Utilizing Knowledge Web in Strengthening Summarizing Informational Text Among Grade 7 Students

Abstract

This study assessed the effectiveness of the Knowledge Web Strategy, a modified graphic organizer, in improving the text summarization skills of Grade 7 students at Camantiles National High School, Urdaneta City, Pangasinan, during School Year 2025–2026. Many junior high school learners struggle with summarizing informational texts due to difficulty identifying main ideas, organizing details, and paraphrasing accurately. A true experimental pretest-posttest design was employed, with 32 Grade 7 students randomly assigned to an experimental group (taught using the Knowledge Web Strategy) and a control group (taught using the traditional lecture method). A validated teacher-made pretest and posttest, aligned with the Grade 7 English MATATAG Curriculum Guide, measured summarization performance before and after a one-week intervention. Results showed no significant difference between groups at pretest (t = 0.473, p = 0.640), confirming comparable baseline skills. Both groups improved significantly from pretest to posttest, but the experimental group achieved a substantially higher gain (7.69 points, from 10.44 to 18.13) than the control group (4.68 points, from 10.63 to 15.31), with a significant posttest difference favoring the experimental group (t = 4.563, p = 0.000). These findings indicate that the Knowledge Web Strategy is more effective than traditional lecture-based instruction in developing summarization skills. The study recommends adopting the strategy in reading and writing instruction and providing related professional development for teachers.