Author

Trishia Mae S. Galano*
St. Louis College of Bulanao, Tabuk City, Kalinga, Philippines

Abstract

The study seeks to assess the reading comprehension abilities of the Grade 12 learners of St. William’s Academy and analyze the impact of the Project READS+ intervention program on the performance of such skills. The research applied the methodology based on multiple dimensions and a pretest-posttest design for one group; the research consisted of 45 respondents who were randomly selected according to the stratified random sampling. The data were gathered by means of a self-developed reading comprehension test and semi-structured interview guide.There has been an improvement in the students’ reading comprehension ability based on their mean scores, which improved from high (12.93) to very high (16.13). The statistical test performed using the paired sample t-test method yielded a result that the value of p < .001 and hence rejected the null hypothesis. This means that the program has achieved its purpose in all aspects of study. Four themes were revealed through qualitative analysis in relation to challenges faced by the respondents, namely, cognitive exhaustion and vocabulary barrier, psychological pressure and time anxiety, contextual decoding and digital scaffolding, and navigational skill and pattern recognition. Even though they struggled with complex vocabulary and limited time, the students say that the process became easier through metacognitive scaffolding, which includes summary and contextual decoding, among others. Based on the results from this study, it has been established that the READS+ project is a successful initiative designed to prepare senior secondary school learners for college entry. The following recommendation is presented: the READS+ program needs to be integrated into the curriculum and teaching training programs.

Keywords: Project READS+, cognitive exhaustion, contextual decoding, digital scaffolding, navigational skill.

*Corresponding author/ Email: galanotrishiamae88@gmail.com
DOI: http://doi.org/10.69651/PIJHSS0502999

Recommended citation:
Galano, T. M. S. (2026). The reading comprehension of Grade 12 students through the use of Project READS. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 1587-1601. http://doi.org/10.69651/PIJHSS0502999

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