Culturally Responsive Filipino Instruction and Reading Comprehension Depth Among Grade 6 Learners
DOI:
https://doi.org/10.5281/zenodo.19728944Keywords:
culturally responsive instruction, Filipino instruction, reading comprehension depth, Grade 6 learners, culturally grounded pedagogy, literacy developmentAbstract
Framed by current concerns on meaningful literacy learning, this research assessed the relationship between culturally responsive Filipino instruction and reading comprehension depth among Grade 6 learners in Dappat Integrated School, City of Ilagan, Isabela. The inquiry was anchored on the premise that literacy develops more effectively when instruction reflects learners’ cultural background, familiar language practices, and community context. A quantitative non-experimental correlational design with a cross-sectional predictive approach was employed. Data were obtained through a validated researcher-made questionnaire on culturally responsive Filipino instruction and a Filipino reading comprehension assessment. The questionnaire registered a Cronbach’s alpha coefficient of 0.91, indicating excellent internal consistency. Descriptive statistics, Kendall’s tau-b correlation, and simple linear regression were used to analyze the data. Results revealed that culturally responsive Filipino instruction was manifested at a very high level, while the learners demonstrated a very satisfactory level of reading comprehension depth. Literal and inferential comprehension emerged as relatively stronger areas, whereas interpretive and evaluative comprehension, though satisfactory, appeared comparatively lower. Inferential analysis showed a significant moderate positive relationship between culturally responsive Filipino instruction and reading comprehension depth. Regression results further established that culturally responsive Filipino instruction significantly predicted learners’ comprehension performance. The findings indicated that Filipino teaching grounded in learners’ cultural and linguistic realities contributed meaningfully to deeper text understanding. The study recommended the sustained use of culturally responsive teaching practices and the strengthening of higher-order reading activities in Filipino instruction
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