Computer-Aided Instructional Material and Reading Proficiency of Blaan Students

Abstract

INTRODUCTION

The reading ability of the student is vital to learning and remains an essential skill in the information age. Learning new content and skills efficiently and effectively in different disciplines is possible through reading. It is especially important to learners who are in their foundational knowledge. At the secondary level, students are presumed to have acquired reading basic skills in their elementary years. However, there are still struggling readers in high school. Students who struggle with reading skills miss the opportunity to connect their lessons and become unaware of life's turmoil after high school. Thus, at this premise, the researcher developed the Computer-Aided Instructional Material (CAIM) to increase the reading proficiency of struggling readers.

METHODS

Pre-test and Posttest Experimental research design were utilized in the study. Mean, t-test of dependent and t-test of independent mean were employed in analyzing the data. There were two groups in the study: a control group and an experimental group. The control group was subjected to traditional teaching while the experimental group used the developed CAIM. In determining the respondents of this study, the researcher used a random sampling technique. The study also used the following tools: Pretest and post-test instrument and rating scale.

RESULTS

After developing the instructional material, the validators evaluated the CAIM. The validators have positive acceptance of the CAIM as Very Satisfactory in terms of content, relevance, acceptability, mechanics, and technical aspect. Furthermore, the reading proficiency level in the pretest of the control group and experimental group in terms of reading comprehension, phonemic awareness, and word recognition were described as Fairly Satisfactory while in the post-test the control group and experimental group obtained Very Satisfactory. The results of the study showed that there is a significant difference in the pretest and post-test scores of the control group and the experimental group. Finally, the overall mean gain score of the experimental group is higher than the control group.

DISCUSSIONS

The results showed both traditional teaching and Computer-Aided Instructional Material were effective in improving and increasing the reading proficiency of Blaan students. Among the two reading interventions, CAIM is more effective compared to traditional teaching in reading. Thus, CAIM is recommended for utilization for struggling readers.