Investigating the Critical Reading Strategies of Elementary Education Students in a Local College: A Mixed- method Study

Abstract

This study aimed to investigate the critical reading strategies of Bachelor of Elementary Education (BEED) students at Kapalong College of Agriculture, Sciences, and Technology (KCAST). Employing a mixed-methods convergent parallel design, quantitative data were collected from 167 randomly selected students, while qualitative data were gathered from 14 purposively selected participants through interviews and focus group discussions. The quantitative results revealed that students demonstrated moderate to high critical reading proficiency, with the strongest performance in comprehension and application and the weakest in synthesis and evaluation. Qualitative findings showed that students employed various strategies such as Difficulties in Decoding and Understanding Complex Texts, Active and Strategic Reading Approaches, Developing Self-Regulated Reading Habits, Enhancing Reading Engagement Through Personal Connection and Exploration. They also highlighted the importance of personal connection, motivation, and self-regulated reading habits in enhancing comprehension. The qualitative data supported and enriched the quantitative findings. Overall, the study concludes that while BEED students at KCAST are proficient in critical reading strategies, they require additional support to develop higher-order skills, particularly synthesis and evaluation