Effect of Reading on Academic Scores of University Undergraduates

Abstract

Reading is an essential skill for gaining deeper insights and concept related to any topic. This experimental study aims at investigating the effect of reading on academic scores of the undergraduate students of a Pakistani university. Due to increasing digital dependency and artificial intelligence, the research is intended to explore whether a structured reading intervention can enhance the academic scores. A quasi-experimental one group pretest post test design 30 students of social sciences were selected as sample that underwent four weeks of reading based intervention. Pre and post test scores were collected through a teacher made validated assessment .Paired sample t-test was used. Findings reveal a significant improvement in the post test scores suggesting that reading has a positive effect on the learning outcomes. The results reinforce the theoretical perspective of the Information Processing Theory and Constructivist Learning Theory. Despite limitations like small sample size and absence of control group the study proposed implications for the educators, curriculum developers and policy makers to integrate reading intervention to boost comprehension and critical thinking. Recommendations include incorporation of reading programs in undergraduate orientation, promoting literary clubs, and opting longitudinal and random design for future research.