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Research Article

Application of Solo Taxonomy in Teaching English

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Regie-Ann Clavacio , Merlyn Estoque
Psych Educ Multidisc J, 2025, 43 (1), 22-34, DOI: https://doi.org/10.70838/pemj.430103, ISSN 2822-4353
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Abstract

This study assessed the effectiveness of the SOLO (Structure of Observed Learning Outcomes) Taxonomy in improving the reading comprehension proficiency of Grade 7 students. The research focused on the integration of SOLO-based questioning strategies and their impact on critical thinking and higher-order thinking skills (HOTS) in English reading tasks aligned with the MATATAG curriculum. Using a quasi-experimental design, two existing sections from a public secondary school were selected—the experimental group that the received SOLO-integrated instruction, while the control group received conventional reading instruction. A total of 64 students participated in the study. Pre-tests and post-tests were administered, with researcher-made instruments consisting of PISA-based questions and researcher-made questions aligned to SOLO levels. Results revealed a notable increase in proficiency among the experimental group from "Fair" to "Very Satisfactory," with significant gains particularly at higher SOLO levels (relational and extended abstract). In contrast, the control group remained at the "Satisfactory" level. Statistical analysis using the Wilcoxon Signed-Rank Test confirmed significant differences in performance before and after the intervention. The findings underscored the effectiveness of the SOLO framework in promoting deeper learning, metacognition, and structured cognitive progression. The study recommends integrating the SOLO Taxonomy in instructional planning, providing professional development for teachers, and aligning curriculum resources to support critical reading development. Further research is suggested to explore SOLO’s application in other subject areas and grade levels.

Keywords SOLO Taxonomy proficiency in reading pre-structural unistructural multi-structural relational extended, abstract levels of implementation, teaching English
Authors 2
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The team behind this paper

2 authors, 2 institutions.

This paper Industrial School Department of Education — Philippines Industrial School Depar… 1 author University of the Visayas University of the Visay… 1 author Regie-Ann Clavacio — corresponding author RC Regie-Ann Clavacio ✉ Merlyn Estoque ME Merlyn Estoque

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540 reads over 16 months.

July 2025 October 2026

Related work on SciMatic

Closest of 2 articles sharing keywords with this one. A rarer shared keyword counts for more than a common one.

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Merlyn Estoque 0x8758D4…332308 450,000 (45%)
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Bibliographic Information

Regie-Ann Clavacio, Merlyn Estoque, (2025). Application of Solo Taxonomy in Teaching English, Psychology and Education: A Multidisciplinary Journal, 43(1): 22-34
Bibtex Citation
@article{regie-ann_clavacio2025pemj,
author = {Regie-Ann Clavacio and Merlyn Estoque},
title = {Application of Solo Taxonomy in Teaching English},
journal = {Psychology and Education: A Multidisciplinary Journal},
year = {2025},
volume = {43},
number = {1},
pages = {22-34},
doi = {10.70838/pemj.430103},
url = {https://scimatic.org/show_manuscript/5902}
}
APA Citation
Clavacio, R., Estoque, M., (2025). Application of Solo Taxonomy in Teaching English. Psychology and Education: A Multidisciplinary Journal, 43(1), 22-34. https://doi.org/10.70838/pemj.430103

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