Author

Dee Jay C. Abucay*
Cebu Technological University-Main Campus, Cebu City, Philippines

Abstract

Philippine Informal Reading Inventory (PHIL-IRI) assessments in Cabangahan National High School reveal that many Grade 8 students continue to perform at the frustration level, particularly in tasks requiring inferential comprehension, where students must think beyond explicitly stated information. This persistent gap underscores the need for a structured, research-based intervention that can effectively scaffold inferential thinking. In response, this study implemented a Vygotsky-inspired contextualized digital OER materials to enhance the inferential reading skills of frustrated readers. It evaluated the effectiveness of these materials among Grade 8 Responsible students identified at the frustration level at Cabangahan National High School, Consolacion District, Cebu, during School Year 2025–2026. Using an experimental, mixed-methods design, both quantitative and qualitative data were collected to assess students’ reading performance and experiences. Before implementation, students struggled with interpreting implied meanings, making logical connections, and drawing conclusions from context clues, highlighting the need for targeted instructional strategies. Following the intervention, students demonstrated improvement in interpreting implied meanings and drawing conclusions, while progress in making logical connections was moderate, indicating the need for additional guided support. The paired samples test revealed statistically significant difference in inferential reading comprehension. Students reported positive experiences with scaffolded prompts, interactive quizzes, and engaging digital features, which enhanced both comprehension and confidence. Based on these results, a Vygotsky-Inspired Contextualized Digital OER Reading Intervention Program is recommended to provide targeted support and further strengthen inferential reading skills among frustrated readers.

Keywords: Vygotsky, contextualized digital OER, inferential reading comprehension, frustrated readers, grade 8 students, cabangahan national high school, consolacion district, Cebu, vygotsky-inspired contextualized digital OER reading intervention program, experimental mixed-methods, scaffolded learning.

*Corresponding author / Email Address: deejay.abucay@deped.gov.ph
DOI: http://doi.org/10.69651/PIJHSS05021208

Recommended citation:
Abucay, D. J. C. (2026). Implementation of Vygotsky-inspired contextualized digital OER materials to improve reading comprehension. Pantao (International Journal of the Humanities and Social Sciences) 5 (2), 5207-5232. http://doi.org/10.69651/PIJHSS05021208

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