Tutok-Basa Program: Its Effect on the Reading Comprehension of Grade 7 Students in Calanasan National High School

Abstract

English language education continues to evolve, incorporating diverse methodologies to accommodate the varied learning styles and motivations of high school students. This study evaluated the effectiveness of the TUTOK-BASA program in enhancing the reading comprehension levels of Grade 7 students at Calanasan National High School. Utilizing a pre-test post-test one group research design and descriptive statistics, the study measured students' comprehension before and after program implementation. Findings revealed a significant improvement in reading performance, with post-program results indicating 48.57% of students at the independent level, 40.00% at the instructional level, and only 11.43% at the frustration level. The mean score increased from 60.31 to 78.94, demonstrating the program’s positive impact. Statistical analysis showed no significant differences in comprehension based on age, gender, or parental education, but confirmed a substantial overall enhancement in reading skills, validating the program’s effectiveness in this educational context. To further enhance the effectiveness of the TUTOK-BASA program, it is recommended that regular follow-up interventions and reading enrichment activities be integrated into the curriculum.