ABSTRACT
This study explored the motivations and challenges in reading literature among Generation Z college students at Abuyog Community College. Using a quantitative descriptive-comparative design, a total enumeration of 54 third year BSED English majors participated through a validated online survey. Results showed that personal growth (WM=3.14) and academic requirements (WM=3.09) were the strongest motivators, while social influence (WM=2.99) and personal enjoyment (WM=3.02) also played significant roles. Conversely, the main challenges identified were time constraints (WM=2.91) and digital distractions (WM=2.88), followed by language and comprehension difficulties (WM=2.84). The relatability of themes posed a lesser challenge (WM=2.58). ANOVA results indicated no significant differences in motivations and challenges based on age and gender (p>0.05). These findings suggest that interventions to improve literature engagement should focus on integrating relatable texts, leveraging technology, and providing structured opportunities for reading that align with modern learners’ interests. This study highlights the need to balance traditional literary education with digital-age innovations to foster sustained reading habits among Generation Z students.
Keywords: generation z, reading motivation, reading challenges, literature engagement, digital natives, reading habits
Introduction
Reading habits have significantly changed across generations with technology having the most impact on generation Z - people born in between mid-1990s to early 2000s (Pramerta, 2024). Digital Natives also known as "digital natives" (Yoesoef, 2020) generations who is exposed to digital technologies since childhood which are shaping their preferences and behaviour including interaction with literature.
The presence of electronic devices and digital environments have exchanged the way in which reading was traditionally proposed. Booknovels, online novels are easy to get into with just a few clicks. An increasing number of Gen Z readers are choosing digital content, as shown in the 2024 Wattpad Poll when more than 83% indicated a preference to online staying sources. And more than 80% are actively looking for stories that focus on inclusivity and representation.
As access to literature increases, however, obstacles continue to frustrate Gen Z’s participation in it. There is a heavy reliance on digital media that leads to shorter attention spans and thus less depth of engagement with complex readings (Twenge, 2017). Also, the rise of fast-reading platforms like TikTok, Facebook and YouTube favors short entertaining content over intellectually stimulating reading. This trend is a threat to higher level skills, such as analysis and synthesis. As such, the researchers prompted to determine and quantify the motivations that encourage Gen Z to read literature and the challenges that prevent them from deeper engagement. Insights from this research may guide educators, publishers, and policymakers in developing strategies to foster meaningful literary engagement among digital-native students.
Statement of the Problem
This study addressed the following research questions:
1. What are the demographic profile of the respondents in terms of:
a) Age
b) Gender
2. Identify the motivations of Generation Z college students in reading literature in terms of:
a) Personal enjoyment
b) Academic requirements
c) Social influence
d) Personal growth or self-improvement
3. Determine the challenges faced by Generation Z students in reading literature regarding:
a) Language and comprehension difficulty
b) Time constraints
c) Digital or multimedia distractions
d) Relevance or relatability of themes
4. Assess whether there are significant differences in motivations and challenges based on demographic factors in terms of age and gender.
5. Propose potential interventions to address reading challenges among Generation Z college students.
METHODOLOGY
Research Design
This study employed a quantitative descriptive-comparative research design which examined the motivations and challenges in reading literature among Generation Z college students. This design allowed measuring the motivation levels, challenges, and relationships, enabling comparisons across demographic groups and proposing targeted interventions based on measurable trends.
Research Respondents
The study involved 54 third-year Bachelor of Secondary Education Major in English students at Abuyog Community College. Total enumeration sampling was used due to the small, accessible population. The third-year level was chosen because these students take multiple literature subjects, making them highly engaged and relevant for the study’s objectives.
Research Locale
The study was conducted at Abuyog Community College in Abuyog, Leyte. The school was selected for its accessibility and diverse student population across academic programs. The school provided a relevant context for exploring how Generation Z students engage with literature in a provincial college environment.
Research Instruments
The researchers utilized a survey questionnaire designed by the researchers. The questionnaire consisted of three sections. The first part aimed to gather the respondents’ demographic profiles in terms of their age and gender. The second part will have two sections: Section A assessed the students’ motivations in reading literature; and Section B determined their challenges in reading literature. Each section used a 4-point Likert scale, answerable by Strongly Agree, Agree, Disagree, and Strongly Disagree. The last part asked the respondents about various reading solutions and interventions. The questionnaire was administered online through Google Forms to ensure accessibility and convenience for all respondents.
Data Gathering Procedure
Prior to collecting the necessary data from the respondents, the researchers sought permission from the college president to conduct a survey. Once approval was granted, the researchers prepared the survey questionnaire validated by an expert to ensure its clarity, relevance, and content validity.
After validation, the survey was conducted using Google Forms. The researchers asked assistance from the respondents’ course instructor in disseminating the survey link to their class group chat. The purpose of the study and confidentiality of the responses were thoroughly explained to the respondents, with the respondents’ consent being obtained before proceeding with the questionnaire. The survey link remained open for responses for three days, with follow-up reminders sent to ensure maximum participation. After the given period, the researchers organized the responses by downloading them into a spreadsheet format for statistical analysis.
Ethical Consideration
Prior to participation, all respondents were provided with a clear explanation of the study’s objectives, procedures, potential risks, and benefits. All data collected were handled in accordance with the Data Privacy Act of 2012 (Republic Act No. 10173) and institutional policies. All data were collected anonymously to safeguard respondents’ privacy, with their responses kept confidential and solely used for academic purposes.
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