The Use of Interactive Workbook in Improving Reading in English among Grade 4 Pupils: A Developmental Research
Kyla D. Cometa *
University of Mindanao, Digos College, Roxas Ext, Digos, 8002, Davao del Sur, Philippines.
Julie Althea P. Grant
University of Mindanao, Digos College, Roxas Ext, Digos, 8002, Davao del Sur, Philippines.
Wiela Mae O. Alegre
University of Mindanao, Digos College, Roxas Ext, Digos, 8002, Davao del Sur, Philippines.
Rodeth Jane C. Quezada
University of Mindanao, Digos College, Roxas Ext, Digos, 8002, Davao del Sur, Philippines.
*Author to whom correspondence should be addressed.
Abstract
Background: Poor reading proficiency remains a persistent concern among Filipino learners, affecting comprehension and overall academic performance. In response to this challenge, there is a need for engaging and developmentally appropriate instructional materials. Interactive workbooks, which combine structured reading tasks with learner-centred activities, have been identified as a promising intervention to support English reading development among primary school pupils.
Aims: This study developed and evaluated an interactive workbook intended to improve English reading proficiency among Grade 4 pupils in Digos City.
Study Design: A quantitative development research design was used through teacher validation and pretest-post-test assessment.
Place and Duration of Study: The study was conducted in selected schools in Digos City during the school year 2024-2025.
Methodology: Seventy elementary teachers evaluated the workbook in terms of directions, activities, reflection, language used, format and layout, and level of difficulty. Thirty-six Grade 4 pupils, aged 9-10 years old, took a 20-item pretest and post-test before and after using the workbook. Data were analyzed using mean, percentage, and standard deviation.
Results: The developed interactive workbook obtained an overall mean of 4.75 (SD=0.49), described as Very Highly Acceptable. Pupils’ mean performance increased from 60.15% (SD=2.60) in the pretest to 89.60% (SD=1.34) in the post-test, indicating improved reading performance after using the workbook.
Conclusion: The interactive workbook served as an engaging, developmentally appropriate, and useful reading intervention for Grade 4 pupils. Its broader use as supplementary instructional material may strengthen reading comprehension and fluency among learners who need structures support.
Keywords: Interactive workbook, English reading proficiency, reading intervention, story-based activities, grade 4 learners, developmental research, literacy instruction