Android Assisted Reading Intervention to the Grade 4 Students of Sto. Nino Elementary School
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2024, Vol 27, Issue 1
Abstract
This study aimed at finding out the Android-based reading needs of the learners; determine the acceptability level of the developed android-based reading material in contents, technicality, and aesthetic qualities; identify the pre-test and post-test scores of the students in the use of the android based reading materials; and test the significant difference in the students’ scores, before and after the use of the android-based reading material? This study utilized a design and development research method with quasi-experimental design and used a validated researcher-made questionnaire and assessment to a purposively sampled whole population of 24 Grade IV English subject students. The data was treated with weighted mean to identify the learners ‘need and acceptability level of the material, percentage to measure the assessment scores, and paired t-test to test the hypothesis. The findings revealed that the android-based reading needs of the students in both android features and reading comprehension is highly needed and should be centered in independent learning, facilitated contents, vocabulary and combinations, and spiral progression. The acceptability level of the developed android-based reading material in components, technical quality, and aesthetic quality is highly acceptable in all aspects and indicators. The students’ pre-test scores increased from did not meet expectations to outstanding in post-test. And, there is a significant difference in the students’ scores, before and after the use of the android-based reading material. It is recommended that the developed material be continuously used in reading-based activities and be further improved along the assessment results. The questions and assessments were written in English language as to the medium for instruction. Only one section was utilized in the study equivalent to the whole population of the grade and can be increased in future research and may further be set to controlled and experimental group. This research is one of the district's efforts to generate and contribute to the development of digital and conventional teaching resources. This is a comprehensive study that includes evaluating student needs, providing and implementing treatments, analyzing the results, and improving the content.
Authors and Affiliations
Ronnie Targa Arella
Keywords
Related Articles
- EP ID EP763692
- DOI 10.5281/zenodo.13987880
- Views 10
- Downloads 0
A Comparative Analysis on the Perspectives of Teachers and Students in the Implementation of Barewall Classroom Policy
This study aimed to explore the experiences of teachers and students regarding the implementation of the barewall classroom policy and identify the challenges and coping mechanisms involved. A qualitative research approa...
Understanding the Lived Experiences of Seasoned Language Instructors in Online Teaching: A Phenomenology of Adjustment
This study aimed to understand the lived experiences of seasoned language instructors in online teaching. The study employed a qualitative research design using a phenomenological approach with 10 participants selected t...
Redefining Language Learning: Integrating Performance-Based Pedagogy to Foster Dynamic 21st Century Speaking Skills
This research focused on investigating the effect of integrating Performance-Based Pedagogy, an approach to teaching and learning that emphasizes students being able to do or perform specific skills because of instructio...
Factors Influencing the Use of L1 in Teaching Grammar Class of Prospective ESL Teachers in a Philippine Higher Education Institution
This study aimed to explore the use of Language 1 (L1) in the Teaching Grammar class of 24 prospective English as a Second Language (ESL)/(L2) teachers in a Philippine Higher Education Institution. The majority of the re...
Exploring the Practices, Experiences and Challenges of Teachers in Using Differentiated Instruction in an Inclusion Setting
This study explores the practices, experiences and challenges of teachers in using differentiated instruction (DI) in an inclusion setting through a qualitative research design which involved interviewing 17 participants...