Abstract
This study examined the effectiveness of the Claim-Evidence-Reasoning (CER) method in enhancing reading comprehension among fifth-grade students at Benito S. Ong Memorial School in Iligan City. This study employed a quasi-experimental research method, with twenty student participants taking pre-tests and post-tests using Phil-IRI passages. Reading comprehension levels were measured before and after the implementation of CER activities in the classroom to assess the effectiveness of the strategy. The study found that the CER intervention resulted in a significant improvement in reading comprehension. Initially, all participants showed frustration-level comprehension. However, following the intervention, the majority of learners advanced to the instructional level. This study found a significant improvement in the reading comprehension of grade five learners following the implementation of the intervention. Initially, all 20 learners scored in the frustration level, but the majority progressed to the instructional level after the intervention, with test scores increasing by 11 to 22 points. Learners also reported a preference for using claims to answer questions (mean of 3.90), indicating increased engagement and motivation. This improvement in reading comprehension led to the rejection of the null hypothesis. The findings suggested this approach could benefit similar learners, and its integration into reading curricula may improve academic outcomes.
