Reading Performance and Classroom Engagement of Key Stage 1 Learners: Implications for an Intervention Scheme

Abstract

This study examined the reading performance and classroom engagement of Key Stage 1 learners in Palo I District as a basis for developing an intervention scheme. It described the teachers’ demographic profile, compared learners’ Comprehensive Rapid Literacy Assessment (CRLA) results at the Beginning of the School Year (BOSY) and Middle of the School Year (MOSY), assessed their cognitive, affective, and behavioral engagement, and determined the relationship between reading performance and classroom engagement. The study employed a descriptive-comparative design with correlational analysis. Data were analyzed using frequency, percentage, mean, standard deviation, chi-square, and correlation analyses. Most respondents were female, aged 46–50 years, bachelor’s degree holders, and had 6–10 years of teaching experience. A significant difference was found between the BOSY and MOSY reading performance. The proportion of proficient learners increased from 35% to 62.5%, while fewer learners remained at the emergent and developing levels. However, learners at the transitioning level demonstrated comparatively limited progress. Cognitive engagement was rated very high, indicating that learners consistently participated in structured learning activities. Affective and behavioral engagement were rated high, suggesting that motivation, persistence, and independent learning behaviors still require further strengthening. Reading performance and classroom engagement had a very weak and statistically nonsignificant relationship. The findings indicate that although learners made considerable progress in reading and generally demonstrated positive classroom engagement, targeted support remains necessary, particularly for transitioning readers. An intervention scheme was therefore proposed to sustain reading gains and strengthen all dimensions of classroom engagement.