Factors Influencing Reading Anxiety of the Bachelor of Science in Criminology Students

Proficient English reading skills are essential for Bachelor of Science in Criminology students in understanding legal documents, theories, reports, and research. However, approximately 66% of students at Carcar City College obtain borderline failing grades, largely due to limited vocabulary, weak reading skills, and reading anxiety. Reading anxiety, characterized by fear and discomfort during English reading tasks, often results in avoidance behaviors, reduced comprehension, and poor academic performance, particularly among non-native English speakers in technical disciplines. Although reading anxiety has been examined among general learners, it remains underexplored within Philippine criminology programs, especially in institutions with limited resources. This qualitative study examined the factors influencing reading anxiety among criminology students, its effects on their learning, and the coping mechanisms they employ. Using a descriptive qualitative design grounded in an interpretivist-constructivist paradigm, the study purposively selected BS Criminology students with developing English proficiency (grades ranging from 2.51 to 3.00) enrolled in the English Proficiency course during the 2024–2025 academic year. Data were collected through validated semi-structured interviews focusing on personal apprehensions, textual difficulties, academic pressures, and coping strategies such as self-regulation and peer support. Thematic analysis revealed that reading anxiety is shaped by linguistic challenges, low confidence, and institutional constraints, which often lead to hesitation and reduced engagement. Students adopted coping mechanisms including peer collaboration and self-regulated learning strategies. The findings highlight the need for context-specific interventions to improve reading confidence, comprehension, and career readiness among criminology students in local colleges.