Abstract

Reading comprehension remains a major challenge in the Philippines, as reflected in the country’s low 2022 PISA ranking. Contributing factors include weak reading strategies and limited use of visual aids. To address this, the study examined CLAPS (Closed-Captioned Audio-Visual Presentations), a technology-based approach that synchronizes text with audiovisual content. Grounded in Mayer’s Cognitive Theory of Multimedia Learning, CLAPS uses dual channels to enhance comprehension. The study employed an experimental design involving 66 Grade 12 HUMSS students from Bestlink College of the Philippines (2025–2026). Participants were divided equally into control (n = 33) and experimental (n = 33) groups through cluster sampling. Both groups took a 20-item pretest to establish baseline comprehension levels. Over five days, a posttest followed, along with a survey for the experimental group on their experiences and challenges with the method. Results showed that both groups started with similar reading comprehension scores (control = 11.18; experimental = 11.00; p = 0.59). However, posttest results revealed a significant improvement for the experimental group (mean = 17.15) compared to the control group (mean = 11.58; p <.00001), indicating a strong positive effect of CLAPS. Students rated CLAPS highly in enhancing sensory (WM = 3.18), working (WM = 3.15), and long-term memory (WM = 3.27), citing improved engagement and retention. Reported challenges included difficulty balancing caption reading with visuals (19.48%), captions disappearing too quickly (11.69%), and lack of key-point emphasis (12.99%). The study indicates that CLAPS was effective in improving reading comprehension in 21st-century Literature among senior high school students. By integrating audio, visual, and textual information, CLAPS was intended to reduce cognitive load and support prediction, summarization, and knowledge connection. Learners reported that the approach was engaging, although caption timing and emphasis require improvement.