Students' Level of Reading Comprehension in Traditional and Remote Systems

Abstract

Reading comprehension translates into real-world abilities and critical thinking vital to succeed academically, professionally, and personally. This study measured the learners' reading comprehension level between traditional and remote systems in grade 9 students. This study used the comparative analysis research design to determine the relationship between students' reading comprehension levels in traditional and remote systems. The study was conducted through face to-face engagement while adhering to health protocols. The mean, percentage, and T-test were used to determine significant differences in reading comprehension levels before and during the pandemic. This study revealed the top three factors affecting the students' reading comprehension level in the traditional system, including the student vocabulary knowledge, comprehension monitoring of the students, and learning styles. Additionally, the top three factors affecting reading comprehension in the remote system are students' motivation, background knowledge, and learning styles. It was found that students' reading comprehension levels were advanced before the pandemic and approaching proficiency during the pandemic. In addition, A significant difference was found in reading comprehension levels between traditional and remote methods, with a mean difference of 13.73. In conclusion, the traditional system is far better at improving students' reading comprehension levels than the remote system due to some unknown factors that need further investigation. However, both instructional systems can use interchangeable strategies to enhance students' reading comprehension. It is recommended that blended learning modalities can be used as a method besides traditional methods to improve students' reading comprehension.