EFFECTIVENESS OF PRE-READING ON GRADE 12 HUMANITIES AND SOCIAL SCIENCES STUDENTS' READING COMPREHENSION AT IMMACULADA CONCEPCION COLLEGE

Abstract

Pre-reading plays a crucial role in enhancing reading comprehension skills, yet the ability to acquire these skills varies among individuals due to factors such as access to quality education and supportive learning environments. This study investigates the effectiveness of pre-reading strategies in improving the reading comprehension of Grade 12 Humanities and Social Sciences students at Immaculada Concepcion College. This descriptive quantitative study aimed to assess the effectiveness of pre-reading strategies on the reading comprehension of Grade 12 Humanities and Social Sciences students at Immaculada Concepcion College. Using non-probability snowball sampling, a sample of 236 students was selected from a population of 586, based on Slovin’s formula. Data were collected through a researcher-designed questionnaire administered via Google Forms, featuring Likert scale questions to evaluate pre-reading and reading comprehension levels. The questionnaire was validated by expert reviewers, and statistical analyses, including weighted mean, frequency, and percentage, were employed to interpret the responses. The study found that Grade 12 Humanities and Social Sciences students at Immaculada Concepcion College exhibited good proficiency in both pre-reading (average score: 3.06) and reading comprehension (average score: 3.02). While some concerns about vocabulary levels were noted, students effectively employed strategies such as online word lookup, note-taking, and practicing new words. Their comprehension was further enhanced through skills like analyzing viewpoints, connecting different parts of the text, and evaluating information accuracy. Pre-reading activities played a crucial role in familiarizing students with new concepts, facilitating smoother comprehension through techniques such as predicting content and discussing expectations. The findings suggest that targeted training could further refine these strategies, promoting deeper engagement with texts and improved comprehension outcomes. A study conducted at Immaculada Concepcion College found that Grade 12 Humanities and Social Sciences (HUMSS) students demonstrated good levels of pre-reading proficiency and reading comprehension. The research highlighted the effectiveness of pre-reading strategies such as looking up unfamiliar words, utilizing online resources for clarification, and setting reading goals—all of which contributed to enhanced comprehension. These strategies helped students improve their understanding and retention of texts, although some approaches, such as preparing to use effective reading techniques beforehand, showed limited effectiveness. Overall, the study underscores the importance of structured pre-reading activities in strengthening students’ comprehension skills and fostering deeper engagement with academic texts.