Abstract
The study sought to determine the influence of teachers' kinesthetic drama-based instruction strategy on pupils' reading performance. A descriptive-correlational research method was utilized, and the Statistical tools used in the study were mean, standard deviation, frequency, and percentages to determine the extent of teachers' kinesthetic drama-based instruction and pupils' reading performance, respectively. Pearson's r was used to assess the significant relationship between pupils' reading performance and teachers' kinesthetic drama-based instructional strategy. Findings revealed that teachers used the kinesthetic drama-based instruction strategy extensively. It was also found that the majority of the pupils were ready to engage in a kinesthetic drama-based instructional strategy. Further, it was found that teachers' kinesthetic drama-based instruction significantly influenced pupils' reading performance. In summary, it was recommended that school principals or school heads stimulate teachers to continuously conceptualize, design, and implement instructional strategies that help improve reading. Teachers to provide appropriate reading exposures in an environment supportive of their psycho-social and cognitive development. Parents are also encouraged to collaborate with the reading teachers to use consistent strategies and approaches in teaching reading at home and to provide a reassuring reading environment that elicits reading interest among school children.
