Asian Journal of Arts, Humanities and Social Studies

Reading comprehension is a vital skill for academic success, yet many elementary pupils continue to face challenges in understanding texts due to limited vocabulary, lack of exposure to diverse materials, and minimal opportunities for structured discussions. This study investigated the effectiveness of the Think-Pair-Share (TPS) strategy in enhancing the reading comprehension of Grade 5 pupils at Catigbian Elementary School, Laoang, Northern Samar during the School Year 2024–2025. An experimental action research design was employed, involving 30 pupils who participated in pre-test and post-test assessments to measure comprehension growth.

The results revealed a significant improvement in reading comprehension, with mean scores increasing from 12.50 in the pre-test to 16.56 in the post-test. Statistical analysis confirmed the effectiveness of TPS, with a t-value of -3.43 and a p-value of 0.007, leading to the rejection of the null hypothesis. These findings indicate that the observed improvements were directly attributable to the intervention.

Beyond quantitative gains, TPS fostered active engagement, collaborative learning, and deeper text analysis. Pupils became more confident, motivated, and willing to participate in discussions, which strengthened their ability to process information and articulate ideas. The strategy also encouraged critical thinking and improved retention, transforming passive learners into active participants.

The study concludes that TPS is a valuable instructional approach for bridging literacy gaps and recommends its consistent integration into classroom practice. To sustain literacy growth, differentiated support such as guided reading and small-group instruction should complement TPS. These findings provide important implications for educators and policymakers seeking effective strategies to strengthen literacy outcomes in elementary education.