Addressing Student Disengagement in Reading Comprehension

A mixed-methods design, using an exploratory sequential approach, was employed to investigate student disengagement in reading comprehension among Philippine elementary students. Qualitative data were collected first through semi-structured interviews with purposively selected teachers, followed by a quantitative phase using a validated survey questionnaire with randomly sampled teachers. The study aimed to identify causes of disengagement, challenges faced by teachers, intervention strategies, and necessary support systems.

Student disengagement in reading comprehension was observed at moderate to high levels. Teachers identified emotional, cognitive, and environmental factors as primary causes. Specific issues included comprehension difficulties, low motivation, and a perceived lack of relevance in reading materials. These factors contributed significantly to students' lack of participation and interest in reading activities.

Teachers encountered several challenges in addressing student disengagement. Notably, large class sizes emerged as a significant hindrance, limiting their ability to provide individualized support. Additionally, varied reading levels among learners and insufficient time for tailored interventions further complicated their efforts to improve reading comprehension.

The intervention strategies implemented by teachers were generally perceived as effective, particularly in enhancing student participation, motivation, and comprehension. These strategies aimed to directly address the identified causes of disengagement and promote a more engaging learning environment for reading.

Teachers rated proposed support systems as highly needed, emphasizing the importance of smaller class sizes, remedial reading sessions, and robust diagnostic tools. The study recommends strengthening institutional support, improving access to resources and training for teachers, and implementing early and targeted reading interventions to enhance overall student engagement and reading comprehension outcomes.