Enhancing Grade 7 Students’ Inferential Comprehension Skills Through PQ4R and Digital Storytelling in A Hybrid Learning Environment
TL;DR
The study concludes that the combined intervention serves as a targeted tool for higher-order inferential thinking rather than a broad solution across all comprehension domains.
Abstract
This study addresses reading comprehension challenges in the Philippines by evaluating the effectiveness of integrating the PQ4R strategy and digital storytelling in a hybrid learning setup to enhance Grade 7 students' inferential comprehension skills (specifically identifying implied meanings, making predictions, and drawing conclusions). Out of N=85 Grade 7 students screened using the Philippine Informal Reading Inventory (PHIL-IRI), 54 eligible students performing at the Frustration and Instructional levels were selected. Using a priori power analysis via G*Power 3.1.9.7 (α=.05, power = .95, effect size d=0.50), participants were randomly assigned to either an experimental group (n=27) or a control group (n=27) under a true-experimental posttest comparison design with an embedded qualitative component. The experimental group received an eight-week multimodal intervention integrating PQ4R and digital stories, while the control group received conventional reading instruction. Data were gathered using a 30-item posttest (KR-20 = 0.697) covering vocabulary, literal, inferential, and critical comprehension, alongside an open-ended reflection questionnaire analyzed via Braun and Clarke's thematic framework. Quantitative findings revealed a statistically significant positive effect on inferential comprehension performance in favor of the experimental group (t(52)=-2.221,p=.031), whereas differences in vocabulary (p=.358), literal (p=.517), critical (p=.240), and total comprehension (p=.208) were not statistically significant. Qualitative results highlighted visual support and increased motivation as key drivers of inferential performance, alongside challenges in oral expression during reflection phases. The study concludes that the combined intervention serves as a targeted tool for higher-order inferential thinking rather than a broad solution across all comprehension domains. Continuous adoption of PQ4R and digital storytelling with enhanced oral scaffolding is recommended.