The Use of Interactive Workbook in Improving Reading in English among Grade 4 Pupils: A Developmental Research

Abstract

Background: Poor reading proficiency remains a persistent concern among Filipino learners, affecting comprehension and overall academic performance. In response to this challenge, there is a need for engaging and developmentally appropriate instructional materials. Interactive workbooks, which combine structured reading tasks with learner-centred activities, have been identified as a promising intervention to support English reading development among primary school pupils. Aims: This study developed and evaluated an interactive workbook intended to improve English reading proficiency among Grade 4 pupils in Digos City. Study Design: A quantitative development research design was used through teacher validation and pretest-post-test assessment. Place and Duration of Study: The study was conducted in selected schools in Digos City during the school year 2024-2025. Methodology: Seventy elementary teachers evaluated the workbook in terms of directions, activities, reflection, language used, format and layout, and level of difficulty. Thirty-six Grade 4 pupils, aged 9-10 years old, took a 20-item pretest and post-test before and after using the workbook. Data were analyzed using mean, percentage, and standard deviation. Results: The developed interactive workbook obtained an overall mean of 4.75 (SD=0.49), described as Very Highly Acceptable. Pupils’ mean performance increased from 60.15% (SD=2.60) in the pretest to 89.60% (SD=1.34) in the post-test, indicating improved reading performance after using the workbook. Conclusion: The interactive workbook served as an engaging, developmentally appropriate, and useful reading intervention for Grade 4 pupils. Its broader use as supplementary instructional material may strengthen reading comprehension and fluency among learners who need structures support.