ABSTRACT
This qualitative research determined the factors affecting the reading comprehension of high school learners as experienced by hybrid teachers and served as basis for developing a reading enhancement program. It was conducted with 10 (ten) purposively selected hybrid teachers in secondary schools in the Division of Iloilo City for the school year 20025-2006. The findings revealed that the hindering factors experienced by hybrid teachers on high school learners’ reading comprehension were: limited vocabulary, lack of motivation towards reading, limited access to resources, and digital distractions. The facilitating factors used by hybrid teachers to overcome the hindering factors were: developing vocabulary and language proficiency, enhancing learners’ motivation and attitude, developing background knowledge and reading skills, improving socioeconomic conditions, and improving access to technology. An enhancement reading program was proposed by the researchers based on the results of the study.
Keywords: hybrid teachers, reading comprehension skills, reading enhancement program
INTRODUCTION
Reading comprehension is an essential academic skill that extends beyond simply recognizing written words. It involves making meaning from text, linking new ideas to prior knowledge, and applying understanding to real-life situations. For high school students, this skill plays a vital role in achieving success across different subjects. Whether they are solving mathematical problems, examining historical events, or understanding scientific ideas, their ability to comprehend texts significantly affects their overall academic performance. Moreover, strong reading comprehension supports the development of critical thinking, creativity, and lifelong learning, making it a key foundation of education. Studies around 2021 suggest that reading comprehension is strongly associated with higher-order thinking skills, as students who actively engage with texts are more capable of interpreting, evaluating, and integrating information across various disciplines (Kim, 2021; OECD, 2021).
In recent years, the field of education has experienced major changes, particularly with the emergence of new learning modalities and technological advancements.
This learning model provides greater flexibility and improved access to education; however, it also brings a range of challenges. In Iloilo City, as in many parts of the world, teachers have noticed that while some students adjust effectively to hybrid learning, others encounter difficulties, especially in reading comprehension. The transition to digital platforms demands higher levels of independence, self-discipline, and technological skills, which not all learners possess. Research conducted during the COVID-19 pandemic indicates that many students struggled to stay focused and fully understand lessons in online settings, largely due to limited teacher support, the presence of digital distractions, and unequal access to educational resources (Bao, 2020; Sintema, 2020; World Bank, 2021).
This study seeks to explore these issues by examining the perceptions of hybrid teachers in Iloilo City. Specifically, it aims to identify the facilitating factors that enhance reading comprehension, the hindering factors that impede it. By analyzing these perspectives, the research intends to provide a clearer understanding of the realities of hybrid classrooms and to lay the groundwork for an intervention program that can strengthen reading comprehension among high school students in the coming school year. This approach is supported by recent educational research emphasizing the importance of context-based interventions and teacher-informed strategies in improving literacy outcomes in blended learning environments (UNESCO, 2021).
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