International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Volume 7 Issue 4
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Best Practices of Interactive Teaching in Reading: Phenomenological Inquiry

Author(s) Ms. Eden P. Bation, Dr. Roel P. Villocino
Country Philippines
Abstract This study investigated the best practices in using an interactive teaching approach in reading. This study ascertained the experiences, realizations, and insights of eight teachers of Pasian Elementary School, Monkayo East District, and Monkayo Central Elementary School, Monkayo West District, Davao de Oro, as they experienced using an interactive teaching approach in reading. In the course of the study, those experiences, realizations, and insights of eight teachers were identified. Using a qualitative phenomenological research design, data analysis revealed that an interactive teaching approach is appropriate and effective, but hard to implement because pupils’ behavior did not cooperate with the process. The data revealed that teachers addressed the problem encountered in using the interactive teaching approach in reading through simplifying the instruction and asking support from other teachers and parents. Indeed, the data revealed further that the best practices of the interactive teaching approach effectively improve the reading and comprehension abilities of the learners. As a result, the teachers realized that using an interactive teaching approach is necessary for the development of the pupils. Teachers, school heads, and higher authorities must continue to provide their support to make the interactive teaching approach more effective and efficient.
Keywords elementary education, interactive teaching approach, best practices, realization, strategies, teachers, school head, phenomenological inquiry, Philippines
Field Sociology > Education
Published In Volume 7, Issue 4, July-August 2025
Published On 2025-08-02
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E-ISSN 2582-2160
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