INVESTIGATING THE IMPACT OF SKIMMING AND SCANNING STRATEGIES ON THE ACADEMIC READING PERFORMANCE OF UNIVERSITY STUDENTS IN PAKISTAN

Abstract

This study investigates the impact of skimming and scanning strategies on the academic reading performance of university students in Pakistan. Employing a quantitative research design, data were collected through a structured survey administered to 188 undergraduate students at Shaheed Benazir Bhutto University. The survey instrument measured students’ frequency of using skimming and scanning strategies alongside their self-reported academic reading performance. Descriptive statistics, correlation analysis, and regression techniques were applied to analyze the data. The findings reveal that both skimming and scanning strategies are widely practiced by students, with notable variations across academic disciplines. Statistical analysis indicates a significant positive relationship between the use of these strategies and students’ academic reading performance, suggesting that students who engage more frequently in skimming and scanning tend to achieve higher levels of comprehension and efficiency in academic tasks. Regression results further demonstrate that scanning strategies contributed slightly more to performance outcomes compared to skimming, highlighting their effectiveness in processing large volumes of academic text under time constraints. The study underscores the pedagogical importance of integrating explicit strategy instruction into higher education curricula to enhance students’ reading efficiency and comprehension. By situating the research within the Pakistani higher education context, the findings contribute to global discussions on reading strategy use while offering localized insights for educators and policymakers. Recommendations are made for training programs that emphasize strategic reading as a means of improving overall academic achievement.