Influence of Computer-Assisted Semantic Mapping on the Reading Performance of Grade 10 Students of San Francisco National High School

To address the concerning number of frustrated and non-reading high school students, this paper evaluates the potential of Computer-Assisted Semantic Mapping (CASM) to improve reading performance among Grade 10 learners. This experimental study aimed to measure the effectiveness of CASM on the reading skills of 60 Grade 10 students at San Francisco National High School. Due to the high number of frustrated readers, literacy adaptability was identified as a key area for improvement. Therefore, reading performance levels were assessed before and after the intervention using mean, frequency, and percentage analyses. To determine significant changes, statistical tests such as the t-test and paired t-test were applied. Results showed that CASM did not produce statistically significant improvements in reading comprehension, despite some observed increases in mean scores. This suggests that CASM may not effectively address reading gaps for Grade 10 learners but could be more beneficial for younger students, smaller class settings, or those with lower reading proficiency. CASM may be incorporated into various stages of lessons to build prior knowledge, and future researchers and educators may explore alternative hypertext or software interventions for e-semantic mapping to enhance its effectiveness further.