Abstract
Struggling readers require effective instructional materials. This study investigated the usability of an offline reading intervention module for Grade 7 students and its association with reading performance. Key findings indicate that the module was particularly user-friendly in terms of content clarity and engagement. Notably, females outperformed males in both literal and critical reading skills. Unexpectedly, no significant association was found between module usability and reading performance, suggesting that additional factors beyond module design may influence reading outcomes. This study aimed to examine the pedagogical usability of English modules and its association with English performance in reading. The research involved 175 grade eight learners from Florentino Galang Sr. NHS. Multiple assessment tools were utilized, including surveys, student assessments, and statistical analysis techniques. The findings of the study revealed that the English modules had a high level of pedagogical usability across various dimensions, including Lesson Objectives, Strategies and Techniques, Learning Tasks/Activities and Evaluation and Assessment. This indicated that the English modules were well-designed and effective in supporting the teaching and learning process. Regarding English performance in reading, the study observed significant differences in sex in the literal and critical reading levels. Females outperformed males in both literal and critical reading, highlighting the need for targeted interventions and support to address any gender-related disparities. However, no significant difference was found in the inferential reading level between male and female students. The study also examined the association between the usability of the English modules and English performance in reading. Interestingly, no significant association was found, suggesting that the pedagogical usability of the modules alone may not directly impact students' reading performance. In conclusion, this study provides valuable insights into the pedagogical usability of English modules, gender-based differences in English performance in reading, and the association between module usability and reading performance. The findings underscore the importance of implementing targeted interventions and adopting evidence-based instructional practices to improve English teaching and learning outcomes.
