Blended Learning Approaches to Improve Reading Comprehension in Key Stage 2

This study examined the effectiveness of a structured blended learning approach in improving reading comprehension among Key Stage 2 learners at Soob Elementary School in Albuera, Leyte. Reading comprehension remains a major concern in elementary education, particularly in rural public schools where learners often struggle with inferential and evaluative thinking skills. Guided by Constructivist Learning Theory and Mayer’s Cognitive Theory of Multimedia Learning, the study used a quasi-experimental pre-test–post-test design involving 32 Grade 5 learners. An eight-week intervention combined face-to-face strategy instruction, multimedia-supported digital texts, guided online quizzes, collaborative discussions, and reflective reading journals. Reading performance was measured using the validated Reading Comprehension Assessment Tool covering literal, inferential, and evaluative domains. Results showed a significant improvement in overall comprehension scores from 61.4% to 82.7%. Inferential comprehension recorded the highest increase, followed by evaluative and literal domains. Statistical analysis confirmed that gains were significant at the 0.05 level. Learner engagement was consistently high throughout the intervention. Findings indicate that blended learning significantly enhances comprehension skills, learner participation, and higher-order thinking in rural elementary settings.