Substantial Impact of the Teachng-Learning Strategies on the Reading Comprehension in Literary Text of Grade 9 Learners
Abstract
This study examined the relationship between teaching-learning strategies and the reading comprehension performance in literary text analysis of Grade 9 learners at Cangawa National High School, Buenavista II District, Division of Bohol. It was anchored on Schema Theory, Social Constructivist Theory, Transformative Education Theory, Metacognitive Theory, the Interactive Model of Reading, and Transactional Theory of Reading. Using a descriptive-correlational design, the study involved 50 respondents comprising 10 English teachers and 40 Grade 9 learners. Data were gathered through a modified five-point Likert-scale questionnaire and a summative test covering character and characterization, types of conflict and point of view, and characters’ thoughts, motivations, behaviors, and mental states. Frequency, percentage, general average, weighted mean, standard deviation, and Spearman’s rho were used for analysis. Teachers and learners rated explicit instruction, scaffolding, and cooperative learning as employed to a Very High Extent. Learners attained an overall general average of 22.33, classified as Advanced, although their performance in analyzing characters’ thoughts, motivations, behaviors, and mental states was at the Approaching Proficiency level. A significant moderate positive relationship was found between teaching-learning strategies and reading comprehension performance (rₛ = 0.403, p = 0.010). The study concluded that greater implementation of the identified strategies was associated with better literary-text reading comprehension and recommended using the crafted enrichment exercises as supplementary learning activities. The study aligns most directly with SDG 4—Quality Education, with relevant connections to SDG 8—Decent Work and Economic Growth and SDG 17—Partnerships for the Goals. Its sustainability impact centers on sustained literacy development, evidence-based instructional improvement, institutional capacity for literacy intervention, and continued learner development.