Diceroll Strategy: A Game-Based Reading Comprehension Approach for Grade 4 Pupils

This study aimed to determine the effectiveness of the DiceRoll Strategy in enhancing the reading comprehension of Grade 4 pupils at a selected public elementary school in Ozamiz City during the school year 2025–2026. A classroom-based action research design using a single-group pretest–posttest approach was employed. The respondents consisted of forty-five (45) Grade 4 pupils selected through purposive sampling. Data were collected using a researcher-made Reading Comprehension Achievement Test to measure pupils’ reading comprehension performance before and after the implementation of the DiceRoll Strategy. The instrument consisted of comprehension questions covering literal, inferential, and evaluative skills and was validated by education experts and tested for reliability using Cronbach’s alpha. The intervention was implemented through four instructional sessions using game-based and collaborative reading activities guided by the DiceRoll Strategy. Data were analyzed using mean, standard deviation, and paired t-test through JAMOVI software. Based on these findings, teachers are encouraged to integrate the DiceRoll Strategy into regular reading instruction to strengthen pupils' literal, inferential, and evaluative comprehension skills. School administrators may support its implementation by providing suitable reading materials, instructional resources, and professional development activities on game-based and collaborative teaching approaches. The strategy may also be adapted to other subjects and grade levels to promote active participation, critical thinking, and learner engagement. Future researchers are recommended to examine its long-term effects using larger samples, longer intervention periods, comparison groups, and additional measures of motivation and engagement.