Engaging Pedagogical Strategies in Boosting Academic Performance in Comprehension Skills And Appreciation of Text

Abstract

educational systems continue to adapt to evolving curricular standards and increasing literacy demands, students are expected to demonstrate higher levels of reading comprehension and critical engagement with texts. However, many learners struggle to adjust to these changing expectations, highlighting the need for effective instructional approaches. This study examined the relationship between teachers’ pedagogical strategies and the reading comprehension performance of Grade 7 students in a public secondary school in the Philippines during the School Year 2024–2025. Using a descriptive-correlational research design, data were collected from English teachers and students through a validated research instrument and analyzed using descriptive statistics and correlation analysis. Findings revealed that pedagogical strategies were frequently practiced, with interactive teaching and differentiated learner-centered approaches emerging as the most utilized instructional methods. Students demonstrated very satisfactory reading comprehension performance, particularly in applying reading strategies, although challenges remained in evidence-based interpretation and higher-order comprehension tasks. Results further revealed a significant positive relationship between the use of pedagogical strategies and reading comprehension performance (r = 0.692, p = 0.012), indicating that students exposed to diverse and engaging instructional practices tend to achieve stronger learning outcomes. The findings underscore the importance of responsive pedagogy in supporting literacy development, educational quality, and the advancement of Sustainable Development Goal 4.