Enhancing the level of reading comprehension in Filipino through selected strategies [Pagpapataas ng antas ng maunawaing pagbasa sa Filipino sa tulong ng mga piling estratehiya]

This study examined the strategies employed by teachers to enhance students’ skills in reading comprehension in Filipino. Findings revealed that most teachers held lower positions in the school, had relatively short teaching experience, and often attended only in-school workshops. However, the study showed that the teaching strategies they used were not dependent on their position or experience but rather on their desire to improve students’ reading abilities. Results indicated that the challenges in the four macro skills of reading—perception, comprehension, assimilation, and reaction—were not yet fully experienced by the students. Nevertheless, through the implementation of strategies such as metacognitive reading, concept-oriented reading instruction, going beyond the text, SQ3R, and animation, students demonstrated significant improvement in their reading levels. From the initial assessment (pretest), where most still required teacher support, the final assessment (posttest) revealed an increase in the number of students who could read independently. This difference in results highlights the positive effect of the strategies implemented by teachers in reading instruction. Most importantly, the study confirmed that the teacher’s intention is the most critical factor in the choice and application of strategies, rather than their position within the school. Overall, this research provided a clear basis for the development of suggested strategies that are more suitable, meaningful, and effective in raising students’ level of reading comprehension in Filipino, with animation recommended as one of the primary teaching strategies.