Digital Text Reading and Comprehension of Students Mediated by Teacher’s Teaching Efficacy

Abstract

he study aimed to investigate the mediating effect of teachers' teaching efficacy on the relationship between digital text and learners' reading comprehension, employing a non-experimental quantitative design with a descriptive-correlation technique. This study used path analysis through mediation to determine the mediating effect of teachers' teaching efficacy on the relationship between digital text and learners' reading comprehension. Laak North District, Division of Davao de Oro students. The researcher considered all 130 bona fide students enrolled in the Laak North District Division of Davao de Oro schools as study respondents or samples. The Digital Text Reading in Laak North District, Division of Davao De Oro, was moderately extensive. Digital Text Reading, which addresses motivation, interest, and efficacy, has received extensive ratings. Digital Text Reading was complex, and Preference for Reading Digital or Print Texts obtained moderately extensive ratings. The results revealed that teachers' teaching efficacy was significantly correlated with digital text reading and reading comprehension strategies in Laak North District, Division of Davao de Oro. Additionally, digital text reading was significantly associated with learners' reading comprehension in the Laak North District, Davao de Oro. In addition, the researcher may conduct further analysis of the factors that may contribute to the relationship between digital text reading and reading comprehension of learners, since only 30.8 percent of the total effect of the independent variable on the dependent variable goes through the mediator variable.