Investigating The Impact Of Digital Vs. Traditional Reading Habits On Comprehension And Engagement Among Middle School Students

Abstract

This study investigates the impact of digital versus traditional reading habits on comprehension and engagement among middle school students. With the increasing prevalence of digital reading formats, understanding how these modes affect students' academic performance is crucial. The research is guided by four objectives: (1) to determine the reading preferences of middle school students between digital and traditional formats, (2) to assess how these reading habits influence reading comprehension, (3) to evaluate the level of student engagement and motivation associated with each reading mode, and (4) to explore the relationship between the mode of reading and academic performance in reading related subjects. A survey methodology was used, collecting data from middle school students to measure their preferences, comprehension levels, engagement, and academic outcomes associated with digital and traditional reading. The findings reveal nuanced insights into how different reading formats cater to varying student needs, with implications for educators aiming to optimize literacy instruction in a digitally evolving educational landscape. The study concludes that while digital reading offers accessibility and interactive features that can enhance engagement, traditional reading remains more effective in supporting deep comprehension and academic performance. The results underscore the importance of a balanced approach to integrating both digital and traditional reading materials in middle school curricula to foster comprehensive literacy development.