Adaptive Learning Approaches and Reading Interest of Grade 9 Learners

The primary objective of the study was to evaluate the influence of adaptive learning approaches on the reading interest of Grade 9 learners in Cluster 1 Public Secondary Schools in Davao City. The study employed a non-experimental quantitative design with a descriptive-correlation technique using modified survey questionnaires administered to a representative sample of learners. Findings revealed that adaptive learning strategies are implemented extensively in the classroom, with real-time feedback being observed at a very extensive level. Personalized learning paths, automated skill assessments, and engagement metrics were consistently rated as extensive, contributing to a responsive digital learning environment. In parallel, Grade 9 students demonstrated an extensive reading interest, as evidenced by their frequent reading, engagement with diverse reading materials, active participation in discussions, and proactive behavior in seeking book recommendations. The analysis indicated a weak yet statistically significant positive relationship between adaptive learning approaches and reading interest, highlighting the potential of individualized digital strategies to enhance engagement. Notably, personalized learning paths and real-time feedback emerged as significant predictors of increased reading interest, whereas automated skill assessment and engagement metrics did not exert a significant impact. Overall, the study supports the adoption and further optimization of adaptive learning tools in educational practices to meet the evolving demands of digital learning environments.