This study investigated the effectiveness of structured inquiry lessons with additional phases such as vocabulary and reading drills in the 7E’s instructional model while integrating explicit reading strategies such as unlocking vocabulary, guided reading drills, and “I Do-We Do-You Do” scaffolding model, in enhancing Grade 7 students’ conceptual understanding of physics, literal reading comprehension, and their significant learning experiences. The study focused on literal reading comprehension because the Phil-IRI assessment indicated that the target respondents were at the frustration level, making it essential to strengthen fundamental skills before moving to higher levels of comprehension. The study was designed and guided by English teachers and experts, ensuring accuracy and validity. The study purposively selected 29 students from Bulan National High School and adopted a mixed-method explanatory sequential design, mixing descriptive research with a pre-experimental pretest-posttest one-group design. Six modified structured inquiry lessons on sound, light, and heat were developed and implemented. Data were gathered through pretests and posttests to assess improvements in students’ conceptual understanding and literal reading comprehension, while journals, teachers’ observations, and video documentation were analyzed to capture students’ learning experiences. Students expressed positive learning experiences, highlighting increased engagement, enjoyment, and enhanced comprehension, though some noted difficulties with vocabulary and reading-related tasks. The results supported that integrating explicit reading strategies into structured inquiry lessons can enhance both physics learning and literal reading comprehension. Future studies are recommended to apply this approach across wider range of science competencies, incorporate additional language-support strategies, and address challenges encountered to optimize learning outcomes.
Martirez et al. (Wed,) studied this question.