TEACHING STRATEGIES IN ENHANCING READING COMPREHENSION AMONG MULTIGRADE LEARNERS

Authors

  • Mia Kim Crisologo DepEd, Naguilian Norte Elementary School, Calanasan Apayao, CAR, Philippines Master of Arts in Education major in Educational Management Cagayan State University-Sanchez Mira campus Author

DOI:

https://doi.org/10.64358/4e05gb13

Keywords:

FLAT, reading test, multigrade learners, reading comprehension, reading performance

Abstract

This study generally examined the teaching strategies employed to enhance reading comprehension among multigrade learners in select elementary schools in the Municipality of Calanasan, Apayao. Specifically, the study determined the teachers’ profile, the strategies they used to teach reading, the learners’ reading performance based on their Functional Literacy Assessment Tool (FLAT) exam results, and the relationship of the variables in the study.  A total of 105 Grades 1 to 6 learners and 30 multigrade teachers drawn from ten schools across the municipality that participated in the study.  Quantitative descriptive-correlational research design was employed. Data were collected through validated researcher-made questionnaires and official FLAT records were used, ensuring ethical and accurate data handling. Descriptive statistics as well as inferential statistics, particularly Pearson’s Chi-square test, were used to test the relationship of the variables under study.  Findings revealed that across all schools, teachers consistently applied a variety of research-backed reading strategies, all of which received mean ratings indicating they were “Always” used in class, with guided reading ranking highest. However, despite the strong implementation of these strategies, learners’ reading performance remained varied. The correlation analysis showed no significant relationship between the teachers’ profiles and the teaching strategies they used. Likewise, no significant association was found between the strategies employed and learners’ FLAT results, suggesting that reading comprehension is shaped by multiple external and contextual factors beyond instructional method alone.

 

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Published

2025-08-08

Issue

Vol. 1 No. 2 (2025): Studies in Interdisciplinary Horizons

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Articles

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