Kafilat Olabisi Adewolu & Dr Evelyn I. Aiyede
Abstract
This study examined the relationship between text type preference, reading efficacy, and students’ achievement in English reading comprehension in Ido Local Government Area, Oyo state. Using a correlational survey design, 200 Senior Secondary II (SS2) students (120 males and 80 females) were randomly selected from four schools. Data were collected through three instruments: the Text Type Preference Questionnaire (r=0.80), the Reading Efficacy Questionnaire (r=0.86), and the Reading Comprehension Achievement Test (r=0.86). Analyses using Pearson Product Moment Correlation showed positive significant relationships between text type preference and achievement (r(119) = .386, p < .05) and between reading efficacy and achievement (r(119) = .401, p < .05). Multiple regression analysis revealed that the two factors together accounted for 21.6% of the variance in reading comprehension (R = .465, R² = .216, F(2, 119) = 27.115, p < .05). The findings suggest that students who prefer certain text types and have confidence in their reading abilities perform better in comprehension. The study recommends that teachers in Ido LGA should provide diverse reading materials which align with students’ preferences, and implement strategies to build reading confidence, in order to improve overall comprehension outcomes.