Adaptive Learning Approaches and Reading Interest of Grade 9 Learners

ISSN 3028-1261 10.5281/zenodo.17339996/NIJSE.2025 Adaptive Learning Approaches and Reading Interest of Grade 9 Learners Vem Bia R. Sebios Abstract. The primary objective of the study was to evaluate the influence of adaptive learning approaches on the reading interest of Grade 9 learners in Cluster 1 Public Secondary Schools in Davao City. The study employed a non-experimental quantitative design with a descriptivecorrelation technique using modified survey questionnaires administered to a representative sample of learners. Findings revealed that adaptive learning strategies are implemented extensively in the classroom, with real-time feedback being observed at a very extensive level. Personalized learning paths, automated skill assessments, and engagement metrics were consistently rated as extensive, contributing to a responsive digital learning environment. In parallel, Grade 9 students demonstrated an extensive reading interest, as evidenced by their frequent reading, engagement with diverse reading materials, active participation in discussions, and proactive behavior in seeking book recommendations. The analysis indicated a weak yet statistically significant positive relationship between adaptive learning approaches and reading interest, highlighting the potential of individualized digital strategies to enhance engagement. Notably, personalized learning paths and real-time feedback emerged as significant predictors of increased reading interest, whereas automated skill assessment and engagement metrics did not exert a significant impact. Overall, the study supports the adoption and further optimization of adaptive learning tools in educational practices to meet the evolving demands of digital learning environments. KEY WORDS 1. Adaptive learning 2. reading interest 3. digital instruction Date Received: August 15, 2025 — Date Reviewed: September 20, 2025 — Date Published: October 10, 2025 1. Introduction The low level of reading interest among Grade 9 learners poses a significant challenge to their academic growth and overall learning experience. Many students find it difficult to engage with reading materials, which can negatively impact their comprehension and performance in various subjects. This lack of interest is often attributed to traditional teaching methods that do not address individual learning styles or preferences. As a result, students may become disengaged. Therefore, this study aims to explore how adaptive learning approaches can influence and enhance the reading interest of Grade 9 learners, seeking effective strategies to foster a greater enthusiasm for reading and improve their academic outcomes. In the United States, a low level of reading interest among learners is a growing concern that affects academic perfor- NIJSE (2025) - mance and lifelong learning. Barber and Klauda (2020) showed that standardized testing pressures often lead to teaching methods that prioritize test scores over engaging reading activities. Adding more, Relyea et al. (2023) pointed out that the prevalence of digital media and screen time can distract students from developing a consistent reading habit. This shift away from traditional reading materials makes it harder for students to find joy and interest in reading. Thus, addressing these issues is essential to foster a more engaging and effective reading environment for American learners. In Arab countries, the low level of reading interest among students presents significant educational challenges. As pointed out by Al Aghar et al. (2023), limited access to diverse and culturally relevant reading materials can hinder students’ motivation to read. Moreover, Eppard, Baroudi, and Rochdi (2020) noted that traditional teaching methods often focus on rote memorization rather than encouraging critical thinking and personal engagement with texts. This approach can make reading seem like a mandatory task rather than an enjoyable activity. Therefore, improving the availability of engaging reading resources and adopting more interactive teaching strategies are crucial steps to enhance reading interest in Arab educational settings. Across Asia, many students exhibit a low level of reading interest, which impacts their overall academic achievement and language skills. Researchers like Luo et al. (2024) observed that the highly competitive education systems in many Asian countries place excessive emphasis on exam performance, leaving little room for cultivating a love of reading. In addition, Rusydiyah et al. (2023) emphasized that the heavy use of textbooks and limited exposure to creative and diverse literature can make reading feel monotonous and uninteresting for students. This focus on academic achievement over personal interest can diminish students’ intrinsic motivation to read. Hence, addressing these educational priorities by integrating more engaging and varied reading materials can help boost reading interest among Asian learners. In the Philippines, a low level of reading interest among learners poses challenges to their academic and personal development. The report of Maribbay (2022) indicated that socioeconomic factors, including limited access to books and educational resources, contribute to students’ disinterest in reading. More so, Haw et al. (2021) asserted that traditional teaching methods that emphasize memorization over interactive and student-centered learning can make reading less appealing. This environment discourages students from exploring literature beyond what is required for exams. To combat this, it is important to provide more accessible reading materials and adopt teaching practices that encourage active and enjoyable reading experiences. In the researcher’s setting, the issue of low reading interest among Grade 9 learners is influenced by various local factors that affect students’ engagement with reading. The prevalence of multiple languages and the emphasis on other academic subjects can limit the time and motivation students have for reading in English. Additionally, the lack of diverse and locally relevant reading materials makes it difficult for students to find texts that resonate with their experiences and interests. This situation is further exacerbated by teaching methods that do not prioritize interactive and enjoyable reading activities. Addressing these challenges by providing culturally relevant reading resources and implementing adaptive learning approaches can significantly enhance reading interest among students in Davao City. There is a notable research gap concerning the impact of adaptive learning approaches on the reading interest of Grade 9 learners, particularly within Cluster 1 public secondary schools in Davao City. Existing studies have primarily focused on general educational settings or different grade levels, leaving the specific effects of adaptive learning on this demographic 2ISSN 3028-1261 10.5281/zenodo.17339996/NIJSE.2025 NIJSE (2025) - underexplored. Additionally, limited research has addressed how adaptive learning can cater to the diverse needs of students in multilingual environments like Davao City. This lack of focused investigation means that educators and policymakers do not have sufficient evidence to implement effective strategies that could enhance reading interest among these students. Bridging this gap is essential to develop tailored educational interventions that can foster a greater enthusiasm for reading and improve academic outcomes. The urgency to conduct this study in the researcher’s setting stems from the unique educational and linguistic landscape of Davao City. Cluster 1 public secondary schools serve a diverse population of students who may benefit significantly from adaptive learning approaches tailored to their specific needs. With rising concerns about low reading interest impacting academic performance, timely research can provide critical insights that inform immediate and effective teaching practices. Furthermore, understanding the local context ensures that the findings are relevant and directly applicable, facilitating the adoption of strategies that resonate with both students and educators in the area. Therefore, conducting a quantitative study in this setting is imperative to generate reliable data that can drive meaningful improvements in reading engagement. 1.1. Theoretical/Conceptual Framework of the Study —This study was anchored on Bruner’s (1966) Constructivist Theory. Constructivist Theory highlights that learners build their own knowledge through active exploration and discovery. Jerome Bruner proposed in 1966 that understanding deepens when learners are actively involved in problem-solving and handson experiences. In this study, Constructivist Theory was relevant because adaptive learning approaches guide students in exploring reading materials aligned with their skill level and interests. These tailored activities encourage Grade 9 learners to take ownership of their reading process, making it more meaningful. By matching texts to individual needs, adaptive learning can boost engagement and thereby improve reading interest. In support, Bandura’s (1977) Social Learning Theory posited that individuals learn by observing and imitating others within a social context. Albert Bandura introduced this theory in 1977, emphasizing the influence of modeling, reinforcement, and self-efficacy on learning behavior. In the context of adaptive learning, students can observe peers who are successfully engaging with reading tasks, and imitate their strategies. This group-based environment encourages cooperative interactions, leading to shared motivation and enhanced reading interest. Moreover, witnessing positive reading behaviors can inspire Grade 9 learners to persist and invest more effort in their own reading activities. Lastly, the study is based on the proposition of du Plooy et al. (2024) that adaptive systems create dynamic learning experiences, offering materials aligned with students’ abilities and preferences, fostering motivation to read more. In the context of enhancing reading interest among Grade 9 learners, such systems can adjust complexity and content, ensuring that reading activities are neither too challenging nor too simplistic, which helps maintain students’ engagement and curiosity. By continuously aligning reading materials with each student’s evolving interests and learning pace, adaptive learning approaches effectively sustain and potentially increase motivation to read. This study is compose of two variables, as shown in Figure 1. The independent variable is adaptive learning approaches or the educational methods that modify the content, sequence, and pace of learning activities based on individual learner needs, abilities, and interests. The measures of adaptive learning approaches are personalized learning paths or the customization of curriculum and learning experiences to fit individual student profiles and learning styles; real-time feedback or the act of providing immediate re3ISSN 3028-1261 10.5281/zenodo.17339996/NIJSE.2025 NIJSE (2025) - Fig. 1. Theoretical/Conceptual Framework sponses to students’ actions or submissions, facilitating an ongoing dialogue between the learning platform and the student; automated skill assessment or the use of technology to evaluate students’ performance and adapt instructional content accordingly; and engagement metrics or the involves tracking how students interact with learning materials, including time spent on tasks, frequency of log-ins, and interactive responses. 2. Methodology This section provides a comprehensive overview of the research design, including details on the research respondents, ethical considerations, research instruments, and procedural steps. It also outlines the methods for data collection and analysis, ensuring a clear framework for the study. 2.1. Research Design—For this study, the researcher chose to use a quantitative descriptive-correlational research design. Quantitative research design involved the systematic empirical investigation of observable phenomena through statistical, mathematical, or computational techniques. The main purpose was to quantify the data and generalize results from a sample to the population of interest (Sukamolson, 2007). In the context of studying adaptive learning approaches on reading interest among Grade 9 learners, a quantitative design was appropriate because it allowed for precise measurement of how different variables—such as the level of adaptation in learning approaches—affected reading interest. This design enabled the researcher to quantify changes in reading interest and statistically analyze the data to establish clear, objective findings. The use of large samples enhanced the re4ISSN 3028-1261 10.5281/zenodo.17339996/NIJSE.2025 NIJSE (2025) - liability and generalizability of the study results. On one hand, Colorafi and Evans (2016) described descriptive research as methods used to describe characteristics of a population or phenomenon being studied. They did not make connections between events beyond analyzing the frequency with which something occurred or its associations with other variables. Using descriptive methods was appropriate for this study as it allowed the researcher to ascertain the current state of reading interest among Grade 9 learners and evaluate the extent of adaptive learning implementation. This method provided a comprehensive understanding of the environment before and after the introduction of adaptive techniques, offering a baseline measurement of reading interest. The findings helped identify specific areas where adaptive learning had the most significant impact, aiding in targeted educational planning. On the other hand, the correlational research approach examined the relationship or association between two or more variables without determining cause and effect. This method quantified the strength and direction of a relationship between variables, using statistical metrics like Pearson’s correlation coefficient (Romley, 2017). The correlational approach was suitable for this study because it allowed the examination of the relationship between the degree of adaptation in learning methods and the level of interest in reading among students. By identifying the correlations, the researcher inferred whether more personalized learning environments were associated with higher engagement in reading. This approach helped in understanding the dynamics at play without manipulating the study environment, thus maintaining the natural educational settings. 2.2. Ethical Consideration—Ethical considerations were a fundamental aspect of conducting this research, ensuring that the study upheld integrity and respected respondents’ rights. It was crucial to adhere to ethical guidelines to protect the well-being and privacy of all individuals involved in the research process. This section outlined the ethical protocols followed in the study, including informed consent, confidentiality, and the safeguarding of respondent data. The study on the influence of adaptive learning approaches on the reading interest of Grade 9 learners held significant societal relevance. By enhancing reading interest, the research contributed to improving literacy rates, which are fundamental for academic and personal success. Increased reading engagement among students led to better comprehension skills, higher academic performance, and a greater willingness to pursue lifelong learning. Additionally, fostering a love for reading helped bridge educational gaps and promoted equal opportunities for all learners in Cluster 1 public secondary schools in Davao City. Ultimately, this research supported the broader goal of developing a more educated and capable society. Moreover, the study addressed the pressing need for effective educational strategies in a diverse and multilingual environment like Davao City. As the city continued to grow and diversify, understanding how adaptive learning catered to different learning styles and language backgrounds became increasingly important. By providing evidencebased insights, the research guided educators and policymakers in implementing practices that accommodated the unique needs of their student population. This alignment with societal needs ensured that the study benefited not only individual learners but also contributed to the overall educational advancement of the community. Therefore, the societal value of this research extended beyond the classroom, positively impacting the wider community. Also, the findings of this study informed future educational policies and initiatives aimed at improving reading interest and comprehension among young learners. By demonstrating the effectiveness of adaptive learning approaches, the 5ISSN 3028-1261 10.5281/zenodo.17339996/NIJSE.2025 NIJSE (2025) - research advocated for the adoption of these methods in other schools and regions facing similar challenges. This potential for scalability highlighted the study’s importance in shaping educational practices on a larger scale. Additionally, promoting reading interest aligned with global educational goals, such as those outlined by UNESCO, which emphasized the importance of literacy for personal and societal development. In essence, the social value of this research lay in its ability to drive meaningful change and enhance educational outcomes for future generations. 2.3. Research Respondents—The study involved a sample of 333 Grade 9 learners, selected from an estimated pool of 2,000 students attending Cluster 1 public secondary schools in Davao City. This sample size was determined using the Slovin formula, a statistical tool commonly used in research to calculate an optimal sample size that ensured representativeness with a reasonable margin of error of 0.05. By applying this methodological choice, the researcher ensured that the conclusions drawn from the research could be generalized to the entire population of Grade 9 students within the cluster. Using a scientifically calculated sample size enhanced the validity and reliability of the study’s findings, making them more compelling and actionable. For the selection of the respondents, the simple random sampling technique was employed. According to Bogomolnaia and Moulin (2002), this method ensured that every student within the larger group had an equal chance of being selected, which helped in minimizing selection bias and ensuring a fair representation of the population. The process involved listing all Grade 9 students in Cluster 1 public secondary schools and then randomly selecting names using a computer-generated random number sequence. This approach not only upheld the principles of fairness and equality but also contributed to the scientific rigor of the study. Random sampling was crucial for maintaining the study’s objectivity, allowing for the collection of unbiased data that accurately reflected the diverse characteristics of the student body. Moreover, the inclusion criteria set by the researcher for selecting respondents were designed to ensure that the study focused on a homogeneous group for accurate analysis and interpretation. Respondents had to be officially enrolled Grade 9 students within the specified schools, aged between 14 and 16 years. They were not part of any other simultaneous educational research study to avoid confounding variables that could have impacted the results. Also, learners with known learning disabilities or those who were already participating in special education programs were excluded to maintain focus on the typical learning environment and dynamics of adaptive learning methods. 2.4. Research Instrument—The researcher made use of an adapted and modified survey questionnaire to suit the investigation. The scaling was done by having one-half of the value of 5 as the average cut-off point or the fair level, with a uniform interval of 0.80. Before the administration of the instrument, it was subjected to validation by three experts and revised according to their expert comments. The first part measured the adaptive learning approaches of Grade 9 learners. Adaptive learning approaches were measured in terms of personalized learning paths, real-time feedback, automated skill assessment, and engagement metrics. The Cronbach alpha value for this instrument was 0.941, described as excellent and interpreted as highly reliable and showing high internal consistency among the items. Responses were collected using a 5-point Likert scale to assess the extent of agreement or disagreement with each statement, with subsequent analysis based on predefined ranges of means that categorized the data effectively. 6ISSN 3028-1261 10.5281/zenodo.17339996/NIJSE.2025 NIJSE (2025) - Mean Range, Description, and Interpretation of Adaptive Learning Approaches of Grade 9 Learners Range of Mean Description Interpretation 4.20 – 5.00 Very Extensive The adaptive learning approaches of Grade 9 learners is always evident inside the classroom. 3.40 – 4.19 Extensive The adaptive learning approaches of Grade 9 learners is oftentimes evident inside the classroom. 2.60 – 3.39 Moderately Extensive The adaptive learning approaches of Grade 9 learners is sometimes evident inside the classroom. 1.80 – 2.59 Less Extensive The adaptive learning approaches of Grade 9 learners is seldom evident inside the classroom. 1.00 – 1.79 Not Extensive The adaptive learning approaches of Grade 9 learners is never evident inside the classroom. The second part of the instrument measured the reading interest of Grade 9 learners. This variable was indicated by the frequency of reading, diversity of reading materials, participation in reading discussions, and requesting book recommendations. The Cronbach alpha value for this instrument was 0.944, described as excellent and interpreted as highly reliable with strong internal consistency among the items. The data collection utilized a 5-point Likert scale, allowing respondents to indicate their level of agreement or disagreement with each statement. The gathered responses were then analyzed using predefined mean ranges to systematically categorize the data. Mean Range, Description, and Interpretation of Reading Interest of Grade 9 Learners Range of Mean Description Interpretation 4.20 – 5.00 Very Extensive The reading interest of grade 9 learners is always demonstrated. 3.40 – 4.19 Extensive The reading interest of grade 9 learners is oftentimes demonstrated. 2.60 – 3.39 Moderately Extensive The reading interest of grade 9 learners is sometimes demonstrated. 1.80 – 2.59 Less Extensive The reading interest of grade 9 learners is seldom demonstrated. 1.00 – 1.79 Not Extensive The reading interest of grade 9 learners is never demonstrated. 2.5. Data Gathering Procedure—In conducting this study, the researcher undergo several processes. These are as follows: Permission to Conduct the Study 7ISSN 3028-1261 10.5281/zenodo.17339996/NIJSE.2025 NIJSE (2025) - The first step in obtaining permission to conduct the study was for the researcher to secure an ethical clearance from the Graduate School RMC-Research Ethics Committee (GSRMCREC). This ethical approval was essential as it ensured that the study adhered to all ethical guidelines, such as maintaining confidentiality, obtaining informed consent, and safeguarding the well-being of the respondents. Next, the researcher aked for the approval from the Dean of the Graduate School at The Rizal Memorial Colleges, Inc. in Davao City. This approval officially supported the research project and affirmed that it met the institution’s academic standards. After receiving the endorsement and ethical clearance, the researcher contacted the Schools Division Superintendent in Davao City to request permission to conduct the study in Cluster 1 Public Secondary Schools. The request included copies of the Dean’s endorsement and the ethical clearance certificate to demonstrate that the study complied with all academic and ethical standards. Once the superintendent granted approval, the researcher proceeded to reach out to the principals of the individual schools in Cluster 1 Public Secondary Schools. When contacting the school principals, the researcher explained the purpose of the study, its potential benefits to the schools, and the specific expectations for school personnel and teachers. This explanation ensured that the principals understood the study and were willing to cooperate. By clearly communicating the study’s goals and benefits, the researcher fostered trust and encouraged institutional support for the research project. Distribution and Retrieval of the Questionnaire The first step in distributing the questionnaire was selecting the research respondents based on the predetermined inclusion criteria, ensuring all participants were bona fide Grade 9 students in Cluster 1 Public Secondary Schools in Davao City. A pilot test was then conducted with a small group of respondents to assess the clarity and reliability of the questionnaire. This test helped identify any unclear or biased questions, allowing the researcher to revise the instrument accordingly. This phase was crucial to ensure the accuracy and effectiveness of the survey for collecting the intended data. After the successful completion of the pilot test, the main distribution of the questionnaires began. The selected respondents were given sufficient time to complete the questionnaires, allowing them to provide thoughtful and complete answers. They were also given the option to complete the survey either in person or online, depending on their convenience and comfort. This flexibility contributed to a higher response rate and accommodated the diverse preferences and schedules of the students, resulting in more accurate and comprehensive data collection. The final step involved collecting the completed questionnaires. The researcher set a clear deadline for submission and communicated it at the time of distribution. Respondents submitted their completed questionnaires either physically or electronically, depending on the mode they had chosen. Once all responses were gathered, the researcher began analyzing the data using statistical software to evaluate the results and investigate the relationship between adaptive learning approaches and the reading interest of Grade 9 learners. Collation and Statistical Treatment of Data After collecting the completed survey questionnaires, the first step was to tally and organize the data. Each response was carefully entered into a Microsoft Excel spreadsheet and categorized by indicators such as the types of adaptive learning approaches and levels of reading interest among Grade 9 learners. This thorough organization ensured that the subsequent analyses were based on accurate and well-structured data. Excel facilitated the sorting and filtering of data, enabling an efficient preliminary review before conducting in-depth statistical analysis. 8ISSN 3028-1261 10.5281/zenodo.17339996/NIJSE.2025 NIJSE (2025) - Once the data was organized, the researcher conducted descriptive statistical analysis to derive initial insights. This included computing the mean for each variable to determine central tendencies. The mean provided a general understanding of the average responses, revealing common trends and attitudes among students regarding adaptive learning approaches and their reading interest. The final stage of data analysis involved performing inferential statistical tests to explore the predictive relationships outlined in the study’s objectives. Pearson Product Moment Correlation was used to assess the strength and direction of relationships between variables, such as the link between adaptive learning approaches and reading interest. Regression analysis was then employed to determine the predictive capacity of adaptive learning strategies on the reading interest of Grade 9 learners. After the data was collated and statistically processed, the researcher proceeded to interpret and discuss the results. This phase involved synthesizing the statistical findings to understand the impact of adaptive learning approaches on reading interest. The researcher highlighted significant correlations and the influence of predictive variables, offering a comprehensive understanding of how adaptive strategies shaped students’ reading behaviors. 2.6. Data Analysis—The following statistical tools were utilized by the researcher in processing the gathered data: Mean. This was used to examine the extents of adaptive learning approaches and reading interest of grade 9 learners in Cluster 1 Public Secondary Schools in Davao City. This was used to answer the obectives 1 and 2. Pearson Product-Moment Correlation. This was utilized to examine the relationship between adaptive learning approaches and reading interest of grade 9 learners in Cluster 1 Public Secondary Schools in Davao City. Pearson product-moment correlation assesses the strength and direction of a linear relationship between two continuous variables. This will be use to answer the obective 3. Regression Analysis. This technique was utilized to examine which domains of adaptive learning approaches significantly influence the reading interest of grade 9 learners in Cluster 1 Public Secondary Schools in Davao City. Regression analysis involves identifying the equation that best predicts a dependent variable based on one or more independent variables. This will be use to answer the obective 4. 3. Results and Discussion This chapter presents the results generated from the data gathered. It is sequenced based on the objectives of the study as presented in the first chapter. Thus, it presents the extents of adaptive learning approaches and reading interest of Grade 9 learners; the significant relationship among these variables; and the influence of adaptive learning approaches on the reading interest of Grade 9 learners in Cluster 1 Public Secondary Schools in Davao City. 3.1. Adaptive Learning Approaches of Learners—The adaptive learning approaches of learners is measured in terms of personalized learning paths, real-time feedback, automated skill assessment, and engagement metrics. The extent of this variable and its domain is presented among the tables below. Summary on Adaptive Learning Approaches of Learners 9ISSN 3028-1261 10.5281/zenodo.17339996/NIJSE.2025 NIJSE (2025) - sued to refine pedagogical techniques that align with these strategies. By doing so, educators will be better equipped to meet the diverse needs of Grade 9 learners and enhance their language comprehension and literacy skills. For Grade 9 Learners. Grade 9 learners are advised to actively engage with adaptive learning platforms and develop self-regulation skills to maximize the benefits of digital tools, particularly those offering personalized learning experiences and real-time feedback. Addressing the challenge of digital distraction and inconsistent usage, students should adopt disciplined routines and set clear learning goals when interacting with adaptive technologies. They should also seek guidance from teachers and peers to better understand how to use these tools effectively in enhancing their reading interests. This proactive approach will help them not only improve their academic performance but also build lifelong skills for navigating digital learning environments. For Future Researchers. Future researchers may delve deeper into the differential impacts of various adaptive learning components, with a focus on identifying why elements such as automated skill assessments and engagement metrics do not significantly influence reading interest. Investigations employing longitudinal and mixed-methods approaches are recommended to capture the evolving dynamics of digital learning and its effect on literacy over time. Research should also explore contextual factors and student demographics to understand variations in adaptive learning efficacy. By addressing these gaps, future studies can inform more targeted interventions and contribute to the development of robust, evidence-based educational practices in the digital era. 5. References Al Aghar, T., Demirci, H. C., Houjeir, R., McMinn, M., & Ali Saif Alzaabi, K. (2023). Investigating arabic teachers’ perceptions of extensive reading practices in higher education. Cogent Education,10(1), 2162701. Andrianatos, K. (2019). 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