Differences in Philippine Informal Reading Inventory (Phil-IRI) Reading Comprehension Scores Between Heavy and Light Smartphone Users Among Junior High School Students of Dinuyan Integrated School, Division of Surigao Del Sur: A Causal-Comparative Quantitative Study
DOI:
https://doi.org/10.5281/zenodo.24030824Keywords:
Phil-IRI, reading comprehension, problematic smartphone use, SAS-SV, junior high school learners, causal-comparative designAbstract
This study determined whether Philippine Informal Reading Inventory (Phil-IRI) English reading comprehension performance differed between heavy and light smartphone users among junior high school learners of Dinuyan Integrated School, Division of Surigao del Sur, and used the findings as the basis for a proposed intervention program. A causal-comparative quantitative design was employed, comparing two naturally occurring groups without manipulating the independent variable. Through total enumeration, all 200 Grades 7 to 10 learners served as respondents. Smartphone use level was measured using the Smartphone Addiction Scale–Short Version (SAS-SV) and classified as light or heavy using sex-specific cut-off scores, while beginning-of-school-year Phil-IRI (English) reading comprehension levels (Independent, Instructional, and Frustration) were retrieved from official school records. Data were analyzed using frequency counts, percentages, the chi-square test of independence, and Cramer’s V. Results showed that 55.0% of the learners were at the Frustration level, 34.0% at the Instructional level, and only 11.0% at the independent level, while 59.0% were classified as heavy smartphone users. Heavy users were markedly more concentrated at the Frustration level (66.9%) than light users (37.8%), and smartphone use classification was significantly associated with reading comprehension level, χ² (2, N = 200) = 18.20, p < .001, Cramer’s V = .30, indicating a moderate association. The study concludes that reading comprehension difficulty is substantial among the learners and that heavy smartphone users display a significantly less favorable reading profile, although the non-experimental design does not establish direct causation. These findings support a school-based reading and digital balance intervention that integrates reading remediation, comprehension development, responsible smartphone-use routines, home–school support, and progress monitoring.
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