University Presentation Showcase: Undergraduate Division
Critical Reading: Which academic factors determine undergraduate students' ability to read critically in their classes?
Presenter Hometown
Owensboro
Major
Psychology
Department
Psychology
Degree
Undergraduate
Mentor
Sara Incera
Mentor Department
Psychology
Recommended Citation
Aud, Emily, "Critical Reading: Which academic factors determine undergraduate students' ability to read critically in their classes?" (2026). University Presentation Showcase Event. 2.
https://encompass.eku.edu/swps/2026/undergraduate/2
Abstract
Reading is a complex and multifaceted process. This study evaluates what academic factors are most influential in determining undergraduate students’ critical reading skills. We will investigate the relationship between different academic factors (Major, Completed Credits, and Tutoring Hours) and how these factors affect critical reading skills. These academic factors are especially important within university settings because they are crucial for critical reading. Data collection will be done through an online survey hosted on Qualtrics. Participants will be students enrolled at Eastern Kentucky University. Investigating how academic factors influence critical reading will enable faculty to better serve their students and meet their academic needs. The hypotheses we predict will occur are:
- Hypothesis 1 (Major) – Students who are English majors will perform better on the critical reading test than students who are not English majors.
- Hypothesis 2 (Completed Credits) – Credit hours and critical reading are positively associated.
- Hypothesis 3 (Tutoring Hours) – Tutoring hours and critical reading are positively associated.
Keywords: Reading, Literacy, Academic Performance, GPA, Critical Reading Skills.
Presentation format
Poster
Critical Reading: Which academic factors determine undergraduate students' ability to read critically in their classes?
Reading is a complex and multifaceted process. This study evaluates what academic factors are most influential in determining undergraduate students’ critical reading skills. We will investigate the relationship between different academic factors (Major, Completed Credits, and Tutoring Hours) and how these factors affect critical reading skills. These academic factors are especially important within university settings because they are crucial for critical reading. Data collection will be done through an online survey hosted on Qualtrics. Participants will be students enrolled at Eastern Kentucky University. Investigating how academic factors influence critical reading will enable faculty to better serve their students and meet their academic needs. The hypotheses we predict will occur are:
- Hypothesis 1 (Major) – Students who are English majors will perform better on the critical reading test than students who are not English majors.
- Hypothesis 2 (Completed Credits) – Credit hours and critical reading are positively associated.
- Hypothesis 3 (Tutoring Hours) – Tutoring hours and critical reading are positively associated.
Keywords: Reading, Literacy, Academic Performance, GPA, Critical Reading Skills.
