Plain and Multimodal Texts: Influence on Students’ Reading Comprehension

Jessa Altamera Sestoso, Ed Adrianne Joy G. Baritua, Anjaylou P. Monisit, Anna Maria C. Montemar, Akeisha Raye T. Quiñanola, Joseph Sol T. Galleon

Abstract


Filipino students continue to face challenges in reading comprehension, as reflected in declining PISA-equivalent scores. This study investigated whether multimodal texts—comics, podcasts, and animated videos—can enhance comprehension compared to plain text, drawing on Multiliteracies, Dual Coding, and Schema theories. A descriptive-correlational design was employed with 213 Grade 10 students randomly assigned by cluster sampling to one of four text format groups. Data were collected using a 20-item researcher-validated comprehension test aligned with the K–12 English Curriculum. Statistical analyses included ANOVA, t-tests, and Pearson correlation to examine differences and relationships among comprehension scores, demographics, and reading habits. Comics (M = 13.8) and animation (M = 14.5) produced high comprehension scores, while plain text (M = 12.3) and podcasts (M = 11.4) yielded average levels. No significant differences were found across sex or parental education (p > 0.05). Reading habits correlated positively with comprehension only in plain text (r = 0.387, p = 0.001). Overall comprehension was average, but text format significantly influenced outcomes (F = 10.89, p < 0.001). Multimodal texts, particularly comics and animated videos, enhance comprehension and provide equitable learning opportunities across demographic groups. Recommendations include cultivating consistent reading habits for print literacy, integrating differentiated text formats in instruction, strengthening home-school collaboration, and pursuing quasi-experimental research for stronger causal evidence.

Keywords


Reading Comprehension, Plain And Multimodal Texts, Grade 10 Students

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DOI: http://dx.doi.org/10.52155/ijpsat.v55.2.7860

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