Abstract
This study explored the pupil’s reading comprehension using the Preview, Question, Read, Reflect, Recite, and Review (PQ4R) and Annotations as a basis for an instructional tool. Grade six learners are struggling with reading comprehension, especially during the pandemic. It is pivotal that educational strategy and technique should be tested and explored to address the gap. This study used the PQ4R and annotations to help the learners understand the concepts and subject matter. This study utilized a sequential explanatory mixed-method research design. This design followed a sequence of gathering data from quantitative for analysis and interpretation to qualitative for exploration and triangulation. For the specific design of this method, a Quasi-experimental will be used to understand the numerical value of this study and a descriptive qualitative for the qualitative data. Purposive sampling design will be used in this study following criteria to identify the prospected respondents. There were 30 respondents from Tuble Elementary School. This study utilized a validated instrument. The findings of the study stipulated that the results of the experimental group (p-value = 0.28) and the control group (p-value = 0.34) established no significant difference. With this, teachers must explore more strategies and techniques in education so that learners can get the best learning experiences that they deserve. This will provide a reference on how teachers can create instructional tools to increase classroom productivity.
