Utilization of Dual-Focus Reading Approach among Senior High School Students
DOI:
https://doi.org/10.65339/ijsair.V2.I2.487Keywords:
Dual-Focus Reading Approach, Reading Performance, Reading Comprehension, Critical Reading Skills, Senior High School Students, Experimental Research, Vocabulary DevelopmentAbstract
This study determined the effects of the Dual-Focus Reading Approach in improving the reading performance of senior high school students at Cainta Senior High School during the School Year 2025–2026. The study employed a mixed-method descriptive–quantitative and experimental research design involving thirty (30) instructional-level learners identified through school-based assessment. The respondents were mostly younger male Grade 11 students from families with modest socioeconomic backgrounds. Data were gathered through validated survey questionnaires and reading performance assessments using pretest and posttest measures.Findings revealed that the Dual-Focus Reading Approach was effective in enhancing vocabulary and language skills, cognitive and processing efficiency, and critical and analytical reading skills among the respondents. Students demonstrated significant improvement in their reading performance after exposure to the intervention. The posttest results showed higher comprehension, analytical reasoning, and processing abilities compared to the pretest results, indicating that the approach contributed meaningfully to the learners’ academic reading development.The study further revealed that there was generally no significant difference in the perceived effectiveness of the approach when respondents were grouped according to profile variables such as sex, sibling position, parents’ educational attainment, occupation, family size, and monthly family income. Only the mother’s educational attainment showed variation in critical and analytical reading skills, while age showed a significant difference in posttest performance.The study concluded that the Dual-Focus Reading Approach effectively improved the reading performance of senior high school students regardless of most demographic variables. Based on the findings, the study recommended the continuous implementation of the approach in school reading programs, provision of institutional support and resources, integration of structured reading activities, and conduct of parallel studies using other variables and contexts.
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