Explanatory Sequential Mixed Methods Study of SQ3R: A Theory

Geryl Dillo Cataraja

doi:10.55927/jeda.v4i3.237

Authors

Geryl Dillo Cataraja Palompon Institute of Technology

DOI:

https://doi.org/10.55927/jeda.v4i3.237

Keywords:

SQ3R, Reading Comprehension, Novelty, Mental Organization, Interaction

Abstract

This study investigated the effectiveness of the SQ3R method in improving students’ reading comprehension and explored both student and teacher perceptions of its use. Using an explanatory sequential mixed-method design (Quan-qual), the quantitative phase employed a quasi-experimental one-group pretest-posttest design with 20 purposively selected third-year Bachelor of Elementary Education students at Palompon Institute of Technology (AY 2019–2020), followed by qualitative interviews. Findings revealed that students’ reading comprehension in literal, inferential, and evaluative aspects improved, with a significant difference observed after the SQ3R intervention. The qualitative phase, analyzed through the Classical Glasserian Grounded Approach, confirmed positive perceptions of the strategy and led to the formulation of the theory: “SQ3R as a Strategy Instruction to Improve Learning Process.”

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