Exploring Factors Affecting Reading Comprehension Skills: A Quasi-Experimental Study on Academic Track Strands, Learning Modalities, and Gender

Abstract

This scientific report presents a comprehensive methodology and materials employed to investigate the significant difference in reading comprehension skills among Senior High School students. The study examines the impact of academic track strands, learning modalities, and gender differences on reading comprehension. The quasiexperimental design and a range of statistical tools were utilized to analyze the data. The results revealed significant variations in reading comprehension skills based on academic track strands and learning modalities, while gender differences were found to be insignificant. Building upon the findings, an intervention program is proposed to enhance reading comprehension skills. This research contributes valuable insights to inform educators and policymakers in developing targeted interventions and instructional approaches for improving reading comprehension abilities.