Audio-Based Approach for Enhancing Reading Comprehension

Abstract

This research evaluated the effectiveness of the Audio-Based Approach in enhancing the reading comprehension of Grade 8 students. It was conducted among a total population of 42 Grade 8 student-respondents from Cabul-an National High School, Eastern Cabul-an, Buenavista, Bohol. The identified learning competencies—identifying the literal point, interpreting the inferential point, and making a critical conclusion—were described and correlated. A competency-based 30-item multiple-choice Philippine Informal Reading Inventory (Phil-IRI) test was utilized as the primary research instrument to assess reading comprehension. The study employed a mixed-method sequential explanatory design. Quantitative data were collected from a non-random group using pre-test and post-test instruments and were analyzed using SPSS, focusing on descriptive statistics (mean, standard deviation, and frequency) and inferential statistics through a paired-samples t-test. Subsequently, qualitative data were gathered through semi-structured interviews to further explain and expand upon the quantitative findings. Statistically, the results revealed that the audio-based approach significantly improved students’ reading comprehension across the identified competencies, leading to the rejection of the null hypothesis. Moreover, six students representing low, medium, and high achievement levels shared their preferences, challenges, and perceived benefits from the intervention. Their responses indicated that the audio-based approach enhanced their comprehension of the text. Overall, the findings confirm that integrating an audio-based approach as a learning material significantly contributes to improving students’ reading comprehension.