ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— This research identified the impact of bionic reading technology on the reading motivation and self-efficacy of the learners with disabilities in School A and School B for the school year 2022-2023. The study is a quasi-experimental and descriptive research that involved 110 learners with learning disabilities from two localities. The adapted questionnaire used was the Motivations for Reading Questionnaire (MRQ). Using frequency count, percentage, mean, mean rating, and t-test, the impact of bionic reading on reading motivation and self-efficacy was identified. The domains for motivations for reading mostly received High to Very High ratings in terms of the domain. Results revealed a significant difference between the before and after intervention of the experimental group in terms of reading motivation concerning the learners’ selfefficacy. The control group, on the other hand, did not have a significant difference. The findings present the effectiveness of bionic reading in the reading motivation and self-efficacy of learners with learning disabilities. The level of self-efficacy of the students with learning disabilities in the control group and experimental group in the pre-intervention period was in unsure/neutral verbal description (3.26-4.0). The control group retained the unsure/neutral verbal rating while the experimental group went up to moderately certain I can do or average after the bionic reading intervention. Results revealed that the use of bionic reading technology presented significant changes in the post-test results of the experimental group. With that, the use of bionic reading technology and other educational tools and sites can be considered to help motivate the learners. An intervention plan was created based on the study’s findings and is recommended for implementation. Keywords — Special Education, Quasi-Experimental Method, Bionic Reading, Reading Motivation, Reading Self-Efficacy