The Degree of Digital Reading Utilization and Its Relationship with Attitudes Toward It Among Female Students in the Teacher Preparation Program at the University of Nizwa, Sultanate of Oman
This study aimed to explore the degree of digital reading utilization and its relationship with attitudes toward it among female students enrolled in the Teacher Preparation Program for the first and second field at the University of Nizwa, Sultanate of Oman. The study sample consisted of 140 students, equally divided between the first (70 students) and the second field (70 students). A questionnaire was used to measure both the degree of digital reading utilization and students’ attitudes toward it. The instrument consisted of (27) items, and its validity and reliability were confirmed using exploratory factor analysis (EFA). The findings revealed that the students demonstrated a low level of digital reading utilization, with an overall mean of (2.33). Responses to individual items ranged from very low (1.60) to moderate (3.54). Similarly, students’ attitudes toward digital reading were weak, with a mean score of (2.18); responses ranged from very weak (1.70) to moderate (2.56). The study also found a statistically significant positive correlation between digital reading utilization and attitudes toward it, with a Pearson correlation coefficient of (0.511) at the (0.001) significance level. The study concluded with several recommendations aimed at enhancing digital reading practices and promoting positive attitudes among future teachers.