The Impact of Project-Based Learning on Enhancing English Reading Comprehension: A Quasi-Experimental Study

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.