E-Learning Readiness and Reading Proficiency Level Among Key Stage II Learners

This study investigated the level of e-learning readiness and reading proficiency among Key Stage II learners at Barandias Elementary School in Pangantucan District, Bukidnon, during the School Year 2024–2025, and examined the relationship between these variables and learners’ profiles. Utilizing a descriptive-correlational research design, the study involved 142 learners from Grades IV to VI selected through complete enumeration. Data were collected using a researcher-made questionnaire for learners’ profile, an adapted instrument measuring e-learning readiness in terms of internet self-efficacy, self-directed learning, learner control, and motivation, and the Philippine Informal Reading Inventory (Phil-IRI) to assess reading proficiency. Findings revealed that learners demonstrated a moderate level of e-learning readiness across all dimensions. In terms of reading proficiency, the majority of learners were classified at the independent level, while some remained at instructional and frustration levels, and none were identified as non-readers. Furthermore, statistical analysis showed a significant relationship between learners’ profile and their level of e-learning readiness, indicating that demographic and socio-economic factors influence readiness for online learning. The study concludes that while learners possess foundational readiness and reading skills, targeted interventions are necessary to enhance self-directed learning, digital competence, and reading proficiency, particularly among learners with limited resources.