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REACH STRATEGY AND THE COMMUNICATION SKILLS IN USING THE SUBJECT-VERB AGREEMENT OF THE ALS LEARNERS OF ECHAGUE SOUTH DISTRICT
ARMINIO A. WAMERGA, Teacher III, Echague South Central School; ROMERICO M. DOMINGO, Teacher III, Echague South Central School
ABSTRACT
In response to the persistent challenge of poor grammar skills—particularly subject-verb agreement—among Alternative Learning System (ALS) learners in Echague South District, this action research examined the effectiveness of the REACH Strategy (Remember the Rules, Engage in the Activities, Commit to Learn Holistically) in enhancing learners' communication skills. Using a pretest-posttest experimental design with 27 purposely selected learners who had not mastered the competency, the study implemented a 12-week intervention through blended learning. Results showed a significant improvement in learners' performance, with mean scores increasing from 10.62 (low mastery) to 23.29 (high mastery). A paired samples t-test revealed a statistically significant difference between pretest and posttest scores (t = 38.000, p < .001), with a large effect size (Cohen’s d = 0.982), indicating strong intervention effectiveness. Learner feedback further affirmed the strategy's impact, with participants describing the experience as both helpful, engaging and enjoyable. It is recommended that the REACH Strategy be adopted and refined for broader use in ALS programs to improve language proficiency and learner engagement.
Keywords: REACH Strategy, ALS Learners, Subject-Verb Agreement, Communication Skills, Educational Intervention
Year: 2025
posted on June 11, 2025
How to Cite
Wamerga, A., & Domingo, R. (2025). Reach Strategy and the Communication Skills in Using the Subject-Verb Agreement of the ALS Learners of Echague South District. Saringit, 5(1), 133-136.
