Digital Literacy and Reading Habits: Implications to the Pre-service Teachers’ Comprehension Skills
DOI:
https://doi.org/10.46328/ijres.6943Keywords:
Digital Literacy, Reading Habits, Reading Comprehension, Pre-service Teachers, English TeachingAbstract
In today's digital age, the relationship between digital literacy, reading habits, and comprehension skills has become increasingly crucial in teacher education. This study investigated the implications of digital literacy and reading habits on pre-service teachers' reading comprehension skills at a Catholic school in Cagayan de Oro City. Anchored on Anderson's Schema Theory (1978) and Giroux and Willistin's List of Comprehension Skills (1994), the research aimed to determine digital literacy levels, assess reading habits, evaluate reading comprehension abilities, and examine the relationships between these variables. Employing a descriptive-correlational design, the study collected data from 56 third- and fourth-year pre-service teachers using systematic random sampling. Data were gathered through a digital literacy self-assessment survey, reading habits questionnaire, and reading comprehension test, with findings analyzed using descriptive statistics and Pearson correlation. The results revealed that pre-service teachers demonstrated strong digital literacy across all dimensions, particularly in digital competence, with some limitations in troubleshooting skills. Their reading habits showed positive patterns in motivation but moderate consistency in frequency and duration. Reading comprehension levels were generally strong, with particular strengths in drawing conclusions and isolating details, though concept retention needed improvement. Correlation analysis revealed significant positive relationships between digital competence and all reading dimensions, while digital use and transformation showed more selective associations. These findings point out that teacher education programs prioritize developing integrated frameworks that simultaneously enhance digital competence and reading comprehension skills while fostering sustainable reading habits among pre-service teachers.
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