From Drive To Depth: Learning Motivation As A Key To Reading Comprehension In Higher Education
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Abstract
This study aimed to determine the extent to which learners' learning motivation influences the reading comprehension skills among college students. Anchored on the Concept-Oriented Reading Instruction (CORI) framework of Guthrie et al. (2004), a descriptive-correlation design was utilized. The study involved 70 respondents and employed standardized survey instruments to assess learning motivation and reading comprehension. Data were analyzed through mean scores, correlation, and regression analysis. Results showed that students demonstrated a high level of motivation and similarly high reading comprehension skills. The correlation analysis also revealed a statistically significant positive relationship between motivation and reading comprehension. Regression analysis confirmed that learning motivation strongly predicted reading comprehension. A regression model was established, confirming that learning motivation is the primary factor contributing to students’ reading performance. The model is useful for understanding and enhancing reading comprehension through motivation-centered strategies.
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