IMPACT OF DIGITAL PAGES ON THE READING HABITS OF GRADE 7 LEARNERS

This study investigated the impact of digital reading on the reading habits, comprehension, sustained attention, and genre breadth of approximately 120 Grade 7 learners in Duquit High School. Using a quantitative, non-experimental design, the study employed both correlational and comparative approaches to examine differences between print-preferred and digital-preferred readers. Data were collected through a Comprehensive Reading Habits Questionnaire, the Philippine Informal Reading Inventory (Phil-IRI), and a Test of Sustained Attention. Statistical analyses included Multivariate Analysis of Variance (MANOVA), point-biserial correlation, Pearson correlation, and simple linear regression. Findings revealed no significant difference in academic reading time between groups; however, digital-preferred learners spent significantly more time on leisure reading. Despite this, print-preferred learners demonstrated significantly higher reading comprehension scores. Moreover, a significant negative correlation was found between daily screen reading time and sustained attention, indicating that increased screen exposure is associated with reduced attentional control. Conversely, digital reading frequency showed a strong positive relationship with genre breadth, suggesting that digital platforms promote diverse reading experiences. Overall, the findings highlight a trade-off between reading quantity and quality, where digital reading enhances engagement and variety but may hinder deep comprehension and sustained focus. The study underscores the need for targeted instructional strategies that integrate digital literacy with deep reading skills to optimize learning outcomes in the digital age.