World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue IV (April 2026), pp.427-235
Aureen B. Rodriguez
Osmena Colleges Graduate School
Abstract
The effectiveness of Project RIPPLES Learning Materials as a reading intervention tool was evaluated for improving reading comprehension among Grade 7 Mahinhin students at Masbate National Comprehensive High School. A quasi-experimental one-group pretest–posttest design was employed, involving 15 Grade 7 students who were assessed using the Phil-IRI reading tool.
Project RIPPLES is grounded in Schema Theory and Vygotsky’s Zone of Proximal Development (ZPD) (Ragasa, Alvarez, & Hermocilla, 2024). It differs from standard reading materials by providing structured, leveled, and contextualized content that activates prior knowledge and aligns with learners’ reading abilities and local experiences. The materials incorporate guided reading strategies, comprehension-focused activities, and scaffolded tasks to facilitate gradual skill development and promote active learner participation within their ZPD (Ragasa et al., 2024).
The findings indicated that, before the intervention, most learners were classified as frustrated in reading comprehension. Following the implementation of Project RIPPLES, a substantial number of students advanced to the instructional and independent levels. The mean comprehension score increased from 59% (pretest) to 79% (posttest), demonstrating significant improvement in reading performance.
A paired-samples t-test confirmed that the difference between pretest and posttest scores was statistically significant, supporting the effectiveness of the intervention. These results suggest that targeted, learner-centered, and context-based materials, such as Project RIPPLES, can produce meaningful gains in reading comprehension among struggling readers.
It is recommended that Project RIPPLES continue to be used and implemented more widely. The development of similar intervention materials is also encouraged to enhance literacy outcomes across diverse educational settings.
Keywords: Reading Comprehension, Reading Intervention, Project RIPPLES, Phil-IRI, Grade 7 Students, Literacy Development
https://doi.org/10.65494/pinagpalapublishing.241
