Perceptions of tertiary students on factors affecting reading comprehension

Abstract

Reading comprehension is a crucial skill for academic success, particularly in tertiary education where students encounter complex texts across disciplines. This study investigates the perceptions of tertiary students on the factors that most significantly influence their reading comprehension abilities. Utilizing a structured questionnaire, data was collected from 327 tertiary students enrolled at a university in the Mekong Delta. The results reveal that teacher influence was identified by students as the most impactful factor on their reading comprehension. This finding emphasizes the critical role educators play in shaping effective reading skills and suggests a need for pedagogical strategies tailored to enhance comprehension among tertiary learners. The implications of this study extend to educational policy and practice, offering insights for improving reading instruction in higher education contexts.