Year: 2026
Type: article
Study design: Clinical Trial
Abstract: This study investigated the effects of teachers’ instructional delivery on the reading performance of Grade One learners in Filipino. Specifically, it examined teachers’ instructional delivery in terms of explicit instruction, fluency, and student–teacher interaction and determined their relationship with learners’ reading performance. The study also explored differences in learners’ reading performance when grouped according to teachers’ profile variables, namely age, educational attainment, years of service, and academic rank. The study employed a quantitative research design utilizing a pre-experimental one-group pretest-posttest approach, supplemented by descriptive, correlational, comparative, and predictive analyses. Data were collected using validated survey questionnaires to assess teachers’ instructional delivery and standardized reading assessments administered before and after the instructional intervention. Descriptive statistics, tests of difference, correlation analysis, and regression analysis were used to analyze the data. Findings revealed that teachers demonstrated very high levels of instructional delivery across the dimensions of explicit instruction, fluency, and student–teacher interaction. Learners’ reading performance significantly improved from pretest to posttest, indicating the effectiveness of the instructional delivery intervention. However, results showed no significant relationship between teachers’ instructional delivery and learners’ reading performance. Likewise, no significant differences were found in learners’ posttest reading performance when grouped according to teachers’ age, educational attainment, years of service, and academic rank. Furthermore, regression analysis revealed that explicit instruction, fluency, and student–teacher interaction did not significantly predict learners’ reading performance. The findings suggest that while instructional delivery contributed to improvements in learners’ reading performance, its direct predictive influence was not established. Reading achievement appears to be influenced by a combination of factors beyond instructional delivery alone. The study recommends continuous professional development for teachers, further investigation of learner, family, and school-related factors affecting reading achievement, and the conduct of similar studies in different educational settings to enhance the generalizability of the findings.
DOI: 10.67903/ijroms0617
Author: Anna Grace D. Catamco
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W7223288667