Improving Reading Comprehension of Grade Three Pupils Through Audio-Visual Assisted Technology

Regie  Bangoy,; Angel  Nombre,; Chryzthyll Marie  Dagohong,; Junie Rose  Quingking,; Kerstine Louise  Candido,; Rojane  Canciller,

Improving Reading Comprehension of Grade Three Pupils Through Audio-Visual Assisted Technology

Discipline: Education

Abstract:

The purpose of the study is to improve the reading comprehension of Grade Three students using audio-assisted technology. This study was conducted at Doña Julita M. Gatuslao Memorial School during the school year 2023-2024 and participated by thirty-three (33) Grade Three pupils who were selected using total enumeration while ten (10) students were selected purposively for a semi-structured interview. The researchers employed a one-group experimental design, utilizing pre-test and post-test measures to assess the effects of the intervention on participants' reading comprehension. The Revised Philippine Informal Reading Inventory (PHIL-IRI) was used to measure reading comprehension. In addition, a descriptive qualitative design was employed to ascertain students' experiences with the intervention for eight weeks. An interview guide was implemented to elicit students' experiences, and its validity was confirmed by three panels of evaluators. Before the intervention, the student's reading comprehension level was categorized as frustration, indicating that they struggled with reading. However, after the introduction of audio-assisted technology, the student's reading comprehension level improved to an instructional level. Additionally, there was a significant difference in the students' reading comprehension levels before and after the intervention, suggesting the effectiveness of the intervention. Furthermore, the students expressed a preference for using technology in reading over traditional methods. They listened attentively when new technologies were used for teaching reading and enjoyed and engaged in reading when technology was integrated into their learning. Based on these findings, the researchers recommend that teachers utilize audio-assisted technology as it yields promising results in improving reading comprehension.

References:

Aydin, E., & Tunagür, M. (2021). Effect of Audiobook Applications on Listening Skills and Attitudes of 6th Grade Students: A Mixed-Method Study. Bulletin of Education and Research, 43(3), 1-21.
Azhimia, F. (2023). Animated Stories: It’s Effect on Students’ Scores in Reading Comprehension Score. Journal Corner of Education, Linguistics, and Literature, 3(1), 10-16.
Azizah, S. N., Nandiyanto, A. B. D., Wulandary, V., & Irawan, A. R. (2022). Implementation of video learning media in Islamic Religious Education subjects for Elementary School Students. Indonesian Journal of Multidiciplinary Research, 2(1), 91-96.
Birt, L., Scott, S., Cavers, D., Campbell, C., & Walter, F. (2016). Member checking: a tool to enhance trustworthiness or merely a nod to validation? Qualitative health research, 26(13), 1802-1811.
Broemmel, A. D., Moran, M. J., & Wooten, D. A., (2015). The Impact of Animated Books on the Vocabulary and Language Development of Preschool-Aged Children in Two School Settings. Retrieved from https://files.eric.ed.gov/fulltext/EJ1072346.pdf
Fajry, K., Komariah, E., & Silvianti, T. M. (2016). Audio book: teaching listening comprehension. Research in English and Education Journal, 1(1), 62-70.
Figgou, L., & Pavlopoulos, V. (2015). Social Psychology: Research methods. In Elsevier eBooks (pp. 544–552). https://doi.org/10.1016/b978-0-08-097086-8.24028-2
Friedland, A., Gilman, M., Johnson, M., & Demeke, A. (2017). Does Reading-While-Listening Enhance Students' Reading Fluency? Preliminary Results from School Experiments in Rural Uganda. Journal of Education and Practice, 8(7), 82-95.
Idulog, M. V., Gadiano, R., De Toledo, E., Hermosada, M., Casaldon, H., Mariposa, M., Geron, C., Dequito, E., Genanda, J., Malipot, M. A., Pentang, J., & Bautista, R. (2023). Filipino Students’ reading abilities: A note on the challenges and potential areas for improvement. International Journal of Education and Teaching Zone, 2(2), 233–242. https://doi.org/10.57092/ijetz.v2i2.128
Janovsky, A. (2015, May 20). Relationship Between Listening & Reading Comprehension. Study.com. https://study.com/academy/lesson/relationship-between-listening-reading-comprehension.html
Kartal, G., & Simsek, H. (2017). The effects of audiobooks on EFL students’ listening comprehension. The Reading Matrix: An International Online Journal, 17(1), 112-123.
Llego, M. A. (2019, March 4). 2018 Updated Phil-IRI Manual. TeacherPH. https://www.teacherph.com/phil-iri-manual-2018/
LoBiondo-Wood, G., & Haber, J. (2013). Methods and critical appraisal for evidence-based practice. Nursing Research: Text and Study Guide Package, 290.
Martan, V., Skočić Mihić, S., & Matošević, A. (2017). Teachers’ Attitudes toward Teaching Dyslexic Students. Croatian Journal of Education: Hrvatski časopis za odgoj i obrazovanje, 19(Sp. Ed. 3), 75-97.
Moore, J., & Cahill, M. (2016). Audiobooks: Legitimate" Reading" Material for Adolescents?. School Library Research, 19.
Nurmahyuni, A. (2020). The Effect Of Audio Visual Media On Students’reading Comprehension. Jurnal Joepallt, 8(01).
Nurmahyuni, A., Irma, K. D., & Amaniarsih, D. S. (2020). The Effect of Audio Visual Media on Students’ Reading Comprehension. Jurnal JOEPALLT, 8(1), 11. Retrieved from https://www.academia.edu/74344513/The_Effect_of_Audio_Visual_Media_on_Students_Reading_Comprehension
Olagbaju, O. O., & Popoola, A. G. (2020). Effects of Audio-Visual social media Resources-Supported Instruction on Learning Outcomes in Reading. International Journal of Technology in Education, 3(2), 92-104.
Olagbaju, O. O., & Popoola, A. G. (2020). Effects of audio-visual social media resources supported instruction on learning outcomes in reading. International Journal of Technology in Education, 3(2), 92. https://doi.org/10.46328/ijte.v3i2.26
Pangestuti, S. A. and Wati, T. L., (2022), “Using Audiovisual Media for Improving the Reading Comprehension Ability of Elementary Students During the COVID-19 Pandemic in Sidoarjo, Indonesia” in ICIGR Conference Proceedings, KnE Social Sciences, pages 611–619. DOI 10.18502/kss.v7i10.11265 Retrieved from file:///C:/Users/Acer/Downloads/11265-Article%20Text-54954-1-10-20220620.pdf
Patton, M. Q. (1999). Enhancing the quality and credibility of qualitative analysis. Health Sciences Research, 34, 1189-1208.
Rapada, R., Javier, R. U., Lansangan, L. M., & Vicente, P. L. E. (2021). Animated video story as innovative to improve Grade 3 learners’ story writing skills. ResearchGate. https://doi.org/10.13140/RG.2.2.31217.20325
Regoniel, P. (2023, December 23). Descriptive Qualitative Research: A brief guide. Research-based Articles. https://simplyeducate.me/2023/04/10/descriptive-qualitative-research/
Samat, M. S. B. A., & Aziz, A. A. (2020). The effectiveness of multimedia learning in enhancing reading comprehension among Indigenous pupils. Arab World English Journal, 11(2), 290–302. https://doi.org/10.24093/awej/vol11no2.20
Singh, A., & Alexander, P. A. (2022). Audiobooks, print, and comprehension: What we know and what we need to know. Educational Psychology Review, 34(2), 677-715.
Tabuyo, L. (2023). PROJECT ELL (Enhancing Literacy Skills of Learners through Audio Visual Delivery) and Reading Comprehension Among Grade 5 Pupils. Studies in Technology and Education, 1(2), 62-70. https://azalpub.com/index.php/ste/article/view/24/14
Williams, C., & Beam, S. (2019). Technology and writing: Review of research. Computers & education, 128, 227-242.
Young, R.J. (2023). Benefits of Audio Visual Technology in Modernizing Classroom Learning. Retrieved from https://blog.rjyoung.com/audio-visual-technology/benefits-of-audio-visual-technology-in-modernizing-classroom-learning
Zorić, A. (2019). Uporaba informacijsko-komunikacijske tehnologije u radu s učenicima s disleksijom (Doctoral dissertation, University of Zagreb. Faculty of Education and Rehabilitation Sciences)