Abstract
This study examined the factors structure of reading habits of students in the new normal using exploratory mixed method design. The exploratory sequential mixed method design is characterized by an initial qualitative phase of data collection and analysis, followed by a phase of quantitative phase of data collection analysis, with a final phase of integration or linking of data from two separate strands of data. More specifically, it aimed to construct, develop and evaluate the factors structure of reading habits of students in the new normal scale. In the qualitative phase, there were seven students who participated in the in-depth interview and ten students participated in the focus group discussion. There were three themes that emerged from the interview that put emphasis on home environment, peer influence, and personal interest. A 30-item new approaches of teaching scale was also constructed based from the results of the interview, which was subjected to the quantitative phase. In the quantitative phase, 200 questionnaire responses were analyze for exploratory factor analysis (EFA). Results showed three underlying factors structure of reading habits of students in the new normal A total of four themes on the factors structure of reading habits of students in the new normal questionnaire was developed which are home environment with a total of thirteen items, peer influence with a total of seven items, personal interest with a total of four items, and environmental imitation with a total of four items and the overall the scale has a total of 28-item questionnaire. This study recommended that in order to enhance the reading habits of students in the new normal, it is recommended to provide them with a diverse range of reading materials, including books, articles, and digital content. Additionally, incorporating reading into classroom activities and setting aside dedicated reading time can encourage students to develop a regular reading habit and improve their literacy skills.