Abstract
This study assessed the effectiveness of the SOLO (Structure of Observed Learning Outcomes) Taxonomy in improving the reading comprehension proficiency of Grade 7 students. The research focused on the integration of SOLO-based questioning strategies and their impact on critical thinking and higher-order thinking skills (HOTS) in English reading tasks aligned with the MATATAG curriculum. Using a quasi-experimental design, two existing sections from a public secondary school were selected—the experimental group that the received SOLO-integrated instruction, while the control group received conventional reading instruction. A total of 64 students participated in the study. Pre-tests and post-tests were administered, with researcher-made instruments consisting of PISA-based questions and researcher-made questions aligned to SOLO levels. Results revealed a notable increase in proficiency among the experimental group from "Fair" to "Very Satisfactory," with significant gains particularly at higher SOLO levels (relational and extended abstract). In contrast, the control group remained at the "Satisfactory" level. Statistical analysis using the Wilcoxon Signed-Rank Test confirmed significant differences in performance before and after the intervention. The findings underscored the effectiveness of the SOLO framework in promoting deeper learning, metacognition, and structured cognitive progression. The study recommends integrating the SOLO Taxonomy in instructional planning, providing professional development for teachers, and aligning curriculum resources to support critical reading development. Further research is suggested to explore SOLO’s application in other subject areas and grade levels.
