Authors : Kimberly O. Villacura; Mariel E. Benolirao; Nova L. Magno; Rechel C. Bacsarsa; Fresy G. Moreno; Junro S. Carual; Edson A. Macapagong

Volume/Issue : Volume 11 - 2026, Issue 4 - April

Google Scholar : https://tinyurl.com/9bmbwh55

Scribd : https://tinyurl.com/48pcxtkr

DOI : https://doi.org/10.38124/ijisrt/26apr663

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 aimed to determine the effectiveness of Project ARM (Assistive Reading Materials) in enhancing the reading comprehension of Grade 3 pupils at Monkayo Central Elementary School. A mixed-method research design was utilized, combining quantitative and qualitative approaches. The quantitative data were obtained through pretest and posttest scores, while qualitative data were gathered through interviews. The intervention was implemented over three weeks using strategies such as The House of Phonemes, Bitay-Pho-Next, and Sari-Story-Tell. Results revealed a significant improvement in pupils’ performance, with the mean score increasing from 3.12 to 9.12. The paired sample t-test yielded a t-value of 19.75 and a p-value of less than 0.001, indicating a statistically significant difference. Qualitative findings showed improvements in phonemic awareness, reading comprehension, learner engagement, and positive emotional responses. The study concludes that Project ARM is an effective intervention for improving reading comprehension among Grade 3 pupils.

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