UTILIZATION OF LEARNED LIVE LESSON (3L'S) IN READING SKILLS OF GRADE 3 PUPILS

Abstract

This study explores the use of Learned Live Lessons (3L’s) to enhance reading skills among Grade 3 pupils and examines students’ perceptions of technology-based learning in primary education. By making learning more interactive and engaging, 3L’s aim is to improve comprehension and retention. Citing Niala (2023), the study emphasizes that poor reading comprehension can negatively impact performance across subjects. Guided by a revised theory by Opoku, the findings will serve as a framework for effectively implementing 3L’s materials to support reading development. This study utilized a quantitative causal-comparative research design to evaluate the effectiveness of Learned Live Lessons (3L’s) on the reading skills of Grade 3 pupils at Tandang Sora Elementary School. Forty students were purposively selected as respondents. Data were collected using validated survey questionnaires, pre-tests, and post-tests, and were analyzed through statistical tools such as frequency, percentage, ranking, weighted mean, Likert scale, and z-test to assess significant differences and perceptions related to the learning intervention. The study found that the Learned Live Lesson (3L’s) is highly effective in enhancing the reading skills of Grade 3 students. All evaluated components—comprehension (mean = 3.73), fluency (3.63), phonemic awareness (3.53), phonics (3.70), and vocabulary (3.73)—received a verbal interpretation of "strongly agree," indicating strong student affirmation of improved skills across all domains. The study revealed that Grade 3 students showed marked improvement in reading skills after using the Learned Live Lesson (3L’s) platform. Pre-test results without the intervention showed a mean score of 18.43 ("proficient"), while post-test results with the intervention improved significantly to a mean score of 33.53 ("highly proficient"). These findings support the conclusion that 3Ls is an effective tool for enhancing primary learners’ reading abilities.