Content literacy strategies module and the learning achievement of Grade 9 learners in English

Reading comprehension remains a critical concern in Philippine secondary education, particularly among Grade 9 learners in rural and marginalized communities. This study aimed to develop and evaluate a Content Literacy Strategies Module designed to enhance the reading comprehension skills of Grade 9 students at T’boli National High School. Grounded in a quasi-experimental pretest-posttest control group design, the study utilized a research-based instructional module aligned with the Most Essential Learning Competencies in English. The module was validated by content experts and evaluated in terms of content, organization, mechanics, and overall quality. Participants were divided into control and experimental groups, with the latter receiving instruction through the developed module and the former using conventional methods. Results from expert validation indicated the module’s strong instructional potential. Findings revealed that students who were taught using the Content Literacy Strategies Module demonstrated a marked improvement in reading comprehension compared to those in the control group. Statistical analyses confirmed the module’s effectiveness as a literacy intervention. This study contributes to the growing body of literature on instructional strategies for literacy and underscores the need for integrating content literacy approaches into English instruction at the secondary level. The developed module presents a promising tool for addressing comprehension challenges and enhancing learning outcomes in similar educational contexts.