LEVEL OF EFFECTIVENESS OF TECHNOLOGY IN IMPROVING READING SKILLS OF STRUGGLING GRADE FOUR READERS IN CONG. REYNALDO A. CALALAY MEMORIAL ELEMENTARY SCHOOL

Abstract

E-learning is a form of instructional design that has introduced new possibilities in teaching and learning. According to Villiessche (2019), e-learning transforms education by enhancing accessibility, adaptability, and flexibility. Adaptive platforms support diverse learners, democratizing education and promoting lifelong learning. This study employed a quasi-experimental design to explore the impact of Computer-Assisted Instruction (CAI) on student learning at Calalay Elementary School. The research involved two groups: an experimental group that received CAI and a control group that followed traditional instruction. Both groups, each consisting of 30 participants, took a pre-test to establish baseline proficiency. The post-test, conducted only on the experimental group, measured the effectiveness of CAI. The study aims to assess learning improvements and provide evidence-based recommendations for technology integration in elementary education. The research compared the Santiago (experimental) and Mallari (control) groups, analyzing demographics such as age, gender, and section. Pre-test results showed that Mallari had below-average language proficiency, particularly in parts of speech, figures of speech, subject-verb agreement, and affixes. Similarly, Santiago also had below-average proficiency initially but demonstrated significant improvement in the post-test, reaching an average proficiency level. Statistical analysis revealed notable differences between the two groups. Santiago's reading challenges included text comprehension, word recall, phonics, sentence understanding, and focus. Additional factors affecting their performance were limited vocabulary, reading habits, and motivation, highlighting the complex nature of reading difficulties. The findings confirm that Computer-Assisted Instruction (CAI) significantly enhances reading proficiency among struggling learners. While traditional methods provided limited improvement, the experimental group benefited from interactive and adaptive learning. The study suggests that technology integration in elementary education can support struggling readers, but it must be paired with motivational strategies and individualized learning approaches to maximize effectiveness.