Abstract

Reading comprehension involves recognizing words, understanding meaning, and applying information. Many students experience difficulty because of limited interest, motivation, reading materials, and family or environmental support. This study therefore examined A. C. E. (Assistance in Comprehending Education), a technology-supported instructional material intended to strengthen comprehension and engagement among HUMSS students. The study used a quasi-experimental design to evaluate A. C. E. among 70 Grade 12 HUMSS students at Bestlink College of the Philippines. Two groups of 35 students were drawn from Sections 1201 and 1202. Purposive sampling identified students enrolled in Understanding Society and Culture in Our Daily Lives who met the study criteria, while convenience sampling was used to select the two sections. The groups were compared according to whether they received the instructional material. All 70 respondents were aged 16–21 years, and 56% were female. Mean comprehension scores increased from 7.64 on the pretest to 21.01 on the posttest. The reported difference was statistically significant (p < .001), indicating improved comprehension after use of A. C. E. Among the 70 Grade 12 HUMSS respondents aged 16–21 years, mean comprehension scores increased from 7.64 to 21.01 (p < .001) after use of A. C. E. Students also rated the infographic’s language and auditory features favorably, particularly when combined with visuals and interactive activities.