Teaching-Learning Practices and Learners’ Reading Performance in Public Elementary Grades

Abstract

Reading competency is considered the foundation of learning and plays a major role in shaping a student's educational path. This study aimed to examine the relationship between the teachers’ teaching-learning practices and learners’ reading performance in Monkayo East District, Division of Davao De Oro, School Year 2023 – 2024. Specifically, this study sought to answer the respondents’ level of teaching-learning practices in terms of environmental, emotional, sociological, physiological, and psychological domains, the level of learners’ performance in reading based on the Philippine Informal Reading Inventory (Phil-IRI) posttest and the significant relationship between the respondents’ teaching-learning practices and learners’ reading performance as indicated by the Phil-IRI scores posttest. A quantitative, non-experimental, correlational framework was used, involving 150 teachers. Data were gathered by means of a validated researcher-developed questionnaire while learners’ Phil-IRI posttest results were obtained from existing school records and treated as secondary data. This study employed descriptive statistics, Pearson correlation, and regression analysis. The findings showed that teachers’ overall teaching-learning practices were positive across all five dimensions. The Phil-IRI results revealed that most learners across Grade 3 to Grade 6 were at the Instructional reading level. Further, all dimensions of teaching-learning practices were significantly and positively related to the learners’ reading performance. The study concludes that positive teaching-learning practices that incorporate environmental, emotional, sociological, physiological, and psychological practices to improve students’ engagement, competence, confidence, and long-term reading success is the best way to support reading development. Through classroom-based literacy programs and professional initiatives, school administrators and teachers should offer stimulating learning environments, a variety of reading materials, organized group activities, and chances for meaningful peer interaction.