2025 IJRSE – Volume 14 Issue 15
Available Online: 25 August 2025
Author/s:
Melencion, Marie Elaine P.
Babag National High School-Senior High School, DepEd-Lapu-Lapu City Division Philippines (marieelainemelencion@gmail.com)
Abstract:
Reading comprehension challenges remain a major barrier to academic success among Senior High School students at Babag National High School. This study evaluated the effectiveness of the Pre-questioning strategy in teaching Pagbasa at Pagbasa at Pagsusuri ng Iba’t Ibang Teksto is a subject, I’m not focusing on the comprehension of informational texts among Grade 11 students from the Humanities and Social Sciences (HUMSS) and the Accountancy, Business and Management (ABM) strands. A rigorous quasi-experimental design was utilized, strategically incorporating both pre-test and post-test assessments to effectively measure significant improvements in students’ reading comprehension skills as well as survey instruments to assess reading interest and retention. The tools used included a researcher-developed, expert-validated questionnaire and a Likert scale adapted from Tapasao (2016). Statistical analysis determined significant differences between initial and final performance scores. Findings revealed substantial improvement in students’ post-test results compared to their pre-test scores, with statistically significant differences across identified competencies. Beyond measurable gains, students demonstrated increased engagement with texts and better retention of information. These outcomes highlight the potential of the Pre-questioning strategy to not only strengthen comprehension skills but also foster motivation and sustained interest in reading. The study recommends integrating Pre-questioning into reading instruction, particularly when teaching informational texts, to enhance both cognitive and affective aspects of literacy learning.
Keywords: pre-questioning strategy, quasi-experimental, informational text, reading comprehension, reading motivation
DOI: https://doi.org/10.5861/ijrse.2025.25255
Cite this article:
Melencion, M. E. P. (2025). Estratehiyang pre-questioning sa pagtuturo ng maunawang pagbasa ng tekstong impormatibo sa Filipino 11. International Journal of Research Studies in Education, 14(15), 69-77. https://doi.org/10.5861/ijrse.2025.25255