ENHANCING READING COMPREHENSION SKILLS THROUGH RECIPROCAL TEACHING OF GRADE 6 STUDENTS OF CATEEL CENTRAL ELEMENTARY SCHOOL

Education

Reading comprehension is recognized as a crucial aspect of academic success, prompting this study to explore the effectiveness of reciprocal teaching in enhancing the reading comprehension skills of Grade 6 students. The research emphasized the importance of considering factors such as the reader, the text, the task, and the sociocultural context in predicting comprehension achievement. By implementing reciprocal teaching, which fosters learning ability, knowledge mastery, classroom engagement, teacher-student interaction, feedback, and evaluation, the study aimed to alleviate learning pressure. The respondents in the study were 23 Grade 6 students from Cateel Central Elementary School. A pure experimental design was employed, involving pretest and post-test assessments. The pretest results revealed that the majority of students scored below expectations, with a mean score of 10.52. However, after the intervention, the post-test scores exhibited significant improvement, with a mean score of 18.74, meeting the satisfactory level. Statistical analysis confirmed a substantial and statistically significant difference between the pretest and post-test scores, indicating a notable enhancement in reading comprehension skills. These findings support the effectiveness of reciprocal teaching in improving reading comprehension among the experimental group. The study contributes to understanding instructional strategies that address reading comprehension difficulties in students, emphasizing the role of reciprocal teaching as a valuable approach.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.