Home⇛Journal of Interdisciplinary Perspectives⇛vol. 3 no. 8 (2025)

Online Reading Strategies and Difficulties in Thesis Writing of College Students in Davao City

Edwin A. Acain | Jezer Ashvi Q. Salibat | Maria Liza A. Baldonado | Kathleen Kyle C. Balisalisa | Angeline L. Monte | Beverly Saladaga

Discipline: Education

 

Abstract:

This study aimed to determine which domain of online reading strategies significantly influences difficulties in thesis writing among college students in Davao City. A quantitative, non-experimental descriptive-correlational design was employed, using regression analysis to identify predictive relationships and Pearson correlation to measure the strength of association between variables. The study involved 203 randomly selected college students enrolled during the 2024–2025 academic year. A modified questionnaire, validated by field experts and tested for reliability, served as the primary data collection tool. Findings revealed that students demonstrated a very high level of online reading strategy use, yet still reported high levels of difficulty in thesis writing. A moderate, significant correlation was found between the two variables, with regression results indicating that support strategies—such as note-taking, seeking help, and using reference materials—were the only domain with a significant influence on reducing thesis writing challenges. Other domains showed limited impact, possibly due to their more general cognitive focus, which may not directly address the demands of academic writing. These results underscore the need for higher education institutions to promote targeted support programs, including writing workshops, peer mentoring, and digital literacy training. Such initiatives not only improve academic performance but also align with Sustainable Development Goal 4: Quality Education by fostering inclusive, equitable, and empowering learning environments that prepare students for lifelong academic and professional success.



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