Emphasis on Reading Comprehension: Instructional Strategies for Addressing the English Proficiency Gap Among Senior High School Students

Al-Raffy Sammah; Raugda Julhamid

doi:10.62596/2g87s988

Authors

Al-Raffy H. Sammah School of Graduate Studies, Sulu State College, Jolo 7400, Philippines Author
Raugda J. Julhamid School of Graduate Studies, Sulu State College, Jolo 7400, Philippines Author

DOI:

https://doi.org/10.62596/2g87s988

Keywords:

Reading Comprehension, English Proficiency, Instructional Strategies, Learning Outcomes, English Language Education, Reading Intervention, Senior High School Students

Abstract

This study determined the effectiveness of instructional strategies in addressing the English proficiency gap through reading comprehension among senior high school students at Sulu National School. Using a descriptive-correlational design, 100 respondents were selected through purposive sampling. Data were analyzed using frequency, percentage, weighted mean, standard deviation, Pearson’s Product Moment Correlation, t-test, and one-way ANOVA. The study examined respondents’ demographic profiles, English proficiency, instructional strategies, and learning outcomes. Findings showed that most respondents were female, aged 15 years and above, Grade 12 students, with parents who were college graduates and belonged to the lower-income bracket. Students demonstrated an average level of English proficiency, while instructional strategies and learning outcomes were rated as good, indicating that the strategies effectively supported reading comprehension. No significant differences were found in English proficiency, instructional strategies, and learning outcomes when grouped by gender, grade level, or parents’ educational attainment. However, a significant difference emerged based on parents’ monthly income, suggesting that socioeconomic status influences reading development. Significant positive correlations were found among English proficiency, instructional strategies, and learning outcomes, with instructional strategies exhibiting a very strong relationship with improved learning outcomes. These findings support the instructional framework of Villarente and Moral (2024), emphasizing that learner-centered reading strategies enhance comprehension and English proficiency. The study highlights the importance of strengthening evidence-based instructional practices and school-based reading interventions to bridge the English proficiency gap and improve learning outcomes among senior high school students.

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