📄 Abstract
This descriptive quantitative study aimed to enhance the reading proficiency of Grade 9 learners by focusing on two key areas: reading comprehension and vocabulary development through an intervention called Twelve Reading Boost (TRB) among Grade 9 Aquino students at Asuncion National High School. The study participants were thirty-eight (38), which utilized a pre-experimental one-group pre-test and post-test design. The pre-test and post-test results showed a significant difference: the pre-test had a mean score of 19.3 (SD = 3.310), while the post-test showed a mean score of 37.2 (SD = 0.865). The statistical analysis revealed a significant difference in students reading comprehension and vocabulary following the intervention, t (37) = 43.0 P<.001. To provide a comprehensive understanding of the students’ and teachers’ insights during and after the intervention, the researchers conducted interviews with selected individuals. From the responses gathered, five themes emerged from the insights of students and teachers: (1) Increased Learning Engagement through Collaborative Learning, (2) Increased Vocabulary Retention and Usage in Context, (3) Improved Comprehension through Strategic Activities, (4) Boosted Confidence and Participation, and (5) Development of Positive Attitudes Toward Reading.
🏷️ Keywords
📚 How to Cite:
Ladymae Ann S. Asis, Jody M. Apostol , TWELVE READING BOOST (TRB): AN INTERVENTION IN IMPROVING READING COMPREHENSION AND VOCABULARY AMONG GRADE 9 STUDENTS , Volume 11 , Issue 10, October 2025, EPRA International Journal of Multidisciplinary Research (IJMR) , DOI: https://doi.org/10.36713/epra22637