When Five Steps Changed Everything: An Action Research on SQ3R Implementation for Reading Comprehension Mastery

This study examines the implementation of the SQ3R technique as a pedagogical approach to improve reading comprehension among Grade XII students in a senior high school. Employing a classroom action research design, the research was conducted over two iterative cycles, each comprising four stages: planning, action, observation, and reflection. Data were collected through student worksheets, and a ten-item multiple-choice comprehension quiz administered. Thirty students with diverse reading proficiency levels participated, enabling a comprehensive evaluation of the technique’s effectiveness. Findings indicate substantial improvements in students’ reading comprehension, particularly in their ability to identify main ideas, infer meanings, and critically analyze texts. Qualitative data from reflective prompt, teacher observations, and student feedback revealed a broadly positive perception of the technique (overall: 79.06%), and of the teacher’s instructional delivery (82.47%). It increased engagement, confidence, and autonomy in applying reading strategies. Iterative adjustments during Cycle 2, such as collaborative learning activities and scaffolded question prompts, addressed challenges identified in Cycle 1, enhancing the method’s overall impact. This study underscores the potential of the SQ3R technique to foster literacy skills in diverse classroom settings. It highlights the value of iterative, student-centered methodologies in addressing learning challenges, making SQ3R a versatile tool for improving academic literacy.