The study aimed to investigate the reading comprehension strategies employed by elementary teachers in Davao del Norte and to explore their lived experiences in implementing these strategies to enhance students’ reading skills. A mixed-method design with a parallel convergent approach was utilized. A total of 123 teachers were randomly selected for the quantitative phase, while 10 were purposively chosen for in-depth qualitative interviews. Quantitative results indicated a very high level of use across all reading comprehension strategies, with an overall mean of 4.61, while qualitative findings revealed teachers’ strong commitment, creativity, and adaptability in applying strategies such as guided reading, questioning techniques, and scaffolding to support struggling readers. The study highlighted teachers’ positive perceptions, active engagement, and collaborative efforts in refining instruction. By integrating quantitative and qualitative data,the research provided comprehensive insights into instructional practices, challenges, and recommendations, offering practical guidance for improving literacy instruction and contributing to broader discussions on effective reading pedagogy.
Abiera et al. (Wed,) studied this question.