivation
causes people to act in particular ways. In a nutshell, motivation is what propels people to take
certain acts. Our motives are influenced by a wide range of diverse factors. It's crucial to make
sure that every team member in a company is driven and works toward the greatest project
management course objectives. As a result of their research into human behavior, numerous
psychologists have structured their findings as diverse motivational theories. These motivational
theories provide insights into the way people behave and what motivates them.
Motivation theory is a technique of examining a person's motivation and how this affects their
conduct, whether for personal or professional purposes. Every sector of society should consider
it, but business and management in particular should. A motivated employee is more
productive, which is the key to having workers who are more lucrative.

Conceptual Framework
Figure 1 shows the conceptual paradigm of the study. The independent variable is the
motivation with the following constructs: (a) intrinsic, (b) extrinsic. The dependent variable is the
reading comprehension of the students with the following constructs: (a) literal, (b) inferential,
(c) evaluative.
Independent Variable Dependent Variable

Reading Comprehension
Motivation
 Literal
• Intrinsic  Inferential
• Extrinsic  Evaluative

Figure 1. The conceptual paradigm of the study.

The researchers adapted the following terms in this study:
Motivation is the process of stimulating people to actions to accomplish the goals (What Is
Motivation?, n.d.).
Reading comprehension is the ability to read text, process it and understand its meaning (What
Is Reading Comprehension and Why Is It Important?, n.d.).
Statement of the Problem
The study aims to find out the significant relationship between the impact of motivation on
reading comprehension among GAS SHS Students in F. Bustamante National Highschool.
Specifically, the study sought answers the following questions:
1. What is the level of motivation of the SHS GAS Students in FBNHS in terms of:
1.1 extrinsic motivation
1.2 intrinsic motivation
2. What is the level of reading comprehension of the SHS GAS Students in FBNHS with regard
to:
2.1 literal
2.2 inferential
2.3 evaluative
3. Is there a significant relationship between the motivation and reading comprehension among
the SHS GAS Students of FBNHS?

Null Hypotheses
Ho1 The adults, educators, and parents frequently assumed that, just because a student(s) can
read a word, they will automatically comprehend what it means.
Ho2 Students cannot comprehend what they read if they lack the necessary comprehension
abilities. The goal of reading should be to comprehend significant lessons, narratives, and
arguments rather than to speak out or in your head. Reading without comprehension ability,
instead of comprehending in what is the meaning of what they read is just reading the words.

Method
This section begins with an overview of the study's overall design. The survey respondents are
then presented. Following that, the tools and data collection technique are discussed. Finally,
information regarding data analysis is presented.

Research Design
This study determined the profile, levels of motivation, and comprehension in reading of senior
high school students in Tibungco, Davao, for the school year 2022–2023. It established the
significant relationship between the respondents’ levels of motivation and reading
comprehension skills and the significant difference between the levels of motivation across the
profiles of the respondents. Employing the descriptive cross-sectional correlational method of
research, the study involved one hundred forty (140) Grade 11 and Grade 12 students in
Francisco Bustamante National High School, Tibungco, Davao. The data gathered were
analyzed using frequency counts and the corresponding percentages, weighted mean, mean,
standard deviation, skewness, and kurtosis, Spearman's rank correlation coefficient, and
multivariate analysis of variance (MANOVA). Findings indicate that the respondents are broadly
16 to 18.

Respondents
The Participants of this study were the students enrolled in the F. Bustamante National High
School. The 140 GAS Student were selected based on a simple random sampling method. As a
result, making a comfortable atmosphere for the students to face with integrative activities could
increase student motivation for reading achievement. (Wigfield, Eccles, Schiefele, Roeser, &
Pavis Rean, 2006).

90

80

70

60

50

40

30

20

10

0
Category 1

Grade 11 Grade 12

Figure 2. Distribution of respondents according to their grade level.

Instruments

Given that the testing materials were uniquely created for this study, it was important to apply
appropriate rigor to assess these materials. It was particularly important to ensure they were fit
for purpose regarding appropriateness of the task for the strand group; level of language and
accessibility; appropriate challenge for the comprehension questions; suitability of topic for the
storybooks and effectiveness of materials for the tasks.
To this end, there were three stages employed to ensure that the materials used and procedure
were fit for purpose using the criteria outlined: evaluation and review by an experienced school
teacher both prior to the pilot study and post the resulting changes, as well as a pilot study.
The pilot study was conducted with a group of GAS strand Senior High School students well-
balanced for gender and of mixed ability to assess the materials (storybooks, comprehension
questions and enjoyment questionnaire) and procedure. In one session all students read both
storybooks and answered the accompanying questions and completed one enjoyment
questionnaire. This was followed by an open discussion where students were encouraged to
share their opinion of the materials and identify any difficulties they had experienced, such as
vocabulary items, not understanding questions and so on.
This study showed that the method worked well and that the procedure was suitable. Feedback
from the participating children resulted in the rewording of a small number of comprehension
questions and changing several words in the texts of the stories that were too challenging for
most participants. Review of the scoring of the comprehension questions and enjoyment
questionnaire led to the elimination of comprehension questions and questionnaire items that
were answered incorrectly by a majority of or all participants.

Part A. Motivation
1. In a class like this, I prefer course material that really challenges me so I can learn new
things.
2. If I study in appropriate ways, then I will be able to learn the material in this course.
3.When I take a test, I think about how poorly I am doing compared with other students.
4. I think I will be able to use what I learn in this course in other courses.
5. I believe I will receive an excellent grade in this class.
6. I'm certain I can understand the most difficult material presented in the readings for this
course.
7. Getting a good grade in this class is the most satisfying thing for me right now.
8. When I take a test, I think about items on other parts of the test I can't answer.
9. It is my own fault if I don't learn the material in this course.
10. It is important for me to learn the course material in this class.
11. The most important thing for me right now is improving my overall grade point average, so
my main concern in this class is getting a good grade.
12. I'm confident I can learn the basic concepts taught in this course.
13. If I can, I want to get better grades in this class than most of the other students.
14. When I take tests I think of the consequences of failing.
15. I'm confident I can understand the most complex material presented by the instructor in this
course.
16. In a class like this, I prefer course material that arouses my curiosity, even if it is difficult to
learn.
17. I am very interested in the content area of this course.
18. If I try hard enough, then I will understand the course material.
19. I have an uneasy, upset feeling when I take an exam.
20. I'm confident I can do an excellent job on the assignments and tests in this course.
21. I expect to do well in this class.

Part B. Reading Comprehension

1. When I read a story or other information, I understand it.
2. I use illustrations or titles to help me figure out what a story is about.
3. When I don't understand a word, I use the information I have already read to guess its
meaning.
4. I review the text first by looking at organization of the text such as length and organization.
5. When you read, I try to see the pictures in my head.
6. I read slowly and carefully to make sure I understand what I am reading.
7. When reading, I read closely and pay attention to every word and sentence.
8. I use reference materials (e.g., a dictionary) to help me understand what I
read.
9. When reading, I translate from English into my native language.
10. When I read, I focus on pronunciation, discrimination between sounds,
intonation.
11. When I read, I identify the grammatical units to make me more
understanding of the passage.
12. I think about what I knew to help me understand what I read.
13. I use context clues to help me better understand what I am reading.
14. When I read, I predict the following events.
15. I try to skim the text to looking for the key sentences of a passage.

Data Gathering Procedure

Seeking permission for the conduct of the research. The researches, first of all asked
permission from the principal of F. Bustamante National High School for the conduct of the
study.
Administering the SILL and the achievement tests. The researchers themselves administered
the instrument to the respondents. The teachers gave researchers permission to administer the
test to their students. Before taking the test, the students were instructed to read the
instructions. They were also told to make sure they completed all four parts of the test within the
allotted time.
Gathering of grades. After making the responses of the 140 respondents the researches then
asked the F. Bustamante National High School Principal’s consent through a letter to collect
students’ grades in the Grade 11 and 12 GAS Senior High School which was conducted last
2022-2023.
Collating, checking and marking the instruments. The test was completed, the answer sheets
collected, marked, and then entered into the computer for data analysis.

Data Analyses
The following statistical tool were used in the study:
Mean and standard deviation which refers to the average of all responses in each strategy and
how far the answers are from each other respectively.
Pearson product moment correlation was also used which refers to the strength of the linear
relationship between the motivation and the reading comprehension of GAS SHS Students. If
the relationship between variables is not linear, then the correlation coefficient does not
adequately represent the strength of the relationship between variables.
Regression analysis was used to measure how close the data are to the fitted regression line.