Improving the Reading Comprehension of Senior High School Students through Bionic Reading

Abstract ―​

This study aimed to improve the reading comprehension of Senior High School students through the implementation of Bionic Reading. Employing a one-group pre-test post-test experimental design, 75 Grade 12 HUMSS (Humanities and Social Sciences) students identified among 124 respondents as being at the frustration level were selected through non-probability purposive sampling to undergo the Bionic Reading intervention. The Phil-IRI reading comprehension assessment served as the research instrument, validated by experts. Data analysis was conducted using IBM SPSS Statistics, incorporating descriptive statistics and the Wilcoxon-Signed Rank Test. The results demonstrated significant post-intervention improvement, with a majority of students progressing to the instructional level. Bionic Reading effectively catered to diverse learning needs, emphasizing personalized learning pathways and interactive activities. These findings underscore the efficacy of Bionic Reading as an innovative educational tool for enhancing the reading comprehension skills of Senior High School students.