Abstract

Widespread underachievement in English reading comprehension (ERC) among primary school students remains a pressing concern, as national assessments reveal. This study investigates the effectiveness of pedagogical practices used by Year 4 teachers in three primary schools in Fiji’s central division. It was conducted as part of a master’s research project. Using a mixed-methods approach, this paper presents findings from structured lesson observations, student pre- and post-test assessments, and teacher interviews over a four-week period. The research examines how pedagogical strategies influence student comprehension and compares teaching effectiveness across urban, semi-urban, and rural settings. Results show notable variation in how frequently and effectively teachers applied ERC strategies. Crucially, a positive correlation emerged between the number of effective strategies used and student gains. Teachers who applied more evidence-based methods achieved better student outcomes. The study underscores the importance of structured, research-informed pedagogy in improving literacy, particularly in English as a Second Language (ESL) settings like Fiji. It concludes with recommendations for curriculum reform, teacher training, and professional development, emphasizing the need for sustained support to close the gap between educational theory and classroom practice.

This work is licensed under a Creative Commons Attribution 4.0 License.