Practices on The Integration of Technology and Learners’ Reading Performance in Misamis Oriental
DOI:
https://doi.org/10.54536/ajmri.v4i2.4387Keywords:
Integration of Technology, Learners’ Practices, Misamis Oriental, Reading PerformanceAbstract
The efficient use of technology in the classroom significantly impacts the learners’ reading performance, underscoring its crucial role in enhancing learning outcomes and student achievement. This study was conducted to determine teachers’ practices on technology integration and learners’ reading performance in Misamis Oriental during the School Year 2023-2024. It specifically sought to describe the respondents’ characteristics, find the level of the respondents’ practices on the integration of technology, examine the level of learners’ reading performance based on Phil-IRI results, test the significant difference in the respondents’ practices on the integration of ICT when grouped according to their characteristics, and determine the significant relationship between the respondents practices on the integration of technology and learners reading performance. The study involved one hundred fifty (150) teachers in Grades 4 to 6 in Misamis Oriental, selected using Slovin’s formula and stratified random sampling. A survey questionnaire was modified from Kimmons’s (2020) study, which was subsequently analyzed to determine the data’s central tendency and distribution using descriptive statistics such as mean and standard deviation. The study used Pearson Correlation (r) and other correlation techniques to examine the variables’ correlations. In addition, a t-test was employed to compare groups and see whether any statistically significant differences existed. Findings reveal that the respondents’ practices on integrating technology are very well practiced, and the learners’ reading performance is very satisfactory based on the PHIL-IRI Post-test result. However, no significant relationship exists between the respondents’ practices of integrating technology and learners’ reading performance except for proof and facilities. Further, there is a significant difference in the respondents’ practices when grouped according to their characteristics, except for training/seminars on integrating technology. Additionally, the presence and quality of technical proof and facilities are significantly related to the learners’ reading performance and have a stronger association after intervention. This concludes that well-practiced technology integration leads to satisfactory reading performance and improved academic outcomes. The school head should conduct regular assessments to ensure new gadgets are compatible with the existing IT infrastructure
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