Effectiveness of Project TIEd (Technology Integration in Education) in Teaching Beginning Reading to Grade 1 Pupils

AUTHOR(S)

Edchelle Mae N. Advincula

ABSTRACT

Reading comprehension is critical to understanding written text. Even when pupils are able to recognize the words and fluently read it, they may not comprehend what is read. Learning to comprehend text is critical for pupils to be successful in school and future careers. As new technologies emerge, there is a push to integrate technology into the classroom to promote success in reading. And it is in this premise that the researcher motivated to conduct this study to evaluate the effectiveness of Project TIEd (Technology Integration in Education) in teaching beginning reading to Grade 1 pupils. A quasi-experimental research design employing the pre-test and post-test researcher-made short stories or reading passages with comprehension questions using audio-video is used. Lesson plans are crafted highlighting the integration of technology in teaching beginning reading. Audio-video lessons in the production of sounds and reading of words, phrases, sentences and short stories are produced as learning support materials in teaching beginning reading. The competencies used in the plan are taken from the Most Essential Learning Competencies (MELCs) in the 2nd quarter. Simple percentage and t-test of mean difference are the statistical tools used. The study revealed a significant difference in the pre-test and post-test performances of the Grade 1 pupils before and after the implementation of Project TIEd (Technology Integration in Education) in teaching beginning reading. Thus, integrating technology in the teaching-learning process boost the interest of the pupils to learn and interact with the teacher and making the lessons easier for the pupils to understand to attain success in reading. Therefore, Project TIEd is effective in teaching beginning reading to Grade 1 pupils.