Authors : Emelyn S. Baribar; Maedel Joy V. Escote

Volume/Issue : Volume 11 - 2026, Issue 5 - May

Google Scholar : https://tinyurl.com/2php2he6

Scribd : https://tinyurl.com/564u47me

DOI : https://doi.org/10.38124/ijisrt/26May1893

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study investigated the effectiveness of the Grammar-Translation Method (GTM) in enhancing the reading comprehension of Grade 5 learners at Sta. Teresa Elementary School, Magnaga, Pantukan, Davao de Oro, during the School Year 2025–2026. Using a one-group pretest–posttest design, the study employed reading comprehension tests to measure students’ performance before and after the GTM intervention, focusing on literal, inferential, and critical comprehension skills. The pre-test results indicated that learners had limited ability to understand and interpret texts, particularly to make inferences and evaluate information critically. After implementing GTM, learners' post-test performance improved across all types of comprehension questions. Learners demonstrated a stronger understanding of explicit details, enhanced ability to infer meaning, and better engagement in analytical and evaluative thinking. Results confirmed that the GrammarTranslation Method effectively strengthened students’ reading comprehension. Its structured translation exercises, emphasis on grammatical awareness, and guided engagement with texts contributed to the development of both foundational and higher-order reading skills. The study concluded that GTM is a practical and effective instructional approach for improving reading comprehension among elementary learners. The study recommended that teachers integrate GTM with complementary strategies for critical thinking, provide continuous instructional support, and encourage collaborative learning activities to sustain and further enhance students’ comprehension abilities.

Keywords : Elementary Education, Reading Comprehension, Grammar-Translation Method, Literal Comprehension, Inferential Comprehension, Critical Reading, Quasi Experimental.

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