Abstract
This study determined the effectiveness of Project ARISE in enhancing the comprehension skills of Grade 6 learners using a true experimental research design. Specifically, pretest-posttest control group design was employed to demonstrate causality between the intervention and an outcome. The respondents involved 40 Grade 6 learners who comprised the control and experimental groups formed through simple random sampling. In connection, the reading performance of the respondents in both groups was assessed using the standardized passages from Phil-IRI at two points of the experimental study: one was before the treatment (pre-test), and the other was after the treatment (post-test). Weighted Mean was used for the analysis and interpretation of the collected data. In relation to this, the Kolmogorov-Smirnov Test was used to determine whether the data was normal. The outcomes offer strong proof that the data are regularly delivered. Thus, the data were statistically treated using the independent t-test, a parametric test. Lavene's test for equality of variance was utilized to examine the differences in pre-test scores between the experimental and control groups. Meanwhile, the results suggest no difference between the variances of both groups, which means there is homogeneity before employing Project ARISE in the treatment group and the teacher-led reading approach in the control group. The study revealed that there was no significant difference between the pre-test scores of control and experimental groups in terms of comprehension, which indicated that there was homogeneity before utilizing Project ARISE. On the other hand, after the treatment, there was a significant difference between the post-test scores of the two groups. Therefore, there was a marked improvement in the reading performance of the respondents. This demonstrated that the respondents’ comprehension skills have improved.
