Enhancing reading comprehension through MIND instructions: An experimental study on Grade 4 learners

MIND instruction

Abstract

A learner’s ability to comprehend and derive meaning from text is essential for developing critical thinking, memory retention, and problem-solving skills. Despite its importance, reading comprehension among Grade 4 learners at Faustino Reyes Memorial Elementary School remains a challenge. This study employed an experimental design with a two-group pretest-posttest framework to examine the effectiveness of MIND (Multimedia, i-learning, Navigable Delivery) instructions in improving reading comprehension skills for 14 Grade 4 learners during the academic year 2025–2026. Learners were randomly assigned to a control group, which received conventional teaching methods, and an experimental group, which underwent weekly MIND instruction integrating multimedia presentations, interactive activities, and navigable exercises. Pretests and posttests were administered, and the data were analyzed using mean scores and independent t-tests. Results indicated that the experimental group significantly outperformed the control group, achieving a mean score of 17.36 (Advanced level) compared to 9.93 (Approaching Proficiency). The increase in the experimental group was statistically significant (t = 8.50 > t-crit = 2.160, α = 0.05). These findings demonstrate that the MIND instructional strategy effectively enhances reading comprehension by fostering engagement, higher-order thinking, and learner-centered practice. The study recommends integrating MIND instruction into regular reading lessons and replicating the intervention across different contexts to assess its broader applicability.