Abstract
This study investigated the effectiveness of the interactive learning approach in teaching reading to Grade 3 learners in a private school in Cebu City during the 2023–2024 school year. Utilizing a convergent mixed-method design, the research integrated a quasi-experimental approach with a descriptive qualitative component. The quantitative phase involved pre-test and post-test assessments of learners exposed to both conventional and interactive teaching methods, which were analyzed using descriptive statistics and t-tests. The qualitative phase employed semi-structured interviews and thematic analysis to capture learners' lived experiences and coping mechanisms in reading. Findings revealed that while both conventional and interactive methods improved learners' reading performance, the interactive approach produced significantly better outcomes. Learners in the experimental group attained higher post-test scores compared to the control group. The least-learned competencies were identified as reading words with consonant blends and digraphs, which continue to be challenging for learners at this developmental stage. Qualitative findings highlighted coping mechanisms such as highlighting texts, consistent class attendance, and active listening as strategies learners used to enhance their reading comprehension. These approaches reflected students' motivation, engagement, and adaptive responses to reading challenges. Overall, the study concludes that interactive learning approaches not only improve reading comprehension but also foster critical thinking, communication, and self-confidence among learners. The integration of structured interactive strategies into classroom practice creates more dynamic, engaging, and meaningful learning experiences. The findings have implications for curriculum design, teacher professional development, and future innovations in reading instruction.
