FACTORS INFLUENCING READING DIFFICULTIES AMONG STUDENTS

Justification of the Study

Reading is one of the most essential academic skills that students must acquire early
in their education. This isn’t only stand as a key to success in language-related
subjects but also necessary for understanding content in other areas such as
science, mathematics, and social studies. However, reading remains one of the most
common difficulties encountered in the classroom or in the student. As cited by
Sakalli Demirok et al., reading difficulty is a major concern for many teachers, as it
limits students’ ability to fully engage with the curriculum and slows down overall
learning progress.
In recent years, much attention has been given to reading comprehension, which
plays an important role in how students process and retain information. While
instructional strategies are often the focus of improvement efforts, recent studies
suggest that factors beyond instruction, such as environment, cognitive
development, and emotional well-being, may also contribute to reading difficulties.
Wanzek, Wexler, Vaughn, and Ciullo (2010) emphasized that students who struggle
with reading comprehension in upper elementary grades are more likely to
experience widespread academic challenges. By the time students reach fourth
grade, they are expected to read and understand complex texts not only during
reading instruction but also across all subject areas. Vaughn et al. further explained
that reading curricula at this level prioritize deeper comprehension, genre
recognition, and academic vocabulary, increasing the demand on students’ reading
abilities.
Research by Nanda and Azmy revealed that reading comprehension is viewed by
many secondary students in Indonesia as one of the most difficult aspects of
learning English. Their study explored the causes of these difficulties and
emphasized the need for practical interventions to help students cope. Similarly,
Lazarus highlighted the importance of providing a safe, engaging, and distraction-
free learning environment, particularly for students with learning difficulties, as this
can significantly improve their comprehension.
A study conducted by Hamenoo et al. at Banka Community Senior High School in
Ghana investigated the root causes of reading difficulties and proposed possible
interventions. Using a combination of interviews and questionnaires, the researchers
were able to gain insights into how reading challenges develop and affect student
performance, particularly in underserved communities.

With consistent findings across different educational settings and age groups, it is
clear that reading difficulties are a widespread issue that deserve more attention.
This study seeks to identify the factors that influence students’ reading struggles, not
only to better understand the problem but also to guide teachers, school leaders, and
policymakers in developing effective solutions. Addressing these factors early can
make a significant difference in students’ academic growth and long-term success.
Reading difficulties of students are a very common occurrence in today’s educational
system. This paper will discuss the most prominent factors that influence reading
difficulties among Students.

Objectives of the Study

The study led to the formulation of the following objectives:
1. To determine the factors influencing reading difficulties of students as to:
a. Environmental factors
b. Emotional factors
c. Language factors
2. To determine the significant relations among these factor.

Significance of the Study

This study is important because it aims to identify the key factors that contribute to
reading difficulties among students. Understanding factors whether emotional,
environmental, or language-related, it can help teachers provide better support and
tailor their teaching strategies to students’ needs. It also gives school leaders and
parents insights into how to create a more supportive learning environment.
Ultimately, the findings can guide future interventions and policies aimed at
improving reading skills and overall academic performance.
“The Impact of Independency on the First-Year College of Education students’
in Academic Performance and Well-being”

Justification of the Study

This research explores the significant influence of Independency on the academic

performance and overall well-being of first year college students. The transition to
college is inherently challenging, marked by increased independence, academic
pressure, and social adjustment. Separation from the familiar support system of
family can exacerbate these challenges, leading to potential negative impacts on
students’ academic success and mental health. First-year students encounter a shift
in the level of difficulty and independence required in their studies. They must adapt
to new teaching styles, larger class sizes, and more rigorous academic expectations.
Additionally, the transition from a structured high school environment to the freedom
of university can be overwhelming, requiring students to develop effective time
management, study skills, and self-discipline. A university often brings together a
diverse community of students from different backgrounds, which can lead to
feelings of loneliness, homesickness, and difficulty in establishing new social
networks. Many first-year students are faced with the burden of managing their
finances independently for the first time, including budgeting for tuition fees,
accommodation, textbooks, and other living expenses.

According to Elwick & Cannizzaro (2017) the transition from secondary education to
higher education marks a significant and transformative phase in the lives of young
individuals. For many, the journey into the university environment represents not only
an academic pursuit but also a crucial step toward personal growth, independence,
and the development of lifelong skills. However, according to Quaye, Harper &
Pendakur (2019) this transition is not without its challenges. First-year university
students often encounter a myriad of obstacles as they navigate the complexities of
higher education, which can profoundly impact their overall experience and
academic success.
Bewick, Koutsopoulou, Miles, Slaa, & Barkham (2010) saying that there is a need to
ensure that students receive the support necessary throughout their studies to
enable them to successfully complete their degree course, enabling them to
negotiate the transition to university and then ultimately into the workforce

Objectives of the study

This study aims to identify specific problem between students’ independency in their
academic performance, and indicators of well-being.

1. To assess the prevalence and forms of first-year College of Education

students’ independency.
2. To identify the coping mechanism and support system utilized by students.
3. To compare academic and well-being outcomes between students
experiencing independency and those who live with or near their family.

Significance of the Study

This research aims to address the challenges that will be face by the students on
their first time being independent student. By analyzing the academic performance
and well-being outcomes of the first-year students, it contribute to the growing field of
educational adjustment by identifying the coping mechanism and support system of
the students. The findings will benefit the students, parents, and educators by
providing actionable insights to improve academic and well-being, especially the
independency outcomes of students.
 TOWARDS A CONNECTED CAMPUS: Solving Signal Issues with Free Wi-Fi in
the College of Education

Justification of the Study

As students, we rely on the internet every day—for researching lessons,

communicating with teachers and classmates, and completing our school
requirements. However, one common problem we face in the College of Education is
the poor mobile signal and lack of stable internet connection in many areas of the
building. This makes it hard for us to study, especially when we need to access
online materials or submit work on time.

This research focuses on solving that issue by suggesting the installation of free Wi-
Fi throughout the College of Education. We believe that providing reliable internet
access will help improve student productivity and learning experience. It will also
make the college more modern and ready for the demands of digital education.

By working on this proposal, we aim to help create a more connected and

convenient learning space for all Education students.

The importance of Wi-Fi connectivity in academic settings has been widely explored
by various researchers. Lu, Quan, and Cao (2009) examined the perceived benefits
of Wi-Fi technology and highlighted how its adoption can bridge communication and
technological gaps among university faculty members. Their study shows that when
educational institutions embrace Wi-Fi solutions, faculty and students experience
improved communication and productivity.

Ohei and Brink (2021) supported this by studying Wi-Fi network effectiveness on
campuses. Their findings revealed that reliable Wi-Fi access leads to enhanced
student engagement and a more productive learning environment in both campus
and residential settings. This confirms that digital learning becomes more effective
when the infrastructure supports constant connectivity.
Addressing issues of access, Majeed et al. (2021) presented a Wi-Fi-based solution
to overcome the digital divide. Their study emphasized how providing free and stable
internet can ensure information availability, especially in under-resourced academic
institutions. This reinforces the need for campuses to invest in inclusive and reliable
internet solutions.

In a related study, Moate, Chukwuere, and Mavhungu (2017) explored the impact of
wireless fidelity (Wi-Fi) on academic performance. They found that poor connectivity
limits students’ ability to study efficiently and affects performance, especially in
developing countries where digital access is unevenly distributed. This aligns with
your research on the connectivity issues in the College of Education.

Furthermore, Imtenan (2014) introduced a mobile learning framework for universities

in Pakistan, demonstrating that digital learning can only thrive when supported by
strong infrastructure like campus Wi-Fi. His research proves that both administrators
and learners benefit from the accessibility of mobile and online platforms.

Objectives of the Study:

 To identify the areas in the College of Education building with poor internet
and mobile signal
 To raise awareness about the importance of strong internet connection in
promoting effective learning in today’s digital era.
 To recommend practical solutions for improving campus connectivity in a way
that is accessible and helpful for all students.

Significance of the Study:

This study is important because it focuses on improving internet connectivity for

students in the College of Education. Many of us experience poor signal in
classrooms, hallways, and other parts of the building, which makes it hard to access
online resources, submit requirements, or attend virtual classes.

By proposing free Wi-Fi across the college, this research hopes to create a better
learning environment where students can study more effectively and stay connected
at all times. It also supports teachers by giving them easier access to online teaching
tools and platforms.

The results of this study can help the school administration see the real need for
stronger internet connection, and hopefully, lead to action that will benefit not only
current students but also future generations.
"The Role of Peer Support in the Social and Academic Adjustment
of First-Year College Education Students at Western Philippines
University"

Justification of the Study

College life is the most challenging part of being a student especially the
first year. First year at university is challenging. For most students’
adjustment to social and academic life entails a degree of stress and
emotional difficulties (Reyagalaletsa Felicity Tom, 2015.).

Universities today are facing challenges regarding students’ persistence

and success especially among first year students who converge from
diverse socioeconomic and cultural backgrounds and anticipate a
smooth academic and social adjustment to the university setting.
However, contextual and individual factors play important role in the
academic and social adjustment of first year students (Yaw Owusu-
Agyeman, Taabo Mugume, 2023.).

It is important that students feel a sense of belonging and support from

their peers for them to engage in some activities in classroom and also
in the University. Student engagement and adjustment to college are
important factors that contribute to their success. (Zohra, Ssekamanya,
Abdelmadjid, 2018.).
Objectives of the Study

1. To investigate the relationship between peer support and social

adjustment.

2. To explore the impact of peer support on academic adjustment:

Investigate how peer support affects first-year education students'
academic performance and adjustment.

3. To identify the types of peer support that are most effective: Determine
which types of peer support (e.g., emotional, informational) are most
beneficial for first-year education students' social and academic
adjustment.

Significance of the Study

This study will contribute to the existing body of knowledge on peer

support and students’ adjustment, providing valuable insights for
educators, administrators, and policymakers to develop effective support
programs and services that promote student success, retention and
overall well-being at Western Philippines University.