Utilizing Lottery-Based Name Selection to Improve Students’ Reading Comprehension Skills in English Discussion

Annalou Marie P. Lague, Arlyn S. Espares and Genelyn R. Baluyos
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Annalou Marie P. Lague: College of Education, Misamis University
Arlyn S. Espares: College of Education, Misamis University
Genelyn R. Baluyos: College of Education, Misamis University

International Journal of Research and Innovation in Applied Science, 2025, vol. 10, issue 9, 525-536

Abstract: Implementing effective strategies in the classroom is essential for addressing the low comprehension levels seen in students, especially in language learning contexts. This study explores how the method of selecting names via a lottery can improve comprehension during English discussions among eighth-grade students. Conducted throughout the 2024–2025 academic year, the study took place in a public secondary school located in Ozamiz City, focusing on a purposefully chosen group of 25 Grade 8 students who showed weak performance in English. Utilizing a classroom action research approach, the study implemented lesson plans, pre-tests, and post-tests. The data was analyzed using descriptive statistics such as mean, standard deviation, frequency, and percentage. At the same time, a t-test was employed to assess the significance of the results, which showed that the students showed low levels of comprehension in English before the intervention, indicating the necessity for this method. Following the implementation of the name-based lottery method, there was a marked increase in student scores, with numerous individuals attaining ratings categorized as "Very Satisfactory." The use of a lottery system based on names positively influenced students' comprehension in English discussions. The study advocates for the inclusion of similar active participation techniques in teaching methods. Recommended activities include cold calling through randomized tools, peer questioning, and structured academic discussions. To sum up, the method of selecting lottery names effectively increased student involvement, understanding, and overall academic performance.

Date: 2025
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