Critical Reading in the Age of Misinformation: Levels and Factors Affecting Grade 10 Students

Abstract

This study examined the level of critical reading skills among Grade 10 students and identified the factors influencing them amid the growing spread of misinformation on social media. Using a descriptive research design, data were gathered from fifty (50) students through a survey questionnaire based on the Critical Literacy Theory. Results showed that students are active users of social media—particularly Facebook—and possess a high level of critical reading, especially in evaluation. Several factors were found to influence their skills, including knowledge of social media use, family and school influences, personal ideology, and the type of platform used, with the latter having the most substantial effect. The findings suggest that critical reading is not merely a cognitive ability but a contextual and socio-digital process shaping how youth interpret information. The study recommends integrating critical and media literacy into Filipino instruction, conducting teacher training on digital texts, developing educational programs to address misinformation, and pursuing further research on the relationship between students’ profiles and their levels of critical reading.