Title

DICEROLL STRATEGY: A GAME-BASED READING COMPREHENSION APPROACH FOR GRADE 4 PUPILS

Author(s)

ANDREA JAN C. MURALLON I

Affiliation

MISAMIS UNIVERSITY

Degree Program

Bachelor of Elementary Education (BEED) - General

Contributor

CENA, CHERRY JANE O. - Adviser

BALUYOS, GENELYN R. - Instructor

Year

2026

Abstract

This study aimed to determine the effectiveness of the DiceRoll Strategy in
enhancing the reading comprehension of Grade 4 pupils at a selected public elementary
school in Ozamiz City during the school year 2025–2026. A classroom-based action
research design using a single-group pretest–posttest approach was employed. The
respondents consisted of forty-five (45) Grade 4 pupils selected through purposive
sampling. Data were collected using a researcher-made Reading Comprehension
Achievement Test to measure pupils’ reading comprehension performance before and after
the implementation of the DiceRoll Strategy. The instrument consisted of comprehension
questions covering literal, inferential, and evaluative skills and was validated by education
experts and tested for reliability using Cronbach’s alpha. The intervention was
implemented through four instructional sessions using game-based and collaborative
reading activities guided by the DiceRoll Strategy. Data were analyzed using mean,
standard deviation, and paired t-test through JAMOVI software. Based on these findings,
teachers are encouraged to integrate the DiceRoll Strategy into regular reading instruction
to improve literal, inferential, and evaluative comprehension. School administrators may
support its use through appropriate materials, resources, and professional development on
game-based and collaborative teaching. The strategy may also be adapted to other subjects
and grade levels. Future research should examine its long-term effects using larger samples,
longer interventions, comparison groups, and measures of motivation and engagement.

Keywords

DiceRoll Strategy, game-based learning, learner-centered instruction, reading comprehension, reading intervention

Collaborating Institution

Department of Education