The Effects of Collaborative SQ3R on Reading Comprehension among Grade 10 Students

Abstract

Reading comprehension is a crucial academic skill that significantly impacts pupils' overall learning outcomes. Nevertheless, numerous learners encounter difficulties in efficiently absorbing and evaluating texts. This study uses a one-group pretest-posttest research design to examine the effectiveness of the Collaborative SQ3R (Survey, Question, Read, Recite, Review) technique in enhancing reading comprehension among Grade 10 students at a Public Secondary School in Davao City. A baseline evaluation was conducted to assess students' initial comprehension skills, followed by a structured four-week intervention utilizing the Collaborative SQ3R method. The post-intervention assessment findings revealed a statistically significant enhancement in reading comprehension scores, illustrating the effectiveness of collaborative and structured reading practices in promoting deeper text engagement, critical analysis, and retention. These findings highlight the efficacy of Collaborative SQ3R as an evidence-based instructional method for improving literacy skills in secondary education. Aims: This study investigated the effectiveness of the Collaborative SQ3R technique in enhancing reading comprehension among Grade 10 Students at a Public Secondary School in Davao City. Study Design: Quasi-experimental research design using one-group pretest-posttest. Place and Duration of Study: Public Secondary School in Davao City, Philippines, during the academic year 2024-2025. Methodology: Eighty students participated, divided into control and experimental groups. The experimental group underwent a structured four-week Collaborative SQ3R intervention. Pretest and posttest comprehension scores were collected and analyzed using paired and independent sample t-tests, as well as Cohen’s d. Interviews explored students’ perceptions. Results: The experimental group showed a significant gain in comprehension scores (M=4.20, SD = 1.47), compared to the control group (M = 0.40, SD = 0.63), with p <0.001. The large effect size reflects a substantial improvement in the experimental group’s reading comprehension as a direct result of the intervention, suggesting that the collaborative SQ3R technique effectively strengthens students’ ability to understand and retain test-based information. Conclusion: Collaborative SQ3R significantly enhances reading comprehension and promotes active engagement and collaboration in the reading task.