Chapter 4

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary
This study focused into the effects of the PQ4R on the reading comprehension of Grade 6
pupils at Baluarte Elementary School. It was conducted in one of the public schools in
Tagoloan Misamis Oriental. The study used an experimental design to analyze the PQ4R strategy
against the conventional approach. The major goal was to see how the PQ4R technique affected
students' literal, inferential, and critical reading comprehension.
Pre-test and post-test activities were used to collect data from both the control and experimental
groups. To determine the effectiveness of the PQ4R strategy in improving students' reading
comprehension, statistical measures such as the Independent Sample T-Test were used.

Findings
After collecting and gathered all data and information, the researchers came out with the
following results:
Pre-Test Analysis
The pre-test analysis indicated the baseline levels of reading comprehension in both the control
and experimental groups. The control group displayed varying levels, with the majority falling
into the "high reading comprehension" level in terms of literal interpretation. In contrast, the
experimental group demonstrated higher levels of literal comprehension, indicating an excellent
starting point.
Post-Test Analysis
Control Group (Conventional Approach)
The control group showed significant improvements in reading comprehension after being
exposed to the traditional approach. The post-test mean scores revealed general proficiency, with
the majority achieving high comprehension in literal interpretation and inferential
comprehension. Critical comprehension, on the other hand, remained a struggle, with significant
numbers of respondents falling into the "low reading comprehension" category.
Experimental Group (PQ4R Strategy)
In contrast, the experimental group that was exposed to the PQ4R strategy showed significant
improvements in all categories of reading comprehension. Literal and critical comprehension
exhibited high levels, whereas inferential comprehension shown a "average" level. The overall
mean score for the experimental group was higher than the control group, demonstrating that the
PQ4R strategy made a positive impact.
Comparison of Groups
An independent sample t-test was used to determine the significance of the differences between
the two groups. The results revealed no statistically significant changes in reading
comprehension scores between the conventional approach and the PQ4R strategy.

Conclusion
After a thorough analysis of the results of the data, the following conclusions are drawn:
The findings of this study indicate the PQ4R strategy's potential for improving pupils' reading
comprehension. While the traditional approach improved in certain ways, the experimental group
exposed to the PQ4R strategy consistently exceeded in all categories. The statistical study, on the
other hand, found no significant differences between the two strategies, indicating that both had
advantages.

Recommendations
Based on the outcomes of this study, the following recommendations are suggested:
 Educators and curriculum designers should think about adding the PQ4R strategy into
existing reading programs, with a focus on literal, inferential and critical comprehension
skills.
 Teachers should be trained in appropriate PQ4R implementation tactics to ensure the
method has the greatest possible impact on pupils.
 Future studies should investigate the implications of the PQ4R strategy, tracking students'
growth over time to assess its long-term effect.
 The PQ4R strategy should be tested in a variety of educational settings and demographics
to ensure its applicability and effectiveness across a wide range of student populations.
In conclusion, this study provides useful insights into the potential benefits of the PQ4R strategy,
providing educators with a pedagogical tool to improve students' reading comprehension skills.
Further investigation and development of this approach are required to realize its full potential in
fostering literacy among pupils.