Abstract

This study examined reading comprehension in relation to academic performance among Grade 11 HUMSS students at Bestlink College of the Philippines. For Grade 11 learners, it considered critical thinking, communication, vocabulary development, academic progress, problem-solving, study habits, weak vocabulary, and motivation. A correlational-quantitative design was used with 30 Grade 11 HUMSS students selected through cluster sampling. A survey questionnaire served as the research instrument. Mean ratings were 3.45 for critical thinking, 3.48 for communication skills, and 3.46 for vocabulary development, all interpreted as “strongly agree.” Perceived academic-performance ratings were 3.43 for academic progress, 3.48 for problem-solving, and 3.50 for study habits. Weak vocabulary and lack of motivation were identified as common problems. No correlation coefficient or p-value was reported. An action plan may address weak vocabulary and motivation through guided reading, communication activities, vocabulary development, continuous assessment, and structured strategies. However, the reported perception means do not establish a relationship between reading comprehension and academic performance among Grade 11 students.