Author

Stephanie Ann N. Vergara*
Cebu Technological University – Main Campus, Cebu City, Cebu, Philippines

Abstract

This study investigated the effectiveness of evidence-based teaching strategies in improving the reading comprehension of Grade 11 students at Pedro G. Bañez National High School during the school year 2025–2026. Anchored on the Interactive Reading Theory and the Direct and Indirect Effects Model of Reading, the study employed a mixed-methods quasi-experimental design that combined pretest–posttest analysis with qualitative inquiry. The respondents were 31 Grade 11 learners. Data were collected through pretest and posttest comprehension assessments based on 21st Century Literature from the Philippines and the World competencies, complemented by interviews and open-ended questionnaires. Quantitative results revealed significant improvements in the learners’ ability to (1) identify the geographic, linguistic, and ethnic dimensions of Philippine literary history, (2) recognize representative texts and authors from various regions, and (3) value the contributions of local writers to regional literary traditions. Paired t-test results confirmed statistically significant differences between pretest and posttest scores, with large effect sizes. Qualitative findings further highlighted learners’ progression from initial struggles with vocabulary and comprehension to increased confidence, motivation, and critical engagement through the use of reciprocal teaching strategies. The study concludes that evidence-based teaching strategies are highly effective in enhancing both reading comprehension skills and cultural appreciation. As an output, the researcher developed enhanced lesson guides for teaching 21st Century Literature from the Philippines and the World to support teachers and learners in fostering deeper comprehension and cultural literacy.

Keywords: English Teaching, Reading Comprehension, Evidence-Based Strategies, 21st Century Literature, Mixed Method, Philippines.

*Corresponding author / Email Address: panyangpanyong02@gmail.com
DOI: http://doi.org/10.69651/PIJHSS05021140

Recommended citation:
Vergara, S. A. N. (2026). Effectiveness of evidence-based strategies to enhance the reading comprehension skills among grade 11 learners. Pantao (International Journal of the Humanities and Social Sciences) 5 (2), 4035-4050. http://doi.org/10.69651/PIJHSS05021140

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