VOlUME 04 ISSUE 06 JUNE 2025
1Jean R. Capagcuan, 2Cecilia Q. Velasco, EdD
1Senior High School Teacher II-DepEd
2Professor, Graduate Studies and Applied Research (GSAR)
DOI : https://doi.org/10.58806/ijsshmr.2025.v4i6n23Google Scholar Download Pdf
ABSTRACT
The study aimed to enhance the least mastered reading comprehension skills of Grade eleven students. The study made use of two-group pretest-posttest experimental research design where adapted sentences, passages, and paragraphs, from different sources such as books and the internet were the main data-gathering instrument. Two sections of Grade eleven TVL Cookery students which composed of sixty- eight (68) students from Luis Palad Integrated High School contributed to the study. Aside from the mean scores, paired T-test were used in the statistical analysis of data. The study revealed in the mean pretest scores before the implementation of innovative strategies such as visual story map and gamification were both developing in terms of making inferences and predicting outcomes while beginning level in iden tifying vocabulary. Meanwhile, in the post-test scores of the respondents after the implementation of innovative strategies such as visual story map and gamification revealed advance level in making inferences and proficient in predicting outcomes, while, developing level was obtained in identifying vocabulary. The study found out that there is a significant difference before and after using the subject-integrated instructional material.
KEYWORDS:Innovative strategies, reading comprehension, least mastered skills
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VOlUME 04 ISSUE 06 JUNE 2025
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