ENHANCING COMPREHENSION THROUGH READING HABIT INTERVENTION STRATEGIES: A QUASI-EXPERIMENTAL STUDY

EDUCATION

This study examined the impact of reading habit intervention strategies on the reading comprehension skills of Junior High School students at Mangayon National High School-Side 4 Extension, Compostela, Davao de Oro. Anchored on Constructivist Theory, the research employed a quasi-experimental design using a single-group pretest-posttest design to determine the effect of three combined interventions: guided reading, daily reading routine, and peer/partner reading on students’ comprehension performance. Forty-two students from Grades 7 to 10 participated in an eight-week intervention program which was conducted every Friday. The pretest and posttest were adapted from the DepEd Phil-IRI Reading Comprehension Test and validated prior to use. Statistical analyses, including mean, class proficiency, and paired t-test, were used to assess changes in performance. Results revealed that students’ performance significantly improved after the conduct of the intervention. The findings assert that integrating multiple reading habit strategies can meaningfully enhance students’ comprehension skills. The study concludes that structured and consistent reading interventions foster both improved literacy and academic performance. It recommends that schools institutionalize such reading programs and that teachers integrate guided, routine, and collaborative reading strategies in instruction to sustain students’ reading growth.

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