Background of the Study
The use of technology in the classroom has become a focal area for
educators seeking to improve their learning outcomes in the rapidly changing field of
education. With an emphasis on how technology integration affects students' reading
comprehension abilities, technology integration in the classroom has emerged as a
significant component of contemporary education. With the growing use of digital
tools in schools, it is critical to evaluate their impact on sixth-grade students' reading
skills. Gaining knowledge of how classroom technology affects reading
comprehension can help educators optimize their methods and create a more
productive learning environment. Utilizing a quantitative research methodology, this
study aims to offer empirical proof of the impact of classroom technology on reading
comprehension among Grade 6 learners.
Although technology is used extensively in the classroom, little is known about
how it specifically affects sixth-grade children’s reading comprehension. To fill in the
knowledge gaps, the possible advantages and difficulties of using technology in the
reading curriculum must be investigated. For teachers and legislators seeking to
improve middle-grade children’s literacy performance, determining what helps or
hinders reading comprehension in the digital age is essential. It is critical to bridge
the knowledge gap about the possible influence on core skills, such as reading
comprehension, when educators make judgements about integrating technology.
This study seeks to fill this void by rigorously examining the correlation between the
use of classroom technology and the reading comprehension abilities of Grade 6
learners.
With the introduction of a variety of technological tools, such as instructional
apps and interactive whiteboards, modern classrooms are changing. Teachers now
need to reconsider their long-standing approaches to instruction as they move
towards a more technologically advanced educational environment. Digital
technology is increasingly being used in schools; thus, it is important to assess how
they affect key academic competencies. For grade 6 learners in particular, the
development of good reading comprehension abilities is crucial at this juncture in
their academic path. The purpose of this study was to investigate the relationship
between reading comprehension among students in grade 6 and classroom
technology, highlighting both the possible advantages and disadvantages of using
digital tools in the reading curriculum.
The works of literature now in publication offer a wide variety of viewpoints on
how technology affects reading comprehension. Smith and Jones' (2018)
groundbreaking study explored the wider effects of technology in education and
showed how it may engage students and enhance learning outcomes. While some
studies have emphasized how interactive multimedia tools can improve
comprehension and engage pupils, others have raised concerns about the possibility
of distractions and the development of shallow reading habits. This study makes a
substantial contribution to the existing literature because prior research has mostly
concentrated on the broad effects of technology on learning. Examining this corpus
of work will offer a thorough understanding of the current environment, facilitating a
sophisticated examination of the various effects of educational technology on sixth-
grade pupils' reading comprehension.
The main goal of this study was to evaluate quantitatively how classroom
technology affects sixth-grade students' reading comprehension. This study aims to
investigate the relationship between the use of technology and reading
comprehension scores, as well as any possible differences in the effects of
technology on reading comprehension according to the demographics of the
students. Additionally, we ascertain how much technology in the classroom differs
from conventional reading materials in terms of its impact on reading
comprehension. By completing these goals, the project hopes to educate
researchers and decision-makers about the benefits of incorporating technology into
reading instruction for grade 6 students. This research will have a significant impact
on schools, upcoming researchers, and the growing research community.
This research will be conducted during the academic year 2023-2024 in
Grade 6 classrooms at Don Carlos Norte Elementary School. This study will capture
a snapshot of the relationship between classroom technology usage and reading
comprehension at a specific point in time. The selected school represent diverse
demographic backgrounds to ensure the generalizability of the findings. Data
collection and analysis are expected to be completed from February to May of the
year 2023-2024, with results ready for dissemination in academic forums and
educational publications by the conclusion of the study. The results will be
disseminated through academic conferences and publications to contribute to the
ongoing discourse on effective educational practice.
Statement of the Problem
This study attempted to answer the impact of classroom technology towards
reading comprehension among Grade 6 learners.
Specifically, it aimed to answer the following questions:
1. What is the students’ demographic profile of Grade 6 learners in terms of:
a. Age
b. Gender
c. Ethnicity; and
d. Parents income
2. What is the impact of classroom technology towards reading comprehension?
3. Is there a significant difference on the impact of classroom technology
towards reading comprehension rather than traditional reading materials?
Null Hypothesis: There is no significant difference on the impact of classroom
technology towards reading comprehension rather than traditional reading
materials.
Objectives of the Study
This study attempted to answer the following research objectives in the impact
of classroom technology towards reading comprehension among Grade 6 leaners.
Specifically, it aimed to:
1. Determine the students’ demographic profile of Grade 6 learners.
a. Age
b. Gender
c. Ethnicity
d. Parents income
2. Determine the impacts of classroom technology towards reading
comprehension.
3. Ascertain the significant difference on the impact of classroom technology
towards reading comprehension than traditional reading materials.
Significance of the Study
This study may provide significant findings, insights and ideas which may
benefit the students in the classroom and to know the demographic profile and
impact of classroom technology towards reading comprehension.
To the parents, the study will give valuable insight into potential benefits in
incorporating technology in a learning environment. Their continuous support is a big
factor to their child to have fun, participate and enthusiastically learn in
technologically-driven learning environment.
To the learners, the findings of this quantitative study may enable the students
to document the varied interactions with this norm. It may provide information on the
existence of the students that can also serve as an aid in developing future
quantitative studies related to this field.
To the teachers, findings from this study can provide practical insights and
evidence-based strategies to optimize the integration of technology in the classroom,
ultimately enhancing students' proficiency in reading.
To Don Carlos Norte Elementary School, the result of this study may further
help the class in serving as a repository knowledge for further studies. It will also be
a guide whenever related study will be conducted.
To the future researchers, the findings of this study may give the researchers
more information on the impact of classroom technology towards reading
comprehension. Digital materials, such electronic books and instructional mobile
applications, can accommodate a wide range of learning choices, resulting in a more
efficient learning experience. Further, it also enables educators to add additional
multimedia content, which improves students' comprehension and memory of the
contents they read. To preserve a comprehensive approach to literacy instruction, it
is essential to find a balance and make sure that technology complements rather
than replaces traditional methods of learning.
Scope and De/Limitation of the Study
The integration of technology in education has become increasingly prevalent,
with classrooms evolving to incorporate various technological tools. This quantitative
research aims to investigate the impact of classroom technology on reading
comprehension among Grade 6 learners.
This study is primarily concerned on the impact of classroom technology
towards reading comprehension among Grade 6 learners in Don Carlos Norte
Elementary School.
Null Hypothesis: There is no significant difference on the impact of classroom
technology towards reading comprehension than traditional reading materials.
Definition of Terms
The following words were defined theoretically to give meaning for the present
study.
Age refers to the length of time that an individual has lived or the period since
birth.
Classroom technology refers to electronic devices, software applications, and
interactive tools used within the educational setting to facilitate learning.
Demographic profile refers to a set of characteristics used to describe a
population or a specific group of Grade 6 learners in Don Carlos Norte Elementary
School.
Ethnicity refers to the shared cultural characteristics, ancestry, language, and
heritage that distinguish a particular group of people from others.
Gender refers to the social, cultural, and psychological attributes and roles
associated with being male or female in a given society.
Grade 6 learners are the students in the sixth grade attending Don Carlos
Norte Elementary School.
Parents' income refers to the total earnings or financial resources of one or
both parents in a family of the student attending the school.
Reading comprehension is the ability to understand, interpret, and make
meaning from written text, encompassing both literal and inferential understanding.
