stdClass Object
(
    [id] => 16731
    [paper_index] => 202506-01-022650
    [title] => ENHANCING READING COMPREHENSION OF GRADE 10 STRUGGLING READERS THROUGH LITBOOST ALONGSIDE PROTEGE EFFECT (LB-PE) INTERVENTION
    [description] => 
    [author] => Angelo P. Villamor, Roy Angelo A. Pascual, Jobber Queen M. Flores
    [googlescholar] => 
    [doi] =>  https://doi.org/10.36713/epra22650
    [year] => 2025
    [month] => June
    [volume] => 11
    [issue] => 6
    [file] => fm/jpanel/upload/2025/June/202506-01-022650.pdf
    [abstract] => This study, conducted at Sto. Niño National High School in Talaingod, Davao del Norte, Philippines, investigates the effectiveness of the LitBoost alongside Protégé Effect (LB-PE) intervention in enhancing reading comprehension among Grade 10 learners. The LB-PE strategy integrates technology-mediated instruction through the Newsela app with peer-assisted learning to address students’ challenges in reading comprehension, vocabulary, fluency, and question-answering. The primary objectives is to assess students’ reading comprehension levels before and after the intervention and to explore their experiences and improvements through qualitative insights. Utilizing a pre-experimental one-group pretest-posttest design, the study involved 30 Grade 10 students selected through purposive sampling. Quantitative data collected using pre- and post-tests adapted from the study of Bilbao et al. (2016), measuring performance across literal, interpretative, evaluative, and creative domains. Ten students also participated in in-depth interviews to provide qualitative data on their reading experiences during the intervention. Results revealed that students initially performed at a very low level, with pre-test scores ranging from 11 to 22 (mean = 41). Following the four-week LB-PE intervention, post-test scores significantly improved to a range of 19 to 33 (mean = 63.67), indicating average proficiency. A paired t-test analysis confirmed the improvement as statistically significant t(29)=52.6,p < 2.00%). Qualitative findings supported the quantitative data, highlighting increased reading motivation, reduced anxiety, and improved comprehension and focus. Both teachers and students acknowledged the strategy’s practical value, particularly its features that promoted self-monitoring, immediate feedback, and self-correction. This study affirms the LB-PE strategy’s effectiveness and provides valuable implications for using research-based, technology-enhanced, peer-supported methods to improve reading comprehension in secondary education.
    [keywords] => Litboost, Protégé Effect, Reading Comprehension, Pretest-Posttest Design, Peer-Assisted Learning, Technology-Mediated Instruction, Philippines.
    [doj] => 2025-06-25
    [hit] => 
    [status] => 
    [award_status] => P
    [orderr] => 199
    [journal_id] => 1
    [googlesearch_link] => 
    [edit_on] => 
    [is_status] => 1
    [journalname] => EPRA International Journal of Multidisciplinary Research (IJMR)
    [short_code] => IJMR
    [eissn] =>  2455-3662 (Online)
    [pissn] => - --
    [home_page_wrapper] => images/products_image/11.IJMR.png
)
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