Improving Reading Comprehension of Students through Reciprocal Reading: The Case of Canitoan National High School
AbstractThis study investigated the effect of reciprocal reading strategy on reading comprehension among the grade 10 students of Canitoan National High School using quasi-experimental method. Twenty grade 10 junior high school students of Canitoan National High School were randomly selected and then divided into control and experimental groups during the fourth grading period of school year 2018-2019. The data gathering instrument used in this study was taken from the Testing Reading Power book authored by Concordia C. Logue, Saturnina R. Ferrer, and Regina R. Condez. The author was granted permission to use five selections of story in the book for academic purposes. A pretest and posttest was given before and after the conduct of treatment to the two groups of respondents. The One-way Analysis of Covariance (ANCOVA) was used in the study to determine the significant difference between the pretest and posttest score of the two experimental and control groups. The analysis yielded an F-ratio of 0.23 and probability value of 0.638 which indicates that there was no significant difference between the pretest and posttest score of experimental group and control group at 0 .05 level of significance which led to the non-rejection of the null hypothesis. This implies that reciprocal reading strategy applied to the experimental group was not effective in improving the reading comprehension skills of students.
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