Uncovering the Reading Culture of 21st Century Learners of Norberto G. Bacaro Sr. National High School: A Phenomenological Study

Abstract

This qualitative phenomenological study investigated the reading culture of 21st-century learners at Norberto G. Bacaro Sr. National High School, focusing on Grade 10 students. Through in-depth interviews and focus group discussions, the study explored the lived experiences of students, identifying critical factors that influenced their reading habits and preferences. Key themes that emerged included the role of familial and peer support, reinforcement from teachers, reading motivation, time management, and the adaptation to both traditional and digital reading environments. The research highlighted a significant shift toward digital reading platforms due to their accessibility, convenience, and cost-effectiveness. However, challenges such as reduced engagement with text, eye strain, and the impersonal nature of digital reading were also reported. The findings underscored the need for educational institutions, parents, and stakeholders to implement strategies that fostered both digital and traditional reading habits. By ensuring access to a variety of reading materials and creating supportive environments, schools and families could cultivate a sustainable reading culture. This study contributed to the growing discourse on how technological advancements were reshaping reading behaviors and provided recommendations for adapting educational practices to meet the evolving needs of 21st-century learners.