¹Allyka C. Tampoc, ²Cecilia B. Diva, MAT

¹Secondary School Teacher I-JHS

²Professor, Graduate Studies and Applied Research(GSAR)

DOI : https://doi.org/10.58806/ijsshmr.2024.v3i9n08

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ABSTRACT

This focused on enhancing the cognitive skills of the students in ESL classroom through POSSE Reading Strategy, among Grade 10 students of Callejon National High School during the School Year 2023-2024. A cluster sampling was used in selecting the respondents. The researcher utilized an experimental-quantitative research design where it considers two entities: pretest and post-test of the students before and after the utilization of the POSSE reading strategy. The study utilized the POSSE strategy activity sheets and had a pretest and post-test as the main data-gathering instruments, mean, frequency and t-test was used to determine the significant difference in the enhancement of cognitive skills of the respondents in an ESL classroom using the POSSE reading strategy. The study revealed that the POSSE reading strategy enhanced the cognitive skills of the students in ESL classroom. Finally, it shows that there is a significant difference in the enhancement of cognitive skills of the respondents in an ESL classroom using the POSSE reading strategy.

KEYWORDS:

Cognitive Skills, MPS, POSSE Reading Strategy, Summative Assessments

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