This study aims to assess the effectiveness of a gamified-approach reading strategy in motivating students and aiding reading comprehension struggles and addressing literacy problems. In order to gauge its effectiveness, this quantitative study used pre-test and post-test assessments with 50 Grade 7 students in the first intervention and 70 students in the second one. According to the initial findings of both times that the pre-tests were done, students’ reading comprehension scores fell below 58%, placing them at a frustration level. Significant progress was seen following the first intervention, as students advanced to the instructional level. In the second intervention, the mean increase was from 8.82 to 19.14 (83.14%) as students advanced to independent level. The gamified approach significantly increases reading motivation, comprehension, and engagement, according to key findings. Along with addressing issues like low baseline skills and lack of motivation, the strategy creates engaging and interactive learning environment. The intervention was recommended and highly recommended across evaluation criteria, and received positive feedback on the appearance of its materials, the relevance of its content, and the learning experience. The study concludes that it is effective on improving reading comprehension. Future research could look into outside variables that influence understanding and improve the approach to get better results. This study adds to the expanding database of research that advocates for creative, student-centered strategies to address literacy issues, especially in educational contexts that are in underperformance. Furthermore, more research into the long-term effects and adaptability for different grade levels, as well as wider implementation in comparable contexts, is always suggested.
reading comprehension, gamified approach, motivation, student-centered strategies, booklet
Eunice Zyny G. Villarente. Corresponding author. Bachelor of Secondary Education Major in English Students at Laguna University. Email: eunicezyny19@gmail.com
Cathleen Joy T. Alimagno. Bachelor of Secondary Education Major in English Students at Laguna University.
Elaiza George C. Capinpin. Bachelor of Secondary Education Major in English Students at Laguna University.
James Ira M. Corona. Bachelor of Secondary Education Major in English Students at Laguna University.
Jonah R. Delos Santos. Bachelor of Secondary Education Major in English Students at Laguna University.
Jovelle M. Reyes. Master of Arts in English (on-going), Instructor at Laguna University.
Rose Nannette J. San Juan. Master of Arts in Mathematics, Instructor at Laguna University.
"Eunice Zyny G. Villarente took the lead in revising the paper, overseeing its publication, and coordinating its presentation at both national and international conferences. Alongside James Ira M. Corona, she developed and finalized the research framework, and both contributed to the analysis and interpretation of the data and related literature. Elaiza George C. Capinpin, Cathleen Joy T. Alimagno, and Jonah R. Delos Santos played key roles in collecting the data used for the methodology. All authors were actively involved in data collection, analysis, and interpretation, and each contributed to writing the final manuscript. Jovelle M. Reyes and Rose Nannette J. San Juan acted as both editors and co-authors, offering guidance throughout the initial, developmental, and final phases of the research paper."
No potential conflict of interest was reported by the author(s).
This work was not supported by any funding.
The author declares the use of Artificial Intelligence (AI) in writing this paper. In particular, the author used ChatGPT in finding literature and other materials. The author takes full responsibility in ensuring that research idea, analysis and interpretations are original work.
This paper is presented in the 2nd International Conference on Management, Education & Innovation (ICMEI) 2025.
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Cite this article:
Villarente, E.Z.G., Alimagno, C.J.T., Capinpin, E.G.C., Corona, J.I.M., Delos Santos, J.R., Reyes, J.M. & San Juan, R.N.J. (2025). The citadels of reading: A reading and teaching strategy on enhancing comprehension. Management, Education & Innovation Review, 2(1), 99-108. https://doi.org/10.53378/meir.160
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