Enhancing Grade 10 Students’ Reading Comprehension of Expository Texts Through Peer-Assisted Learning Strategies (PALS)
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Reading comprehension is a fundamental skill that contributes to academic success. However, many students find it difficult, specifically with expository texts, which affects their inferential and critical thinking, and overall performance. Hence, this study evaluated the effectiveness of Peer-Assisted Learning Strategies (PALS) in enhancing the reading comprehension of expository text among Grade 10 students. An Embedded Mixed Methods Design was utilized with fifty participants (n=50) from a selected Grade 10 section at Fatima National High School. The quantitative strand used a one-group pretest-posttest pre-experimental approach, moreover the qualitative data was gathered through a focused group discussion. PALS sessions on expository texts were implemented four to five times a week over a six-week intervention period. The results revealed that students’ pretest comprehension is at a moderate level (M=21.26, SD=4.12) which indicate that there is a sufficient but limited higher-level proficiency. After the intervention, posttest results revealed a high level of comprehension among Grade 10 students (M=31.40, SD=3.85). A Repeated Measures ANOVA confirmed statistically significant improvement across testing periods, F(2,98) =112.45, p<0.001, n2p=0.696. The qualitative findings also substantiate the quantitative results by providing themes of enhanced strategic reding, collaborative comprehension, active engagement, and reading confidence. Overall, PALS proved to be an effective instructional strategy in enhancing proficiency in reading expository texts.
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