The Relationship between Amharic Reading Self-concept and Reading Comprehension Achievement on Grade Seven Students

Abstract

The general objective of this research was to investigate the relationship between Amharic reading self-concept and reading comprehension achievement. To achieve this objective, grade 7th students of Community School were selected using purposive sampling technique. Data were collected using reading self-concept questionnaire and reading comprehension test. The data were analyzed using descriptive statistics, Pearson correlation coefficient and Simple linear Regression. The result of reading comprehension score showed that students’ reading comprehension level was very low. There was a statistically significant relationship (P= 0.010) which is found between the students’ reading self-concept and their reading comprehension achievement. Similarly, reading self-concept (P= 0.015) was found as the highest predictor of students’ reading comprehension achievement. From the findings, it was recommended that teachers should understand the relationship between reading self-concept and reading comprehension to improve their students’ reading comprehension achievements.