Reading Comprehension Of TUY Senior High School Students Through Localized Bionic Reading Materials

Abstract

Reading comprehension is considered a fundamental skill that significantly affects students’ academic achievement across different subjects. It allows learners to interpret information, derive meaning from texts, and apply knowledge critically in various learning situations. This research investigates the impact of localized bionic reading materials on the reading comprehension of Grade 11 and 12 frustration-level learners at Tuy Senior High School during the school year 2025–2026. 

This study focused on students’ reading development in terms of content and skills, involving 40 purposively selected participants. A quantitative descriptive design was employed, utilizing survey questionnaires, before and after reading assessments, and statistical tools such as weighted mean and composite mean to analyze the data. 

Findings revealed significant improvement in students’ comprehension skills after the implementation, particularly in identifying main ideas, making inferences, understanding vocabulary, and sequencing events. The materials also enhanced students’ engagement, participation, and confidence in completing reading tasks. However, minor challenges were observed, including difficulty in understanding some words and initial confusion with the bionic format.

The study concluded that localized bionic reading materials are an effective instructional strategy. It recommended their integration into classroom practice, provision of teacher training, development of enhancement activities such as guided bionic reading with vocabulary support, and further research to explore long-term effectiveness and broader application in different educational contexts.