Published Paper Details:

Reading comprehension is crucial for engineering students, given the complexity of technical texts, academic research, and problem-solving tasks. However, many students struggle to extract, analyze, and retain information effectively from dense technical materials. This study investigates the SQ3R (Survey, Question, Read, Recite, Review) method as a structured strategy to enhance reading comprehension among engineering students. A quasi-experimental design was employed, involving control and experimental groups of engineering undergraduates. The experimental group received structured SQ3R training, while the control group followed conventional reading strategies. Data collection included pre-test and post-test assessments, comprehension exercises, and qualitative feedback. Results indicate a significant improvement in comprehension accuracy, concept retention, and efficiency in reading technical content among students trained in SQ3R. This study highlights the adaptability of SQ3R for STEM disciplines and its potential to foster self-regulated learning. Findings support integrating evidence-based reading strategies into engineering curricula to improve student engagement with complex academic material.