EXPLORING THE USE OF EXPLICIT TEACHING IN IMPROVING THE COMPREHENSION OF MULTIGRADE LEARNERS

This study explored the use of explicit teaching strategies in improving the comprehension status of multigrade learners in Guiweng Elementary School. It specifically aimed to determine the learners’ comprehension status, examine how explicit teaching strategies improved their comprehension, and identify the strengths and challenges of these strategies in a multigrade setting. A qualitative case study design was employed involving two multigrade learners, referred to as Learner A and Learner B. Data were collected through the teacher-researcher’s daily journals and classroom observations. The findings revealed that the learners initially demonstrated low comprehension, characterized by difficulty in understanding texts, dependence on teacher support, and limited prior knowledge and vocabulary. After the implementation of explicit teaching strategies, notable improvements were observed. The learners showed enhanced comprehension through modeling and guided practice, improved vocabulary and word recognition, gradual development of independent learning skills, and increased engagement and participation in classroom activities. The study further identified the strengths of explicit teaching strategies, including structured and clear instruction, increased confidence and participation, and the development of independent learning skills. However, challenges were also evident, such as time-consuming instruction, the need for continuous reinforcement, and varied learning pace in a multigrade setting. The study concludes that explicit teaching strategies are effective in improving the comprehension status of multigrade learners when implemented consistently and systematically. The findings highlight the importance of structured instruction, vocabulary development, and gradual release of responsibility in enhancing reading comprehension in multigrade classrooms.