Enhancing Reading Comprehension through Video and Text Integration in Remote School

This study aimed to enhance the reading comprehension of Grades 4 to 6 pupils at Calibasan Elementary School through the integration of video and text in reading instruction. Using a mixed-methods design, it assessed the impact and effectiveness of video-text strategy and identified learning challenges. The study was conducted in a rural public school in Toledo City, Cebu involving 53 learners and 3 teachers selected via purposive sampling.
Instruments included Phil-IRI-based pre- and post-tests, teacher evaluation forms, and learner surveys. Statistical tools used were frequency, percentage, weighted mean, standard deviation, and paired sample t-test.
Findings showed most learners were initially at the Frustration Level and faced socio-economic barriers such as poverty, limited digital access, and weak parental support. Post-test results indicated a notable improvement, with more students reaching Instructional and Independent Levels. Teachers rated the strategy as effective, especially in improving comprehension, engagement, and retention, though less effective in fostering motivation and fluency.
The t-test results confirmed a significant difference between pre- and post-test scores (p < 0.05), validating the effectiveness of the intervention.
In conclusion, video-text integration proved to be an effective approach for improving reading comprehension in remote contexts. Broader implementation is recommended through a Reading Enhancement Program, with additional support systems to address external learning barriers.