Mavis A. Balunsat
ABSTRACT
Reading literacy was central to academic achievement, education across all domains, and successful functioning in life. Redirecting the focus to the Philippine setting, students’ reading literacy had been and remained a perennial issue. As a result, reading intervention has emerged to address the issue. Using a mixed research method, this study aimed to assess the pupils’ level or reading performance and attitude towards reading. Findings revealed that the Active Reading Buddy (ARB) significantly improved pupils’ comprehension skills reaching a very high level. On the other hand, vocabulary and critical thinking skills showed moderate improvement. There was no significant difference in reading performance based on gender and section. Additionally, attitude towards reading became more favorable after the intervention indicating increased reading motivation and engagement. A significant relationship was found between vocabulary development and reading attitude while comprehension and critical thinking showed no such correlation. The study concluded that ARB is a promising tool for fostering reading comprehension and positive reading environments, though further improvements are needed in vocabulary and critical thinking instruction.
Keywords: Active ready buddy, critical thinking, reading attitude, reading comprehension, reading performance, mixed research method, pupils engagement
https://doi.org/10.57180/vpoh3377