Abstract

This study aimed to assess the effectiveness of the Question-Answer Relationship (QAR) strategy in improving the reading comprehension of Grade 5 students at Sta. Cruz Elementary School in the San Jose District of Dinagat Islands. Using a quasi-experimental design, the study compared the QAR strategy to traditional reading methods with a sample of 58 Grade 5 learners, divided into control and experimental groups. Teacher-made tests were used to evaluate students' comprehension before and after the intervention. Results showed that both groups had identical pretest scores of 0.53 (5.30%) and performed at a "Needs Improvement" level. Posttest results revealed slight improvements, with the traditional strategy achieving a mean score of 5.52 (55.23%) and the QAR strategy a mean of 5.66 (56.61%), still under the "Needs Improvement" category. Both strategies significantly improved students' reading comprehension, as indicated by the statistical analysis (p-value = 0.0001). However, no significant difference was found between the two methods. Based on these findings, it is recommended that educational administrators promote the QAR strategy, teachers incorporate it into lesson planning, and further research explore its application in different academic settings.