Philippine E-Journals

Reading Comprehension of Indigenous Learners Using Dramatic Experiences Strategy: Basis for an Action Plan

Ira Joy Buenaventura | Lilian Uy

Discipline: Education

 

Abstract:

This study aimed to determine the effectiveness of the Dramatic Experiences Strategy through Role Playing in enhancing the reading comprehension in literature of Grade 9 learners at Maguisguis Integrated School in Botolan, Zambales. A quasi-experimental research design was employed, utilizing pre-assessment and post-assessment to determine changes in learners’ reading comprehension under the Conventional Teaching Method and the Dramatic Experiences Strategy through Role Playing. The findings revealed that the respondents were mostly within the appropriate age range for their grade level, with an equal distribution of male and female learners. Under the Conventional Teaching Method, learners demonstrated a satisfactory level of reading comprehension, with the highest performance in literal comprehension and the lowest performance in critical and creative comprehension. In contrast, learners exposed to the Dramatic Experiences Strategy through Role Playing achieved an outstanding level of reading comprehension, particularly in literal, inferential, and critical comprehension. Significant differences were found in critical and creative comprehension when learners were grouped according to sex under the Conventional Teaching Method, while a significant difference was observed in creative comprehension under the Dramatic Experiences Strategy. Moreover, a significant difference was established between learners’ reading comprehension under the two teaching approaches, with the Dramatic Experiences Strategy through Role Playing producing significantly higher performance across literal, inferential, critical, and creative comprehension. The study recommends that school heads and teachers support the sustained integration of role playing, text dramatization, character portrayal, guided questioning, and collaborative activities in literature instruction. Contextualized and culturally relevant materials may also be developed to promote meaningful and inclusive reading experiences. Future researchers may replicate the study using larger samples and other grade levels and indigenous communities.