Click to Read: The Effect of Digital Reading Practices on the Reading Enthusiasm of Grade 11 Science Learners

Abstract

This quantitative study investigated the effect of digital reading practices on the reading enthusiasm of Grade 11 Science learners at Malabog National High School, Davao City. Using a descriptive–correlational research design, data were gathered from 100 purposively selected participants through a validated survey questionnaire adapted from Chen and Kuo (2017) and the Motivation for Reading Questionnaire by Wigfield and Guthrie (1997). Descriptive statistics determined the levels of digital reading practices and reading enthusiasm, while Pearson’s r and linear regression tested their relationship and predictive influence. Findings revealed that learners exhibited moderate to high digital reading practices (M = 3.72, SD = 0.58) and high reading enthusiasm (M = 3.89, SD = 0.61). A significant positive correlation (r = 0.63, p < .05) was found between digital reading practices and reading enthusiasm, indicating that more frequent and purposeful digital reading is associated with greater motivation and engagement. Regression analysis confirmed that digital reading practices significantly predicted reading enthusiasm (β = 0.63, t = 7.84, p < .05). The results highlight the importance of integrating digital reading strategies in science education to cultivate students’ enthusiasm and intrinsic motivation for learning.