Abstract
The results of the 2024 Philippine Informal Reading Inventory (Phil-IRI) revealed that 80% of the grade 6 learners at a Public Elementary School have weak reading comprehension skills. This study aimed to improve it through Text Trek, a game-based reading intervention. Specifically, it sought to determine learners’ comprehension levels before and after the intervention. It also aimed to identify if there was a significant difference in performance. A quasi-experimental study design was employed, involving 58 purposely selected Grade 6 learners who scored low on the pre-test of the Phil-IRI. The experimental group utilized Text Trek, while the control group continued with traditional methods. This intervention featured contextualized reading passages organized by difficulty level, presented in a Bingo-inspired format to promote learner engagement. Pre- and post-tests were administered to both groups, and data were analyzed using descriptive statistics and an independent-samples t-test. Results revealed that both groups improved in their post-test scores; the experimental group that used Text Trek showed significantly higher gains, with a mean difference of 6.62. The computed t-value of -7.90 exceeded the critical t-value at a 0.05 level of significance, confirming significant improvement in comprehension skills. These findings indicate that structured and culturally responsive reading interventions can effectively enhance learners’ comprehension. This concluded that Text Trek is a practical and engaging tool for improving literacy skills. Thus, it recommends integrating it into regular reading programs, providing teacher training for effective implementation, and expanding it to other schools within the division.
