Effectiveness of Generating Interaction between Schema and Text (GIST) Strategy for Enhancing Comprehension Skills of Grade 11 Students

Abstract

This study examined the effectiveness of using the GIST (Generating Interactions between Schemata and Text) strategy in improving the Most Essential Learning Competency (MELC) in the Department of Education competencies specifically explaining the texts in terms of literary elements, genres, and traditions, understanding literary meanings in context and the use of critical reading strategies and situating the texts in the context of the region, nation, and world of Grade 11 students at Don Gerardo Llamera Ouano Memorial National High School. The instrument used in this study is an adaptive 30-item Multiple Choice Test from The Philippine Informal Reading Inventory (Phil-IRI) Assessment Tool designed to assess students' performances before and after the use of the strategy. The data gathered through a comprehensive test and an interview were analyzed using the Braun and Clarke Thematic Analytical Framework. Findings revealed that the performance of the respondents differ before and after using the GIST (Generating Interactions between Schemata and Text) strategy. Facilitating better comprehension, fostering active engagement, and constituting a challenge to the students were the three themes that emerged regarding the experiences of the respondents when exposed to the GIST strategy. Based on the findings and conclusion, using the GIST strategy for the students ‘reading comprehension is highly recommended.