Anticipate, Prediction & Inference: Boosting Grade 9 Reading Comprehension through the Anticipation Guide Strategy

Abstract

Responding to the persistent challenge of reading comprehension in Philippine education, where international assessments indicate many students lack minimum proficiency, this study investigated the Anticipation Guide Strategy's effectiveness. It aimed to enhance Grade 9 students' prediction and inference skills at Paknaan National High School (2025–2026). Employing a sequential explanatory mixed-methods design and using reading comprehension test and semi-structured interview guide, it utilized quantitative pre- and post-tests and qualitative interviews involving 55 purposively selected students. Quantitative results demonstrated significant post-intervention improvements in reading comprehension. A paired sample t-test confirmed a statistically significant difference (p<0.05) between pre- and post-test scores, with notable effect sizes of 0.54 for prediction and 0.41 for inference, affirming the strategy's efficacy. Qualitative data reinforced these findings, as students described the Anticipation Guide as engaging, motivating, and valuable for activating prior knowledge and improving textual understanding. The study concluded that the Anticipation Guide Strategy fosters active reading, metacognitive reflection, and schema activation, leading to deeper comprehension. Its integration into standard reading instruction, perhaps through an Anticipation Guide-Based Reading Enhancement Program, is recommended to bolster secondary literacy. Limitations include generalizability due to its localized context and specific sample size; future research should explore long-term impact across diverse settings.