SQ3R STRATEGY UTILIZATION AND ITS RELATIONSHIP WITH READING COMPREHENSION AMONG UNDERGRADUATE STUDENTS:A QUANTITATIVE CORRELATIONAL STUDY

Abstract

This study examined the relationship between undergraduate students’ utilization of the SQ3R (Survey, Question, Read, Recite, Review) reading strategy and their reading comprehension performance. A quantitative correlational design was employed, with 105 undergraduate students completing a structured questionnaire assessing SQ3R utilization and comprehension across three dimensions: Metacognitive Awareness (MCA), Cognitive Load Perception (CLP), and Comprehension and Schema Integration (CSI). Pearson correlation and multiple linear regression analyses revealed statistically significant positive associations between SQ3R use and all comprehension dimensions. The findings support SQ3R as an effective metacognitive and cognitive-load management strategy and recommend its integration into academic literacy programs to improve undergraduate reading proficiency.e