EFFECT OF THE MATH-INFUSED READING INTERVENTION (MRI) ON THE READING COMPREHENSION SKILLS OF GRADE 6 FRUSTRATION-LEVEL READERS AT BISLIG CENTRAL ELEMENTARY SCHOOL, BISLIG CITY DIVISION: A QUASI-EXPERIMENTAL STUDY

Education

Reading comprehension is foundational to learning across subject areas, yet many elementary learners remain at the frustration level and struggle to understand grade-level texts. This study examined the effect of a Math-Infused Reading Intervention (MRI) using DigiTales modules on the reading comprehension skills of Grade 6 frustration-level readers at Bislig Central Elementary School, Bislig City Division. A quantitative quasi-experimental one-group pretest-posttest design was used. Twenty-seven (27) Grade 6 learners identified as frustration-level readers served as respondents. Reading performance was measured using the Philippine Informal Reading Inventory (Phil-IRI) oral reading assessment, focusing on word recognition, sentence reading, reading fluency, and overall comprehension. The MRI was implemented for fifteen (15) weeks using contextualized texts and guided activities that integrated mathematical contexts and problem-solving situations. Descriptive statistics and a paired-samples t-test were used to compare pre- and post-test results. Findings showed that the mean pre-test score was 2.07 (29.63%), interpreted as frustration level, while the mean post-test score increased to 5.15 (70.90%), interpreted as instructional level. The gain was statistically significant (t = 10.35, p = 1.03 × 10⁻¹⁰), leading to the rejection of the null hypothesis. Results suggest that integrating mathematical contexts into reading instruction and delivering lessons through DigiTales can enhance engagement and support comprehension gains among struggling readers.

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