Abstract. This study investigated the relationship between reading comprehension and academic performance among General Academic Strand students at Buenavista Integrated School during the School Year 2024-2025. However, limited research has examined its direct impact within this specific academic setting. A descriptive-correlational research design was employed to assess the association between students' reading comprehension levels and their academic performance. Descriptive statistics were utilized to evaluate comprehension proficiency and general academic achievement, while purposive sampling was used to select participants. The findings revealed no significant relationship between reading comprehension and academic performance, despite a strong negative correlation (R = -0.82) and a high P-value (0.521). This suggests that the observed correlation may be due to chance, indicating that reading comprehension alone may not be a primary determinant of academic success. Notably, students demonstrated a very satisfactory level of academic performance, with a general weighted average of 89.05 in the third quarter. These results suggest that other factors, such as study habits, motivation, teacher effectiveness, and learning environments, may exert a more significant influence on students' academic outcomes. Further research is recommended to identify key determinants of academic achievement, which could inform the development of more effective teaching strategies and educational interventions to enhance student learning and success. Keywords: Academic performance, Reading Comprehension General Academic Strand, Reading
Plateros et al. (Tue,) studied this question.