Academic Performance of Grade 7 Students in Biology Through Close Reading Strategies

The study, “Academic Performance of Grade 7 Students in Biology through Close Reading Strategies,” aimed to evaluate the effectiveness of close reading strategies in improving the academic performance of Grade 7 students in Biology. The study utilized the one-group pretest-posttest and descriptive methods and involved twenty-two (22) Grade 7 students from a private non-sectarian school in Sorsogon City, Philippines. It used pre-and post-tests and modules on selected Biology topics as instruments. The study indicated that close reading strategies significantly impacted students’ academic performance. Following the application of close reading strategies, the students’ performance in Biology improved, with t-values of 3.95, 5.92, 12.31, 8.30, and 16.78, all exceeding the critical value of 2.080. Additionally, these strategies enhanced their reading comprehension skills, which are essential for understanding scientific concepts. The findings suggest integrating close reading strategies into Biology instruction can benefit students’ academic performance. Teachers and educators can utilize these strategies to enhance critical thinking skills, comprehension, and academic performance in science education. Furthermore, this research provides evidence that close reading strategies can effectively improve students’ academic performance and be an instructional tool in Biology education.