Solo-Based QAR Strategy Framework in Learning Reading
DOI:
https://doi.org/10.5281/zenodo.21953345Keywords:
reading comprehension, Question-Answer Relationship (QAR), SOLO taxonomy, Grade 7 learners, sequential explanatory mixed methods, reading confidenceAbstract
This study determined the effectiveness of the SOLO-Based Question-Answer Relationship (QAR) strategy in enhancing the reading comprehension of Grade 7 learners and used the findings as the basis for a SOLO-Based QA Strategy Framework in Learning Reading. A sequential explanatory mixed-methods design (QUAN–qual) was employed at San Miguel National High School, San Remigio, Cebu, during the fourth quarter of School Year 2025–2026. The quantitative phase used a quasi-experimental one-group pretest–post-test approach with 35 Grade 7 learners, while the qualitative follow-up involved purposively selected learners and open-ended feedback on their experiences with the intervention. Data were analyzed using frequency, percentage, weighted mean, paired-samples t-test, and Braun and Clarke thematic analysis. The mean score for citing evidence to support a general statement increased from 79.43 (Fairly Satisfactory) to 88.91 (Very Satisfactory), with a mean difference of 9.49, t = 16.00, p < .001. The mean for reacting to what was asserted or expressed in a text increased from 80.23 (Satisfactory) to 91.20 (Outstanding), with a mean difference of 10.97, t = 15.60, p < .001. Learners reported that QAR clarified question types, provided a structured method for locating and developing answers, reduced stress, and improved reading confidence, although they requested additional examples and practice with more complex questions. The findings indicate that the SOLO-aligned QAR strategy supported measurable gains in the two targeted reading competencies and informed a structured framework for progressive, higher-order reading instruction.
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