Abstract
This study investigates the impact of the ENRICH strategy on improving reading comprehension scores among Grade 11 students. Utilizing a quasi-experimental design, the study was conducted in three phases. In Phase 1, spanning days 1 to 6, 36 Humanities and Social Sciences (HUMSS) students from Immaculate Conception College of Balayan, Inc. engaged with six literary pieces, reading one piece per day, followed by an assessment to measure comprehension. Phase 2, occurring on days 7 and 8, involved re-reading the same literary pieces, with a second round of assessments to reinforce understanding. In the final phase, on day 9, students completed a third assessment after a final review of the texts. Data analysis revealed statistically significant improvements across the three phases, underscoring the effectiveness of repetitive reading in enhancing long-term comprehension. The findings suggest that the ENRICH strategy can effectively aid students in improving their reading comprehension, which may contribute to better academic performance, heightened reading confidence, and a more positive attitude towards learning. Based on these results, the study advocates for the ENRICH strategy as a valuable tool for bolstering reading comprehension, particularly for students struggling with complex texts. Additionally, it recommends the integration of digital tools and interactive methods to sustain engagement and further enhance reading skills. These insights offer educators and institutions actionable strategies to support literacy development and promote academic success.
Keywords
Citation
Bugtong, M. L. T., Endozo, J. A. A., Garcia, G. H., Manalo, K. M. P., Tabilog, J. S., Tormes, D. M., Rival, J. M., & Mangarin, J. A. (2025). ENRICH STRATEGY: AID IN ENHANCING READING COMPREHENSION OF GRADE 11 HUMSS STUDENTS. GUILD OF EDUCATORS IN TESOL INTERNATIONAL RESEARCH JOURNAL, 3(1), 48– 59.
https://doi.org/10.5281/zenodo.15030620