Abstract
The study aimed to determine the contribution of developing and utilizing audio-video presentations to improve the reading comprehension skills of the struggling readers at Juan B. Tabla Elementary School, South I District, Iligan City Division, in the school year 2023-2024. The study determined the pretest and posttest scores of the learners before and after using the intervention. In addition, it also answered if there was a significant difference between the pretest and posttest scores of the learners in the three dimensions of reading comprehension after using the audio-video presentations. The study utilized a quasi-experimental design. It involved 48 learners as participants. A standardized instrument from Phil-IRI intended for sixth-grade learners was used in gathering the data. These selections were made into audio-video presentations that were used in this study. The study revealed that there was a significant difference between the learners’ pretest and posttest scores in the reading dimensions after the integration of the audio-visual presentations. Out of 48 participants, 100% belonged to the frustration level before the intervention. After the intervention, more than half of the total number of participants became instructional readers, which was 58.3%, and 31.3% became independent readers. It showed that there was a significant difference between the pretest and posttest scores of the learners in the three dimensions of reading comprehension after using audio-video presentations.
