Abstract

This study examined the effectiveness of ChronoCards, a story sequencing activity, in improving reading comprehension among Grade 3 learners at Caloocan North Elementary School. Reading comprehension is vital in elementary education because it supports success across subjects. Many learners struggle with sequencing, recalling, and inferring, which hinders text understanding. To address this, ChronoCards were created as tools combining images and words to enhance key skills like sequencing, recall, and prediction. The activity is based on the Dual Coding Theory by Sweller, Ayres, and Kalyuga (2021), which emphasizes that learning improves when visual and verbal representations work together, fostering active engagement and meaningful comprehension. The study used a quasi-experimental design with cluster random sampling and involved 42 Grade 3 learners. Most participants were aged 7–8 years (98%), and 55% were female. Initially, most learners were classified as Developing (48%) or Transitioning (43%) in reading comprehension. Pretests and posttests were administered, together with researcher-made questionnaires for learners and teachers. Data were analyzed using frequency distribution, mean, standard deviation, and the Wilcoxon signed-rank test after the Shapiro–Wilk test indicated nonnormality. The mean score increased from 10.64 on the pretest, interpreted as “High Emerging,” to 17.64 on the posttest, interpreted as “At Grade Level.” The Wilcoxon signed-rank test indicated a statistically significant difference (Z = 5.6454, p < 0.00001). Learners reported that the combination of images and words helped them sequence events and recall details, while teachers perceived improvements in engagement, motivation, and participation. Based on the findings, the study recommends the structured classroom use of ChronoCards with teacher facilitation and strategies like guided reading and cooperative learning. Future research may explore its long-term effects and adaptability to other grade levels and subjects. Overall, the study highlights the importance of interactive and visual strategies in improving reading comprehension and building essential literacy skills.