Aaron Funa, Julie Ann Balisoro, Renz Alvin Gabay

Reading Literacy Assessment in Philippine Basic Education: A Cross-Sectional, School-Based Phil-IRI Study

Introduction

Reading literacy assessment in philippine basic education: a cross-sectional, school-based phil-iri study. Assess reading literacy in Philippine junior high school via Phil-IRI. Findings show females outperform males, urging targeted, sex-responsive supports for basic education.

Abstract

Purpose of the study: To examine whether age, sex, and grade level are associated with Philippine Informal Reading Inventory (Phil-IRI) performance in junior high school. Methodology: Cross-sectional, ex post facto analysis of n = 200 Grade 7–10 students (SY 2024–2025). Phil-IRI (Filipino) post-test scores were compared using Mann–Whitney U (sex) and Kruskal–Wallis H (age bands; grade levels), α = .05. Main Findings: Sex was associated with Phil-IRI scores: females outperformed males (Mdn = 26 vs 19; p < .001). No differences were found by age (p = .087) or grade (p = .513). Descriptives showed a small, lower-performing oldest age band and non-monotonic medians across grades, indicating variation occurs mainly within rather than between grades. Novelty/Originality of this study: Phil-IRI outcomes in this cohort relate to sex, not to age or grade. Schools should prioritize within-grade, profile-based supports using Phil-IRI decision levels and implement boy-responsive engagement, while monitoring older learners who remain below independence.

Review

This study presents a timely and important investigation into reading literacy levels among junior high school students in Philippine basic education, using the Philippine Informal Reading Inventory (Phil-IRI). The research aimed to identify associations between students' age, sex, and grade level with their Phil-IRI performance. A notable finding indicates a significant sex difference, with females demonstrating superior reading scores compared to males. Interestingly, the study found no significant associations between Phil-IRI performance and either age or grade level, suggesting a nuanced picture of reading development within this specific educational context. Methodologically, the research utilized a cross-sectional, ex post facto design, analyzing data from 200 Grade 7-10 students. The application of non-parametric tests like Mann-Whitney U and Kruskal-Wallis H is appropriate given the reporting of medians, which often implies non-normal data distribution. However, a critical inconsistency arises with the stated "SY 2024–2025," which suggests the study is yet to be conducted, despite the abstract presenting main findings. Assuming this is a typographical error and the data has been collected, the sample size of 200, distributed across four grade levels, might limit the statistical power for detecting subtle effects or detailed subgroup analyses. The descriptive findings, noting a "small, lower-performing oldest age band" and "non-monotonic medians across grades," are valuable and point towards complex within-grade variations that may not be captured by broader statistical comparisons. The study's findings have substantial implications for educational policy and practice in the Philippines. The pronounced gender disparity in Phil-IRI scores, favoring females, strongly advocates for the development and implementation of targeted "boy-responsive engagement" strategies to address male students' reading challenges. Furthermore, the absence of significant differences across age and grade levels, combined with the observed within-grade variations, underscores the need for a shift from generic, grade-based interventions to more individualized, "profile-based supports using Phil-IRI decision levels." This approach would allow educators to cater to the diverse reading needs present within each classroom. Future research could benefit from longitudinal studies to track reading development over time and explore the underlying factors contributing to the observed lack of progression across grades and the specific difficulties faced by older, lower-performing learners.

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