Abstract
Reading comprehension is important for students' academic success and overall learning. Without this skill, learners may often face academic challenges. This study aimed to evaluate the reading comprehension levels of Grade 7 students using contextualized learning materials. It was conducted during the 2025–2026 school year at Gulay-Mayer National High School in Masbate. The study used a quantitative pre-experimental design and included 103 Grade 7 students through complete enumeration. Data were analyzed using frequency counts, percentages, mean scores, and a paired-samples t-test.
The findings showed a significant improvement in students' reading comprehension skills. In the result, there were no non-readers in the posttest, and the number of students at the frustration level decreased. These findings suggest that contextualized learning materials positively influenced students' reading comprehension.
Keywords: Reading Comprehension, Phil-IRI, Contextualized, Learning Resources, Strategies
https://doi.org/10.65494/pinagpalapublishing.246
