Paper Key : IRJ************460
Author: Limber S. Dayao,Jessica Marie G. Miranda ,Jay Mark B. Santos ,Myron Willie B. Roque Iii
Date Published: 05 Jan 2025
Abstract
Reading comprehension is a crucial skill for academic success and cognitive growth, particularly in analyzing complex literary texts. This study investigated the impact of the Story Grammar Strategy (SGS) on the development of comprehension skills among selected senior high school students. SGS, grounded in cognitive learning theory, enhances comprehension by teaching students to identify and organize narrative elements such as characters, setting, plot, and resolution. Using a quasi-experimental design, the study compared the comprehension outcomes of two groups of senior high school students: an experimental group exposed to SGS and a control group taught using traditional methods. The research was conducted at Jorge M. Padilla National High School in Nueva Ecija, Philippines, involving 60 senior high school students from the Technical-Vocational-Livelihood (TVL) and General Academic Strand (GAS) tracks. A 30-item comprehension test, a Story Grammar Graphic Organizer, and the literary text Footnote to Youth by Jose Garcia Villa were utilized as data collection tools. Results showed a significant improvement in the comprehension skills of the experimental group, with a T-statistic of -7.409 and a P-value of 3.653e-08 (p < 0.05), while the control group showed no significant change, with a T-statistic of 0.300 and a P-value of 0.766 (p > 0.05). These findings underscore the effectiveness of SGS in enhancing comprehension and higher-order thinking skills, addressing challenges faced by students in understanding complex texts. This study contributes to the growing body of evidence supporting SGSs integration into educational practices, particularly in the Philippine context where English is a second language. Further research is recommended to explore its long-term effects and applicability across diverse genres and student populations.
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