Abstract
This study sought to determine the pupils’ reading comprehension through comics strips and short stories presentation of the Grade 4 pupils in Jagna District for the academic year 2021-2022. This further sought to verify the result of the pretest and posttest of control and experimental group. This study employed the experimental design specifically the static-group pretest-posttest design in determining the participants’ reading proficiency. The data gathered were treated, analyzed and interpreted through the average percentage formula and t-test. The pupils’ posttest average score of the experimental group was 25.2 which is higher than their pretest average score of 12.6, which implied that they learned from the lessons presented using the Comics Strip Materials for the remediation of experimental group. The pupil’s performance improved with the use of the two methods for reading intervention. The study showed significant difference between the two methods of remediation with the use of comics strips intervention in enhancing reading comprehension, competencies and skills which were not grasped during the class. This study concludes that the use of comics strips as reading remediation or intervention is more effective than the use of short stories in improving the pupils’ reading comprehension. Comics strip remediates pupils’ difficulties in reading and the visuals help them retain more knowledge for better understanding. Hence, the researcher encourages other teachers to use the comics strip materials as tools in reading remediation. A proposed training design suggests that the District Supervisor may look into the possibility of providing opportunities of promoting the comics strip materials to reinforce reading lessons. The school heads may encourage the teachers to use comics strip materials for remediation. Finally, other researchers may conduct parallel studies on the factors that may affect the effectiveness of comics strip materials that are not covered in the study.
