Engaging Pedagogical Strategies in Boosting Academic Performance in Comprehension Skills And Appreciation of Text
DOI:
https://doi.org/10.67903/ijroms0312Keywords:
Academic Performance, Pedagogical Strategies, Reading Comprehension, Strategy-Based Learning Activities, San MiguelAbstract
As educational systems continue to adapt to evolving curricular standards and increasing literacy demands, students are expected to demonstrate higher levels of reading comprehension and critical engagement with texts. However, many learners struggle to adjust to these changing expectations, highlighting the need for effective instructional approaches. This study examined the relationship between teachers’ pedagogical strategies and the reading comprehension performance of Grade 7 students in a public secondary school in the Philippines during the School Year 2024–2025. Using a descriptive-correlational research design, data were collected from English teachers and students through a validated research instrument and analyzed using descriptive statistics and correlation analysis. Findings revealed that pedagogical strategies were frequently practiced, with interactive teaching and differentiated learner-centered approaches emerging as the most utilized instructional methods. Students demonstrated very satisfactory reading comprehension performance, particularly in applying reading strategies, although challenges remained in evidence-based interpretation and higher-order comprehension tasks. Results further revealed a significant positive relationship between the use of pedagogical strategies and reading comprehension performance (r = 0.692, p = 0.012), indicating that students exposed to diverse and engaging instructional practices tend to achieve stronger learning outcomes. The findings underscore the importance of responsive pedagogy in supporting literacy development, educational quality, and the advancement of Sustainable Development Goal 4.
References
Adeyiga, A. A., & Mpungose, C. B. (2025). Teaching reading comprehension in the digital age: a case study of secondary English teachers in Ogun State, Nigeria. African Identities, 1–15. https://doi.org/10.1080/14725843.2025.2528879
Aghaie, R., & Zhang, L. (2012). Effects of explicit instruction in cognitive and metacognitive reading strategies on Iranian EFL students’ reading performance and strategy transfer. Instructional Science, 40, 1063–1081. https://doi.org/10.1007/s11251-011-9202-5
Amirova, N. (2025). Traditional vs. Non-Traditional Teaching in Secondary Education: A Comparative Analysis. Porta Universorum, 1(3), 101–109. https://doi.org/10.69760/portuni.010309
Anderson, J. R. (1983). A spreading activation theory of memory. Journal of Verbal Learning and Verbal Behavior, 22(3), 261–295. https://doi.org/10.1016/S0022-5371(83)90201-3
Apiles, V. (2025). Building reading classrooms: Insights from educational service contracting schools in the Philippines. International Journal of Educational Management & Development Studies. https://doi.org/10.53378/ijemds.353142
Aprinawati, I., & Ayu, C. (2026). Efektivitas Membaca Nyaring Dialogis terhadap Pemahaman Inferensial Siswa Kelas V Sekolah Dasar. Pendas : Jurnal Ilmiah Pendidikan Dasar. https://doi.org/10.23969/jp.v11i01.41812
Atanoso, M. C., & Jarabelo, I. (2025). The relationship between innovative teaching strategies and student engagement of grades 6 learners. Psychology and Education: A Multidisciplinary Journal, 50(1), 1–10. https://doi.org/10.70838/pemj.500101
Bamidele, E. O. (2024, October 12). TEACHER COMPETENCE AND ACADEMIC PERFORMANCE OF STUDENTS IN PUBLIC SECONDARY SCHOOLS IN EKITI STATE, NIGERIA. https://unijerps.org/index.php/unijerps/article/view/764
Basabe, G., & Galigao, R. (2024). Teaching quality and literacy: professional development opportunities. Pantao, International Journal of the Humanities and Social Sciences. https://doi.org/10.69651/pijhss030422
Casinto, C. D. (2025). The Teaching and Learning of Reading: Its challenges, Strategies, and effectiveness in the Philippine context: A Systematic review. International Journal of Language and Literary Studies, 7(5), 345–356. https://doi.org/10.36892/ijlls.v7i5.2344
Chinpakdee, M., & Gu, P. (2021). The impact of explicit strategy instruction on EFL secondary school learners’ reading. Language Teaching Research, 28, 296–319. https://doi.org/10.1177/1362168821994157
Costino-Sanoria, C., & Oco, R. M. (2023). Factors Associated with Reading Performance in English. Asian Journal of Education and Social Studies, 44(4), 24–32. https://doi.org/10.9734/ajess/2023/v44i4968
Craig, C. D., & Kay, R. (2025). Online Student Peer-Assessment in Higher Education: A Systematic Review of the Literature. Journal of University Teaching and Learning Practice. https://doi.org/10.53761/7jj6at39
Cui, Y., & Pacheco, M. B. (2023). Meaning-making and collaboration: teacher scaffolds within a translanguaging pedagogy. Journal of World Languages, 9(3), 371–399. https://doi.org/10.1515/jwl-2023-0021
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2019). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
De Ocampo, L. L. L., Tosino, W. F., & Martir, E. M. (2024). Teachers’ Reading Comprehension Strategies, Approaches, and Challenges. International Journal of Science and Management Studies (IJSMS), 154–210. https://doi.org/10.51386/25815946/ijsms-v7i3p107
Dzaiy, A. H. S., & Abdullah, S. A. (2024). The use of active learning strategies to foster effective teaching in higher education institutions. Zanco Journal of Humanity Sciences, 28(4). https://doi.org/10.21271/zjhs.28.4.18
Gardner, H., & Hatch, T. (1989). Educational implications of the theory of multiple intelligences. Educational Researcher, 18(8), 4–10. https://doi.org/10.3102/0013189x018008004
Goyibova, N., Muslimov, N., Sabirova, G., Kadirova, N., & Samatova, B. (2025). Differentiation approach in education: Tailoring instruction for diverse learner needs. MethodsX, 14, 103163. https://doi.org/10.1016/j.mex.2025.103163
Grolig, L., Cohrdes, C., Tiffin-Richards, S. P., & Schroeder, S. (2020). Narrative dialogic reading with wordless picture books: A cluster-randomized intervention study. Early Childhood Research Quarterly. https://doi.org/10.1016/j.ecresq.2019.11.002
Guthrie, J., Wigfield, A., Barbosa, P., Perencevich, K. C., Taboada, A., Davis, M. H., Scafiddi, N. T., & Tonks, S. (2004). Increasing Reading Comprehension and Engagement Through Concept-Oriented Reading Instruction. Journal of Educational Psychology, 96, 403–423. https://doi.org/10.1037/0022-0663.96.3.403
Hasumi, T., & Chiu, M. (2024). Technology-enhanced language learning in English language education: Performance analysis, core publications, and emerging trends. Cogent Education, 11(1). https://doi.org/10.1080/2331186x.2024.2346044
Hausfather, S. J. (1996). Vygotsky and Schooling: Creating a Social Context for Learning. Action in Teacher Education, 18(2), 1–10. https://doi.org/10.1080/01626620.1996.10462828
Krathwohl, D. R. (2002). A revision of Bloom’s Taxonomy: An Overview. Theory Into Practice, 41(4), 212–218. https://doi.org/10.1207/s15430421tip4104_2.
Kumbo, L., Mero, R. F., & Hayuma, B. J. (2023). Navigating the digital Frontier: Innovative Pedagogies for Effective technology integration in education. The Journal of Informatics, 3(1), 14–33. https://doi.org/10.59645/tji.v3i1.142
Lagdaan, R. M. B., & Sevilla, N. B. (2025). "The Effectiveness of Reading Comprehension Strategies in Enhancing Literacy Skills of Junior High School Students in The Philippines: A Systematic Review". Research and Analysis Journal. https://doi.org/10.18535/raj.v8i08.560
Lam, J. H. Y., Leachman, M. A., & Pratt, A. S. (2024). A systematic review of factors that impact reading comprehension in children with developmental language disorders. Research in Developmental Disabilities, 149, 104731. https://doi.org/10.1016/j.ridd.2024.104731
Li, H., Gan, Z., Leung, S., & An, Z. (2022). The Impact of Reading Strategy Instruction on Reading Comprehension, Strategy Use, Motivation, and Self-Efficacy in Chinese University EFL Students. SAGE Open, 12. https://doi.org/10.1177/21582440221086659
Li, H., Xiong, Y., Hunter, C., Guo, X., & Tywoniw, R. (2020). Does peer assessment promote student learning? A meta-analysis. Assessment & Evaluation in Higher Education, 45, 193–211. https://doi.org/10.1080/02602938.2019.1620679
Liu, X., Gu, M. M., & Jin, T. (2021). Strategy use in collaborative academic reading: Understanding how undergraduate students co-construct comprehension of academic texts. Language Teaching Research, 28(4), 1391–1411. https://doi.org/10.1177/13621688211025688
Mahilum, D. Z. E., & Escarlos, G. S. (2025). Sociocultural Theory in the 21st-Century Philippine Secondary Classroom: A Systematic Review of Collaborative. International Journal of Research and Innovation in Social Science. https://doi.org/10.47772/ijriss.2025.903sedu0666
Mananay, J. A., & Sumalinog, G. G. (2024). Classroom teaching and Management: Experiences of novice English teachers. International Journal of Learning, Teaching, and Educational Research, 23(10), 701–714. https://doi.org/10.26803/ijlter.23.10.32
McGuire, M. T. (1966). Toward a theory of instruction. Psychosomatic Medicine, 28(6), 855–856. https://doi.org/10.1097/00006842-196611000-00010
Mirasol, R. G. (2024). Title: exploring junior high school students’ critical reading strategies and reading performance. Cogent Education, 11(1). https://doi.org/10.1080/2331186x.2024.2416814
Moral, R., & Villarente, M. D. (2024). Teaching Strategies and Their Effects on Reading Comprehension Performance of Junior High School Students in an Inclusive Classroom Setting. EIKI Journal of Effective Teaching Methods, 2(1). https://doi.org/10.59652/jetm.v2i1.138
Nassar, N. N. (2018). Utilizing Cooperative Learning Activities to Enhance Reading Comprehension, Student—Student Interaction, and Motivation in the EFL Classroom. مجلة القراءة والمعرفة. https://doi.org/10.21608/mrk.2018.100460
Ng, C., Bartlett, B., Chester, I., & Kersland, S. (2013). Improving Reading Performance for Economically Disadvantaged Students: Combining Strategy Instruction and Motivational Support. Reading Psychology, 34, 257–300. https://doi.org/10.1080/02702711.2011.632071
Nicol, D., & Macfarlane-Dick, D. (2006). Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31, 199–218. https://doi.org/10.1080/03075070600572090
Pamon, E. Q., & Oco, R. M. (2024). Teachers’ competence and learners’ academic performance. INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS, 07(03). https://doi.org/10.47191/ijmra/v7-i03-63
Pandey, G. P. (2024). From Motivation to Engagement in ELT: Evidence-Based Strategies for Transformation. Journal of Critical Studies in Language and Literature, 6(1), 39–45. https://doi.org/10.46809/jcsll.v6i1.318
Penepona, R. (2025). Dyad Cooperative Learning Strategy in Enhancing Reading Comprehension. Psychology and Education: A Multidisciplinary Journal. https://doi.org/10.70838/pemj.400906
Piaget, J. (1976). Piaget’s Theory. In: Inhelder, B., Chipman, H.H., Zwingmann, C. (eds) Piaget and His School. Springer Study Edition. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-46323-5_2
Potot, A., Kyamko, L. N., Reponte-Sereño, R. R., & Bustrillo, H. (2023). Differentiated instruction as a strategy for improving reading comprehension. Journal of English Language Teaching and Applied Linguistics, 5(4), 113–128. https://doi.org/10.32996/jeltal.2023.5.4.12
Sanchez, J. C., & Dagondon, L. M. B. (2025). Unfulfilled Potential: A document analysis of spiral progression and curriculum coherence in Philippine junior high school science. Journal of Education and Learning Reviews, 2(6), 89–102. https://doi.org/10.60027/jelr.2025.2206
Shadiev, R., & Yang, M. (2020). Review of Studies on Technology-Enhanced Language Learning and Teaching. Sustainability, 12(2), 524. https://doi.org/10.3390/su12020524
Soriano, B. M. (2025). TEACHERS’ PERSPECTIVES ON THE IMPLEMENTATION OF INSTRUCTION UNDER THE MATATAG CURRICULUM. Cognizance Journal of Multidisciplinary Studies, 5(6), 1–10. https://doi.org/10.47760/cognizance.2025.v05i06.001
Takona, J. P. (2025). Conceptualizing Learner-Focused Pedagogy: Approaches to instruction and learning outcomes. Journal of Research in Education and Pedagogy, 2(4), 487–507. https://doi.org/10.70232/jrep.v2i4.56
Tomas, M. J. L., Villaros, E. T., & Galman, S. M. A. (2021). The Perceived Challenges in Reading of Learners: Basis for School Reading Programs. Open Journal of Social Sciences. https://doi.org/10.4236/jss.2021.95009
Topalov, J. P. (2023). Effectiveness of cooperative grouping in developing the reading skills of university-level EFL learners. Journal of Language and Education. https://doi.org/10.17323/jle.2023.12399
Usman, U., Burhan, I., & Rahmadani, N. (2026). The Effect of the Cooperative Integrated Reading and Composition (CIRC) Learning Model on Elementary School Students' Reading Comprehension Skills. Journal of Multidisciplinary Science: MIKAILALSYS. https://doi.org/10.58578/mikailalsys.v4i2.10095
Wendaferew, D., & Damtew, A. (2023). The Effect of Explicit Strategy Instruction on Students’ Reading Comprehension Performance of Ethiopian Secondary School Students. Education Research International. https://doi.org/10.1155/2023/1894026
Yan, Z., & Chiu, M. (2022). The relationship between formative assessment and reading achievement: A multilevel analysis of students in 19 countries/regions. British Educational Research Journal. https://doi.org/10.1002/berj.3837
Yapp, D., De Graaff, R., & Van Den Bergh, H. (2021). Effects of reading strategy instruction in English as a second language on students’ academic reading comprehension. Language Teaching Research, 27, 1456–1479. https://doi.org/10.1177/1362168820985236
Yu, Z. (2022). Sustaining Student Roles, Digital Literacy, Learning Achievements, and Motivation in Online Learning Environments during the COVID-19 Pandemic. Sustainability, 14(8), 4388. https://doi.org/10.3390/su14084388
Zamudio, R. F. (2023). The foundational skills in reading of the junior high school students of Paracale National High School. DepEd E-Saliksik repository. https://e-saliksik.deped.gov.ph/wp-content/uploads/2023/12/V_2023_Zamudio_The-Foundational-Skills-in-Reading-of-the-Junior-High-School-of-Paracale-National-High-School-1.pdf
Zimmermann, L. M., & Reed, D. K. (2020). Improving reading comprehension of informational text: text structure instruction for students with or at risk for learning disabilities. Teaching Exceptional Children, 52(4), 232–241. https://doi.org/10.1177/0040059919889358
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 International Journal of Research on Multidisciplinary Studies
This work is licensed under a Creative Commons Attribution 4.0 International License.
