Effectiveness of self-directed learning strategies in teaching reading comprehension skills among grade 10 students

2025 IJRSE – Volume 14 Issue 17

Available Online:  20 November 2025

Author/s:

Generalao, Rochelle B.*
Maghaway National High School, SDO-Talisay City Division, Philippines (r.donann@gmail.com)

Galigao, Regina P.
Cebu Technological University-Main Campus, Philippines (regina.galigao@ctu.edu.ph)

Abstract:

This study investigated the effectiveness of self-directed learning (SDL) strategies in teaching reading comprehension skills among Grade 10 students in one of the secondary public schools in Talisay City, Cebu, Philippines, during the 2024–2025 academic year. Utilizing a quasi-experimental design with pre-test and post-test assessments, the research measured students’ competencies in identifying parts and features of argumentative essays, formulating statements of opinion or assertion, and constructing claims of fact, policy, and value. Pretest results revealed moderate proficiency in structural essay components but significant struggles in articulating assertions and claims. After the intervention, students demonstrated marked improvement across all competencies, with mean scores rising from 17.81 to 26.36, validated by a paired t-test (p=0.0002), rejecting the null hypothesis. Qualitative insights from student surveys highlighted increased autonomy, motivation, and critical thinking, but identified challenges such as self-regulation and resource accessibility. The findings underscore SDL’s potential to foster independent learning and deeper engagement with texts, particularly when scaffolded with structured guidance. Based on these outcomes, the study proposes an enhanced lesson exemplar integrating SDL principles, featuring scaffolded activities, reflective tasks, and formative assessments to systematically develop reading comprehension and argumentative writing skills. This research contributes to pedagogical strategies in secondary education, advocating for SDL’s role in cultivating lifelong learners equipped to navigate complex academic and real-world challenges.

Keywords: English teaching, self-directed learning, reading comprehension, quasi-experimental design, lesson exemplar

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DOI: https://doi.org/10.5861/ijrse.2025.25296

Cite this article:
Generalao, R. B., & Galigao, R. P. (2025). Effectiveness of self-directed learning strategies in teaching reading comprehension skills among grade 10 students. International Journal of Research Studies in Education, 14(17), 47-59. https://doi.org/10.5861/ijrse.2025.25296

*Corresponding Author