The Use of Reciprocal Teaching Method to Reading Comprehension of Grade 9 Learners

Abstract

This study aimed to investigate the effectiveness of the use of the reciprocal teaching method to reading comprehension of Grade 9 learners. A quasi-experimental research design was employed, comparing the performance of learners exposed to traditional instruction with those who experience the intervention. A test questionnaire from Davao City NHS Reading Intervention Material for Grade 9 Learner were the instrument for data gathering to assess the learners’ reading comprehension levels before and after the intervention. The test questionnaires were then administered to 120 learners. The statistical tools used in this study were mean and t-test. Findings revealed that learners who experienced Reciprocal Teaching Method demonstrated a remarkable improvement in their reading skills, while those taught through traditional methods showed minimal progress. This means that there is a significant difference between the pretest and posttest scores of grades 9 learners when using the reciprocal teaching method. The experimental group demonstrated higher mean gain scores indicating that RTM was more effective in enhancing reading comprehension. These findings underscore the need to educators and curriculum to integrate RTM into reading instruction, ultimately improving literacy skills and academic performance among learners.