Teachers’ Instructional Strategies and Learners’ Comprehension Skill

Stephanie C. Loberiano

doi:10.36948/ijfmr.2026.v08i01.68302

Teachers’ Instructional Strategies and Learners’ Comprehension Skill

Author(s)	Stephanie C. Loberiano
Country	Philippines
Abstract	This study examined the instructional strategies employed by teachers and the comprehension skills of learners among English teachers in the District of San Jose de Buenavista, Schools Division of Antique, Philippines, during School Year 2025. Specifically, the study sought to determine the extent to which English teachers employ various instructional strategies, assess the level of learners’ comprehension skills, identify significant differences when respondents are classified according to selected teacher profile variables, and examine the relationship between teachers’ instructional strategies and learners’ comprehension skills. A descriptive-correlational research design was utilized, involving 108 English teachers selected through random sampling. Data were gathered using a researcher-developed, expert-validated, and pilot-tested questionnaire, while learners’ comprehension skills were assessed based on teachers’ evaluations of learners’ reading performance. Statistical tools used in the analysis included frequency, percentage, mean, t-test, analysis of variance (ANOVA), and Pearson r correlation at a 0.05 level of significance. The findings revealed that teachers’ instructional strategies were implemented at a high level, with differentiated instruction, scaffolding, and peer-assisted learning identified as the most frequently used strategies. Learners’ comprehension skills were rated as Very Good, with stronger performance in literal and inferential comprehension compared to critical and analytical comprehension. Significant differences in instructional strategies were observed when teachers were grouped according to years of experience and educational attainment, while learners’ comprehension skills differed significantly by grade level. Moreover, a moderate positive and significant relationship was found between teachers’ instructional strategies and learners’ comprehension skills, indicating that effective instructional practices contribute to improved comprehension outcomes. The study highlights the importance of sustained professional development and instructional support to further enhance learners’ comprehension skills in English.
Keywords	Instructional Strategies, Learners’ Comprehension Skill, English Teachers, Reading Comprehension, Differentiated Instruction, Scaffolding, District of San Jose de Buenavista
Field	Sociology > Education
Published In	Volume 8, Issue 1, January-February 2026
Published On	2026-02-06
DOI	https://doi.org/10.36948/ijfmr.2026.v08i01.68302

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Teachers’ Instructional Strategies and Learners’ Comprehension Skill

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