Study on Subject-Integrated Instructional Materials and Reading Comprehension

The study aimed to enhance reading comprehension using subject-integrated instructional materials. Prior to intervention (pretest), students showed 'Average' performance in identifying main ideas (mean 4.43) and predicting outcomes (mean 4.23). 'Fair Level' was observed for answering direct recall (mean 3.40) and identifying vocabulary (mean 3.20). 'Poor Level' was noted for sequencing events (mean 0.94). Post-intervention (posttest), performance improved: 'Average' for main ideas (mean 4.80) and direct recall (mean 4.49). 'Fair Level' for predicting outcomes (mean 3.74) and vocabulary (mean 2.31). Sequencing events remained at 'Poor Level' (mean 1.77) despite an increase in mean score. Students highly perceived the materials as beneficial across need-based (mean 3.95), content (mean 3.94), standard alignment (mean 3.92), integration (mean 3.97), and graphics (mean 3.98). Overall, there was no significant difference in reading comprehension before and after using the materials.

Based on the findings, it was concluded that pre-test scores for reading performance were 'Average' for identifying main ideas and predicting outcomes, 'Fair' for direct recall and vocabulary, and 'Poor' for sequencing events. Post-test scores showed 'Average' for main ideas and direct recall, 'Fair' for predicting outcomes and vocabulary, and 'Poor' for sequencing events, even with increased scores. Despite no significant overall difference between pre- and post-tests, there was minimal improvement in some aspects, potentially influenced by the allocated timeframe. The majority of respondents highly perceived subject-integrated instructional materials as helpful for improving reading comprehension across various aspects. Ultimately, no significant difference was found before and after the use of these materials.