This study determined the effectiveness of indigenized reading materials in improving the reading comprehension of Grade 7 learners in Santol District, La Union. Grounded in culturally responsive teaching and indigenous education principles, the study examined learners’ reading comprehension performance before and after exposure to culturally relevant reading materials developed from local stories, traditions, and experiences. A quasi-experimental pre-test–post-test research design was employed involving 135 Grade 7 learners from a public secondary school. Data were gathered through a researcher-developed reading comprehension test, validation instruments, classroom observations, and teacher interviews. Descriptive statistics and a paired-samples t-test were used to analyze quantitative data, while thematic analysis was applied to qualitative responses. Findings revealed that learners initially performed at the frustration level during the pre-test but improved to the independent level after exposure to the indigenized reading materials. Results further showed a statistically significant difference between pre-test and post-test scores (p <. 001), indicating the effectiveness of the intervention. Classroom observations and teacher reflections revealed increased learner participation, confidence, motivation, and engagement during reading activities. The validated reading materials were also rated highly acceptable in terms of cultural relevance, clarity, appropriateness, and instructional usefulness. The study concludes that culturally grounded reading instruction contributes significantly to reading comprehension development and recommends a wider integration of indigenized materials into literacy programs for culturally diverse learners.
Lorie Anne D. Bay-An (Wed,) studied this question.