Graphic Organizers: Their Effect on The Reading Mastery of Intermediate Learners

This study investigated the effectiveness of Electronic Graphic Organizers (EGOs) in improving the reading mastery of Grade 5 intermediate learners at Musammat Elementary School, Kabuga, Apayao during the school year 2025–2026. A pre-experimental one-group pretest–posttest design was employed, with 24 learners selected through purposive sampling serving as both the experimental and comparison group. The Philippine Informal Reading Inventory (Phil-IRI) was used as the primary assessment tool, supplemented by a five-point Likert scale perception survey to capture learners' experiences with the intervention. Prior to the intervention, the group obtained a mean pretest score of 26.29 (SD = 8.90), placing the majority of learners within the Satisfactory performance level. Following the implementation of EGO-integrated reading activities, the post-test mean rose to 33.29 (SD = 11.11), reflecting a mean gain of 7.00 points and a shift in the group's classification to Very Satisfactory. The proportion of learners achieving Outstanding performance increased markedly from 8.33% to 41.67%, while no learner remained in the Needs Improvement category. A paired-samples t-test confirmed a statistically significant difference between the pre- and post-test scores (t = 10.66, df = 23, p = 0.001), with a large effect size (Cohen's d = 2.18). Learners also reported highly favorable perceptions of the tool, with a grand mean of 4.48, particularly affirming its usefulness in organizing main ideas and reducing reading difficulty. These findings support the integration of Electronic Graphic Organizers as an effective visual instructional strategy for enhancing reading mastery among intermediate learners.