Activity-Based Teaching: A Path to Better Reading Comprehension for Grade VIII Students

The current research was conducted to explore grade eighth students' reading comprehension in private-sector educational institutions. The current research follows a research design based on experimentation. A pre-test with a group design for an equivalent post-test testing structure was implemented throughout the study. A standardized instrument was adopted from the authors upon request on ABT, and a self-constructed instrument on English reading comprehension. The instrument was validated by experts, and Cronbach's alpha reliability was calculated. The sample consisted of 50 students divided into two groups: the control group and the experimental group. Pre and post-tests were conducted among the participants. Moreover, the results confirm no significant difference between ABT and students' reading comprehension in the subject of English; students of the control group have the same level of reading comprehension as students of the experimental group. Moreover, a significant difference existed between ABT and students' reading comprehension in English through the control and experimental groups; students had a better understanding of reading comprehension in English in the experimental group than students in the control group. The study recommends the adoption of ABT in middle school classrooms to address the growing concerns about literacy development and to ensure students are better equipped for academic success.