World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue V (May 2026), pp.537-543
MAE ANGELA MERCADER BALATUCAN
Teacher III, Cawayan East Central School
Abstract
This study assessed the effectiveness of interactive teaching approaches in improving the reading comprehension skills of Grade 4 learners at Malbug Elementary School during the School Year 2022–2023. Specifically, the study aimed to determine the reading comprehension levels of learners taught with and without interactive teaching approaches and identify whether there is a significant relationship between interactive teaching approaches and learners’ reading comprehension skills.
The study utilized a descriptive-correlational research design. The respondents consisted of twenty-five (25) Grade 4 learners selected through purposive sampling. The primary instrument used in gathering the data was the Rapid Literacy Assessment (RLA) adopted from the Department of Education (DepEd), which assessed learners’ reading comprehension through reading paragraphs, words, and phrases. Pre-test and post-test assessments were administered to evaluate learners’ comprehension performance before and after the implementation of interactive teaching approaches. Frequency, percentage, mean, and Pearson r correlation were used as statistical tools in analyzing the gathered data.
The findings revealed that learners taught using traditional teaching methods demonstrated lower reading comprehension performance during the pre-test. However, after the implementation of interactive teaching approaches, the post-test results showed noticeable improvement in learners’ reading comprehension skills. The study further revealed that interactive teaching approaches positively influenced learners’ participation, engagement, and comprehension performance. Therefore, the study concluded that interactive teaching approaches are effective in enhancing the reading comprehension skills of Grade 4 learners.
Based on the findings, the study recommends the continuous use of interactive teaching approaches in reading instruction, provision of teacher trainings and seminars on learner-centered strategies, and further studies to validate the effectiveness of interactive teaching approaches in different educational settings.
Keywords: Interactive Teaching Approaches, Reading Comprehension, Grade 4 Learners, Interactive Learning, Literacy Skills, Reading Performance, Rapid Literacy Assessment (RLA),
https://doi.org/10.65494/pinagpalapublishing.327
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