INFLUENCE OF D.A.R.T. MATERIAL TO THE READING COMPREHENSION SKILLS OF GRADE 3 PUPILS

Abstract

The Drop and Read Tower is an innovative teaching tool that incorporates gamified learning to make reading activities more interactive, engaging, and cooperative for learners. This method applies research-based strategies to link the material with essential reading comprehension skills. It enhances reading fluency, supports the use of comprehension strategies such as visualization, and expands vocabulary—all of which are critical to understanding texts. As noted by Zaric et al. (2021), the Gamified Learning Theory emphasizes that incorporating game elements into education encourages learning behaviors by serving as a mediator or moderator in the learning process. The study utilized a quantitative approach with a causal-comparative research design. A purposive sampling method was employed to select 60 Grade 3 pupils from San Bartolome Elementary School. Data collection involved the use of a structured survey questionnaire and a modified pre-test and post-test based on materials from the Department of Education. The data were analyzed using statistical tools, including ranking, weighted mean, Likert scale, and z-test, to determine the effectiveness of the intervention. The study revealed notable improvements in reading comprehension skills—specifically in fluency, visualization, and vocabulary—through the use of the Drop and Read Tower (D.A.R.T.) material. Significant differences were observed between the III-Kamatsile and III-Katmon groups, both of which showed progress, with the III-Kamatsile group demonstrating particularly high proficiency. These results underscore the effectiveness of tailored instructional strategies. The post-test scores showed a substantial increase compared to the pre-test results, confirming the positive impact of the gamified learning intervention on students' reading comprehension. Despite the positive outcomes, the study identified several challenges, including communication difficulties, excitement-induced struggles in articulating ideas, time constraints, and confusion when forming mental images. These issues suggest the need for differentiated instructional approaches to effectively cater to the varied learning styles of students, as highlighted by Ningtyas et al. (2020) and Akidatul et al. Nonetheless, the findings reinforce the effectiveness of gamified learning tools like the D.A.R.T. strategy in promoting reading comprehension and active participation, while also emphasizing the importance of addressing specific learning obstacles through targeted interventions.