Abstract — Reading comprehension is a foundational skill critical to academic success and lifelong learning, especially among elementary learners who are transitioning from learning to read to reading to learn. This study investigates the effectiveness of a game-based intervention program, C.H.E.S.T. (Charades, Hunt, Escape Room, Strategies for Text Comprehension), in enhancing the reading comprehension skills of Grade 3 Yellow students at Potenci ano A. Abejero Elementary School. The program integrates interactive and collaborative learning through engaging games designed to support text understanding, vocabulary development, critical thinking, and the application of comprehension strategies.
The intervention was designed in response to the low comprehension levels identified among the target group based on the school's Comprehensive Rapid Literacy Assessment Beginning of School Year (CRLA BoSY) assessment. A total of 26 students participated in the study, selected through purposive sampling. The C.H.E.S.T. program was implemented over four weeks and incorporated structured activities such as Comprehension Charades (to reinforce narrative elements), Scavenger Hunts (to develop detail identification and vocabulary), and Comprehension Escape Rooms (to enhance sequencing, inference, and analysis). These were paired with guided comprehension strategies such as summarizing, questioning, predicting, and making connections.
This research employed a mixed-method sequential explanatory design, beginning with the collection of quantitative data through pre- and post-tests to measure improvements in reading comprehension. This was followed by qualitative data collection through focus group discussions and teacher interviews to gain insights into the learners' experiences and perceptions of the game-based activities. Quantitative results showed a statistically significant improvement in the post-test scores, indicating the intervention’s effectiveness in boosting reading comprehension. Qualitative feedback revealed that students found the activities enjoyable, motivating, and helpful in understanding stories more deeply, while teachers noted improved engagement and participation.
The study concludes that game-based learning, particularly the C.H.E.S.T. framework, is an effective and motivating approach to enhance reading comprehension in early elementary education. It addresses various learning styles and promotes both individual understanding and collaborative skills. Given the positive outcomes, the researcher recommend broader implementation of the C.H.E.S.T. program across similar learning contexts and encourage further studies to refine and adapt the approach for other grade levels or subject areas. The findings contribute to the growing evidence supporting innovative, learner-centered strategies that make reading both meaningful and enjoyable for young learners.
Keywords — Reading comprehension, game-based learning, chest intervention, elementary education, student engagement.
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