Parent – Teacher Perceptions on Content – Based Approach in Strengthening Reading Comprehension of Grade Two Learners in Novaliches Elementary School: A Sequential Mixed Method Research

Since the COVID-19 outbreak started, one promising teaching strategy has been implemented nationwide to meet the learning needs of learners even if they are staying at home. With a content-based approach, learners acquire language by engaging with relevant material. Because the subject matter is engaging, it encourages children to learn because they can employ the linguistic skills they have acquired in a real-world setting rather than just memorizing words. This sequential mixed methods research aimed to investigate the perceptions of parents regarding the implementation of a content-based approach in enhancing reading comprehension among Grade 2 learners enrolled for School Year 2022 – 2023 in Novaliches Elementary School. Through semi-structured interviews and pretest and posttest data, the study explored the key themes emerging from parental perspectives. Five parents were interviewed. Several themes relevant to their perceptions of Content-Based Instruction emerged: (1) Methods of Learning; (2) Learning Attitude; (3) Real – Life Applications; and (4) Impact on Overall Learning. The teacher-researcher document that the aforementioned framework is helpful in understanding the experiences during the teaching and learning sessions conducted at home. The study also highlighted the importance of parent-teacher collaboration in supporting learners’ reading development. Moreover, parents generally had positive perceptions of the content-based approach in strengthening reading comprehension. They appreciated the engaging and relevant nature of the approach, as well as its impact on their children’s learning attitudes and skills. The findings suggest that the content-based approach is an effective strategy for improving reading comprehension among Grade 2 learners.