Main Article Content


This research paper aimed to investigate the effects of visual learning style-based activities on reading comprehension skills among 18 second-year English major students who are currently enrolled at the President Ramon Magsaysay State University-Castillejos Campus. The matching-only pretest-post-test research design, as a type of experimental design, was used to investigate the improvement of the respondents' reading comprehension skills after the integration of the intervention.  The results show that the student’s reading comprehension level was mostly “Independent” or 38.89% (7 out of 18) during the administration of the pre-test and increased by 66.67% (12 out of 18) during the administration of the post-test. The mean score of the respondents shows that they are in the “Instructional” level (19.83 or 66.11%) on the pre-test result which was improved during the post-test result in the “Independent” level (24.17 or 80.57%) respectively. The pre-test and post-test results on the reading comprehension of the respondents before and after the application of the visual learning style-based intervention show a significant correlation between the mean score (t=4.32, p=2.11) which is <0.05 alpha level, thus, the rejection of the null-hypothesis. Moreover, instructors may also allow their respective students to develop their reading comprehension skills beyond the given activities by supplying learning activities tailored to their needs, interests, and learning styles.

Article Details

How to Cite
Gallardo, J., Dela Cruz, N., Opinga, G., & Albino, F. S. (2023). Visual Learning-Style-Based Activities in Improving the Reading Comprehension Skills of Second-Year English Major Students. International Journal of Multidisciplinary: Applied Business and Education Research, 4(10), 3530-3536.


Alfallaj, F. S. S. (2017). Reading Competence of the Saudi EFL Learner: Empowering the Teachers through Linguistics. Advances in Language and Literary Studies, 8(3), 12-17.
Aruperes, R. E., Liando, N. V. F. & Rorimpandey, R. (2018). The Use of Word Wall Game Media to Improve Stu-dents’ Vocabulary Mastery at 7th Grade SMP Kristen Taraitak. P.3
Brandon, D. (2021). The Importance of Read-ing Comprehension. Alabama Coopera-tive Extension System.
Carlton, G. (2021). Adapting Learning Styles During COVID-19. The Best Schools.
Deunk, M. I., Smale-Jacobse, A. E., de Boer, H., Doolaard, S., and Bosker, R.J. (2018). Ef-fective differentiation practices: a sys-tematic review and meta-analysis of stud-ies 41 on the cognitive effects of differen-tiation practices in primary education. Educ. Res. Rev. 24, 31–54. doi: 10.1016/j.edurev.2018.02.002
IRIS Center. (2021). Page 1: Defining differen-tiated instruction. Peabody College Van-derbilt University
Ismail, N. M. & Tawalbeh, T. E. I. (2015). Effec-tiveness of a Metacognitive Reading Strategies Program for Improving Low Achieving EFL Readers. International Ed-ucation Studies, 8(1), 71-87.
Kalangi, M., Liando, N. V. F. & Maru, M. (2019, November). The Effect of Applying Inter-net Browsing in Improving Students’ Reading Comprehension Skill. In Interna-tional Conference on Social Science 2019 (ICSS 2019) (pp. 861- 865). Atlantis Press.
Lynch, M. (2015). The call to teach: An intro-duction to teaching. Massachusetts: Pear-son Education, Inc. 42
Lynch, E. (2020). Tips for teachers and class-room resources. Resilient Educator.
Lynch, M. (2020). Why Students Struggle with Reading Comprehension.
Manaog, N. R. (2020). Why students have poor reading comprehension. The Manila Times.
Mantiri, H. O., Palengkahu, N., & Tuerah, I. J. C. (2021). Improving Students’ Reading Comprehension Through Picture and Pic-ture. Journal of English Language and Literature Teaching, 4(2).
Mogea, Tini. (2019). The Effectiveness of Question-and-Answer Technique in Teaching Reading Comprehension at SMP Negeri 3 Ratahan. 2(2).
Newton, P. M. (2015). The learning styles myth is thriving in higher education. Front. Psychol. 6, 1–5. Doi: 10.3389/fpsyg.2015.01908
NSW Education Standards Authority. (2021). Differentiated assessment. NSW Govern-ment.
Oakhill, J., Cain, K., & Elbro, C. (2019). Reading comprehension and reading comprehen-sion difficulties. In Reading Development and Difficulties (pp.83-115). Springer, Cham.
Oluremi, F. D. (2015). Learning styles among college students. International Journal for Cross- Disciplinary Subjects in Education, 5(4), 2631–2640.
Rivers, W. M. (2018). Teaching foreign lan-guage skills. Chicago: Univ. of Chicago Press.
Schleicher, A. (2016). Teaching Excellence Through Professional Learning and Poli-cy Reform: Lessons from Around the World. Paris: International Summit on the Teaching Profession; OECD Publishing. Doi: 10.1787/9789264252059-en
Tangiduk, Y. K., Samola, N., & Rorimpandey, R. (2021). Optimizing Students’ Reading Comprehension of Descriptive Text Through E-Learning Method with WhatsApp Application at Students of SMA Negeri 1 Buko. Journal of English Culture, Language, Literature and Education, 9(1), 1-16.
Tatipang, D., Oroh, E. Z., & Liando, N. V. (2021). The Application of Mind Mapping Technique to Increase Students’ reading Comprehension at The Seventh Grade of Smp. KOMPETENSI: Jurnal Bahasa dan Seni, 1(03), 389-397.
UNESCO (2017). A Guide for Ensuring Inclu-sion and Equity in Education. Paris: Unit-ed Nations Educational, Scientific and Cultural Organization. Available online at:
Van Casteren, W., Bendig-Jacobs, J., Warten-bergh-Cras, F., Van Essen, M., and Kurver, B. (2017). Differentiëren en Differenti-atievaardigheden in HetVoortgezet Onderwijs. Nijmegen: Research Ned.
Watson, S. (2020). Differentiated instruction and assessment. ThoughtCo.