Contextual Predictors of Reading Comprehension among Grade 4 Learners in Hinterland Schools

Abstract

Reading serves as a gateway to learning, critical thinking, and knowledge acquisition, making reading comprehension a crucial skill for Grade 4 pupils, particularly those in hinterland areas where access to educational resources may be limited. However, limited studies have examined the combined influence of well-being and academic efficacy on the reading comprehension of learners in these contexts. This study examined the influence of well-being and academic efficacy on the reading comprehension of 137 Grade 4 pupils in selected hinterland public elementary schools during School Year 2025–2026. A descriptive-correlational research design was employed using a modified questionnaire, and multiple regression analysis was used to determine whether the variables significantly predict reading comprehension. Results revealed that although pupils frequently experienced well-being and demonstrated a high level of academic efficacy, their overall reading comprehension remained at the Beginning level. Further analysis showed that both well-being and academic efficacy significantly influenced reading comprehension. The findings suggest that improving reading comprehension requires not only the development of cognitive skills but also the strengthening of learners’ well-being and academic efficacy. Thus, interventions that integrate socio-emotional support and academic skill development are essential to enhance learners’ reading performance, particularly in resource-limited hinterland schools. Schools, particularly in hinterland areas, may implement integrated reading intervention programs that simultaneously strengthen learners’ socio-emotional well-being, academic efficacy, and reading comprehension through structured, scaffolded, and learner-centered instructional strategies.