Quasi-experimental study shows significant improvement in reading comprehension for students using project-based learning, highlighting the approach’s effectiveness in rural education.
Reading comprehension in English is vital for academic success, yet rural Philippine students face barriers like limited resources and linguistic diversity. This quasi-experimental study evaluated project-based learning (PBL)—student-led projects integrating reading with real-world tasks—on reading comprehension among 60 Grade 10 students at a rural high school in Bayog District, Zamboanga del Sur. The experimental group (n = 30) participated in PBL activities, while the control group (n = 30) used conventional methods over eight weeks. Pre- and post-tests employed a 100-item reading comprehension assessment (α = .88). The experimental group exhibited significant gains (pre: M = 52.34, SD = 7.89; post: M = 69.87, SD = 8.76), t(29) = 5.98, p < .001, d = 1.38, versus minimal control progress (pre: M = 51.67, SD = 7.45; post: M = 55.12, SD = 7.98), t (29) = 1.32, p = .197. Between-group post-test differences were significant, t(58) = 5.21, p < .001, d = 1.28. PBL proved effective in rural contexts, addressing challenges like mother-tongue interference through collaborative tasks. Recommendations encompass DepEd integration of PBL in rural curricula and capacity-building for teachers. This advances K-12 emphasis on critical reading in ESL environments.
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Mary Ann Duga (2025) studied this question.
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