Reading Competencies of Senior High School Students and Teaching Strategies in the City Schools Divisions of Tanauan and Sto.Tomas

Abstract

Reading is a lifelong skill that strengthens memory, expands vocabulary, builds a strong knowledge foundation, and enriches one’s understanding of life. Through effective reading instruction, students are not only taught how to read but also how to identify key ideas, comprehend texts, make inferences, and interpret meaning across different subject areas. In this context, the study aimed to determine the relationship between the reading competencies of Senior High School students and the teaching strategies employed in the City Schools Divisions of Tanauan and Sto. Tomas.

The study employed a descriptive-correlational research design. Data were gathered from 81 Senior High School English teachers through a stratified sampling technique. A researcher-made questionnaire and interview guide were used to assess students’ reading competencies, the extent of utilization of teaching strategies, and the challenges encountered by teachers in teaching reading. Statistical tools such as frequency, percentage, composite mean, weighted mean, Pearson’s r, and ranking were used for data analysis.

The findings revealed that there was a significant relationship between students’ level of reading competencies and the teaching strategies employed by teachers with a p-value of 0.4076, indicating that instructional approaches have a meaningful influence on students’ reading performance. The study further emphasized the importance of guided teaching strategies and sustainable classroom activities in strengthening reading competencies, as well as the need for continuous professional development among teachers.

In terms of students’ reading competencies, results showed that critical text analysis was at an above average level, with an overall mean of 2.82. This indicates that students are generally capable of identifying key ideas, evaluating information, recognizing biases, and relating textual insights to real-life situations. Similarly, literary comprehension also obtained an above average level with a mean of 2.94, showing that students can generally understand texts and identify characters within reading materials. Moreover, literary appreciation recorded an above average rating with a mean of 2.92, suggesting that students are able to understand and appreciate literary works and establish meaningful connections with the texts.

With regard to teaching strategies, the findings revealed that teachers utilized various strategies to a moderate extent, including translation tasks (mean = 3.42) and the use of technology (mean = 3.31). These strategies were found to support students’ comprehension, vocabulary development, engagement, and critical thinking skills. Meanwhile, task-based instruction was implemented to a great extent (mean = 3.52), indicating that teachers frequently engaged students in active participation rather than passive listening.

However, teachers also encountered several challenges in teaching reading, including student-related factors, family and personal problems, time limitations, limited resources, socio-emotional factors, and lack of training. In response to these challenges and to further enhance students’ above-average reading performance, sustainable instructional activities such as dialogue drama, theme exploration, figurative language identification, and digitalized learning activities were proposed.

The study concluded that teaching strategies play an important role in improving students’ reading competencies. It highlighted the need for effective instructional practices, continuous teacher training, and the use of engaging classroom activities to further enhance students’ reading skills.