The Non-cognitive Skills and English Reading Competencies of Grade Two Students

Abstract

In this study, the objective was to determine whether the indicators of non-cognitive skills had a significant influence on the English reading competencies of grade two students. A non-experimental quantitative research design with a descriptive-correlation technique was employed. Statistical analyses including mean, standard deviation, Pearson R correlation, and Multiple Linear Regression were utilized to analyze the data collected. The study involved 100 second-grade educators teaching in Maa District primary schools in Davao City, selected through convenience sampling. Survey questionnaires, modified by the researcher to suit the study, underwent validation by experts and reliability testing. The descriptive results indicated a "high" level of non-cognitive skills and English reading competencies among grade two students, suggesting these constructs were frequently observed. The inferential results suggested rejection of the null hypothesis, indicating a significant relationship between non-cognitive skills and English reading competencies among grade two students. Additionally, regression analysis showed that three out of the four indicators of non-cognitive skills significantly influenced the English reading competencies of grade two students.