E-Storybook: An Instructional Alternate for Reading
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2022, Vol 5, Issue 9
Abstract
The study focused on the effect of using Electronic storybooks in teaching Reading among 47 Grade 2 learners of PAREF Southcrest School in Gov. Cuenco Ave., Banilad, Cebu City for school year 2016-2017. Specifically, it looked into the pre-posttest level of performance among the control group: learners exposed to e-storybook paper format and the experimental group: learners exposed to electronic storybooks in teaching reading. Aside from the reading performance of the two groups, a triangulation data from students, teachers and parents were collected to determine different outlook on the benefit of electronic storybooks to learners' performance in the learning process. It was established that the use of Electronic storybook or E-storybook has significant improvement on the experimental group which achieve higher scores compared to the control group. However this significant improvement was only evident in the Noting details in Running record. It was also found that the e-storybooks is a helpful supplementary tool in enhancing a skill particularly in oral reading which later on will support better comprehension. Based on the results of the study, specific reading skills may only be acquired with a well-formulated lesson planning and worksheets. Also, e-storybooks provide multimedia elements that could engage learners' to show high interest and great motivation in this supplementary tool which makes them active participants in the teaching learning process. In effect, most learners tend to consider choosing the use of e-storybooks. While some teachers and parents find e-storybooks helpful reading tools, mindful selection should be considered. Educators and parents should be cognizant of current research when considering which e-storybook hypermedia elements should be available in the e-storybooks so there will be developmentally appropriate alignment with the instructional goals to avoid its distracting features.
Authors and Affiliations
Theresa Baclayon
Keywords
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- EP ID EP728304
- DOI https://doi.org/10.5281/zenodo.7349190
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