Self-Regulated Reading Habits and Its Implication on Comprehension Outcomes among Junior High School Students at Luuk National High School

Nadzma Sawadi; Aurizia Siraji

doi:10.62596/mqgena40

Authors

Nadzma A. Sawadi Master of Arts in Education Major in Educational Administration, School of Graduate Studies, Sulu State Colllege, Jolo, Sulu, 4700, Philippines Author
Aurizia D. Siraji Master of Arts in Education Major in Educational Administration, School of Graduate Studies, Sulu State Colllege, Jolo, Sulu, 4700, Philippines Author

DOI:

https://doi.org/10.62596/mqgena40

Keywords:

self-regulated reading, reading comprehension, time management, strategy use, vocabulary retention, self-reflection

Abstract

This study investigated the implication of self-regulated reading habits on the comprehension outcomes of junior high school students at Luuk National High School. It focused on two key areas: the extent of self-regulated reading habits and the relationships among its dimensions. Specifically, the study examined time management, strategy use, vocabulary retention, and self-reflection as components of self-regulated reading. A descriptive–correlational research design was employed, involving 100 junior high school students as respondents. Data were collected using a structured questionnaire and analyzed using mean, standard deviation, and Pearson product-moment correlation. The findings revealed that students frequently demonstrate self-regulated reading habits across all dimensions, with strategy use obtaining the highest level. This indicates that learners actively engage in applying reading strategies to support comprehension. Furthermore, significant positive correlations were found among all variables, with the strongest relationships observed between vocabulary retention and self-reflection, and between time management and strategy use. The study concludes that self-regulated reading habits are interconnected and play a crucial role in enhancing students’ comprehension outcomes. Strengthening these habits may further improve learners’ ability to process and understand texts effectively.

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