Relationships among students’ reading habits, study skills, and academic achievement in English at the secondary level

Reading is recognized as a multifaceted cognitive process essential for personal growth and academic success. Effective reading relies on various behaviors, known as study skills, which allow individuals to comprehend new knowledge. Previous research has explored these relationships, often focusing on Western or university-level contexts, leaving a gap for studies at the secondary level in Eastern countries like Pakistan. This study aims to address this gap by examining the interplay between reading habits, study skills, and academic achievement in English among secondary school students in Lahore, Pakistan.

A descriptive correlational survey design was employed with 1,614 secondary school students from 40 high schools in Lahore, Pakistan. Participants were selected using a non-proportionate stratified random sampling technique. Data were collected using the Reading Habits Questionnaire (RHQ), developed based on Ajzen's Theory of Planned Behavior and social-cognitive theory, and the Study Skills Scale (SSS), adopted from the Academic Competence and Evaluation Scale. Academic achievement was measured by students' ninth-grade English scores from the Board of Intermediate and Secondary Education (BISE) Lahore. Data analysis involved descriptive and inferential statistics, including Pearson “r” test and regression analysis.

The study found that students generally possess competent reading habits and study skills. Descriptive statistics showed students prioritized reading more than their attitude or interest in reading, and noted reading problems due to English not being their native language. Correlational analysis revealed strong positive relationships among reading habits, study skills, and academic achievement in English. Specifically, there were higher positive correlations between reading habits and study skills, and between study skills and academic achievement. Regression analysis indicated that reading habits and study skills moderately predicted academic achievement, with “interest in reading” and “attitude toward reading” being significant predictors.

The findings underscore the interdependent nature of reading habits and study skills and their collective positive influence on academic performance. The results align with much of the existing literature suggesting a significant link between these variables. The study suggests practical implications for educators and school administrators: teachers should design assignments that promote reflective thinking and require extensive reading, and schools should create timetables that allow students regular library access. Furthermore, parents are encouraged to foster reading habits at home by providing engaging reading materials and educational programs. Future research should consider a broader geographical scope, longitudinal studies, and the role of parents and cultural factors in shaping reading habits and study skills.