Enhancing Reading Comprehension of Key Stage 2 Learners through Interactive Multimedia Tools

Fe Misselle Sombrio  Cuago; Rufino T.  Tudlasan JR

doi:10.5281/

Authors

Fe Misselle Sombrio Cuago Master of Arts in Education, Major in Administration and Supervision, Cebu Technological University, Main Campus, R. Palma St., Cebu City, Philippines Author
Rufino T. Tudlasan JR Professor at Cebu Technological University Main Campus, Palma St., Cebu City, Philippines Author

DOI:

https://doi.org/10.5281/

Keywords:

Master of Arts in Supervision and Administration, Interactive Multimedia, Reading Comprehension, Literacy Instruction, Campatud Elementary School, Cebu Technological University, Cebu, Philippines

Abstract

This study aimed to determine the impact of interactive multimedia tools on the reading comprehension of Key Stage 2 learners at Campatud Elementary School, Loon South District, Bohol, during the School Year 2025–2026. Using a descriptive-correlational research design, the study assessed the demographic profiles of four female teachers and their pupils, the extent of tool utilization (televisions, laptops, and smartphones), and the resulting effects on learner engagement and motivation. Statistical analysis using the Pearson Product-Moment Correlation Coefficient revealed a significant relationship between the use of multimedia tools and reading comprehension levels, with a computed r-value of 0.85 and a p-value of 0.02, leading to the rejection of the null hypothesis. Key challenges identified by teachers included gaps in digital literacy and unreliable internet connectivity. The findings indicate that interactive multimedia tools significantly enhance cognitive scaffolding and pupil engagement. Based on these results, a set of multimedia-assisted reading exercises was developed to further improve literacy outcomes.The use of visual and auditory aids facilitated a deeper understanding of abstract concepts, while the interactive nature of the tools reduced boredom and increased motivation. Based on the findings, it is concluded that interactive multimedia is a potent instructional medium for improving reading comprehension. While technology does not replace the teacher, it acts as a critical supportive tool that makes learning more flexible, engaging, and accessible, particularly for students who struggle with traditional printed texts. It is recommended that the school administration and faculty prioritize the integration of interactive digital resources in early literacy programs. Continuous professional development should be provided to teachers to enhance their digital pedagogical skills. Furthermore, the school should invest in sustaining these technological aids to ensure all pupils, including those in rural settings, have equitable access to innovative learning tools.

References

A. P. Gilakjani, “The significant role of multimedia in motivating EFL learners’ reading comprehension,” Int. J. Mod. Educ. Comput. Sci., vol. 4, no. 1, pp. 30–39.

O. J. L. Baquiran, “Perceived effectiveness of interactive games in enhancing the reading skills of learners,” unpublished manuscript.

A. H. Heny, “The use of multimedia to improve students’ reading comprehension and motivation in MAN 1 Bandar Lampung,” Ph.D. dissertation, Universitas Lampung, Bandar Lampung, Indonesia, 2025.

K. F. Hew and T. Brush, “Integrating technology into K–12 teaching and learning: Current knowledge gaps and recommendations,” Educ. Technol. Res. Dev., vol. 55, no. 3, pp. 223–252, 2007.

P. A. Ertmer, “Addressing first- and second-order barriers to change: Strategies for technology integration,” Educ. Technol. Res. Dev., vol. 47, no. 4, pp. 47–61, 1999.

Department of Education, Republic of the Philippines, “DepEd Order No. 6, s. 2010,” 2010. [Online]. Available: DepEd Order No. 6, s. 2010

Department of Education, Republic of the Philippines, “MATATAG Reading and Literacy Curriculum Guide,” [Online]. Available: MATATAG Reading and Literacy Curriculum Guide

S. An, “Schema theory in reading,” Theory Pract. Lang. Stud., vol. 3, no. 1, 2013.

M. K. S. Macapaz, “Enabling motivated instruction outcomes through technology access,” Int. J. Trend Sci. Res. Dev., vol. 4, no. 6, pp. 203–228, 2020. [Online]. Available: Enabling Motivated Instruction Outcomes through Technology Access

M. K. S. Macapaz, “Inclusive teaching practices for students with intellectual disabilities: A basis for strategic learning enhancement,” Int. J. Altern. Contemp. Ther., vol. 3, no. 6, pp. 28–48, 2025. [Online]. Available: International Journal of Alternative and Contemporary Therapy article

R. Alkhudiry, “The contribution of Vygotsky's sociocultural theory in mediating L2 knowledge co-construction,” Theory Pract. Lang. Stud., vol. 12, no. 10, 2022.

Department of Education, Republic of the Philippines, “DepEd Order No. 003, s. 2026,” 2026. [Online]. Available: DepEd Order No. 003, s. 2026

J. Pankin, “Schema theory,” Massachusetts Institute of Technology, 2013.

Department of Education, Republic of the Philippines, “DepEd Order No. 6, s. 2010: Media Literacy Task Force,” 2010.

M. S. A. Samat and A. A. Aziz, “The effectiveness of multimedia learning in enhancing reading comprehension among indigenous pupils,” Arab World English J., vol. 11, [publication details incomplete].

S. D. Sorden, “The cognitive theory,” in The Handbook of Educational Theories, 2013, p. 155.

P. Mishra and M. J. Koehler, “Technological pedagogical content knowledge: A framework for teacher knowledge,” Teachers College Record, vol. 108, no. 6, pp. 1017–1054, 2006.

S. Scott and A. Palincsar, “Sociocultural theory,” in Education.com, 2013.

J. Sweller, P. Ayres, and S. Kalyuga, Cognitive Load Theory. New York, NY, USA: Springer, 2011.

M. K. S. Macapaz, “Exploring teachers’ attitudes and burnout in inclusive classrooms,” Int. J. Intell. Syst. Appl. Eng., vol. 12, no. 4, pp. 2363–2372, 2024. [Online]. Available: International Journal of Intelligent Systems and Applications in Engineering article

A. Paivio, Cognitive Chess: Dual Coding Theory and Education. London, U.K.: Routledge, [publication year not provided].

Department of Education, Republic of the Philippines, “MATATAG Curriculum Guidelines,” [publication details not provided].

“Universal Design for Learning,” ResearchGate. [Online]. Available: Universal Design for Learning

R. E. Mayer, Multimedia Learning, 3rd ed. Cambridge, U.K.: Cambridge University Press, [publication year not provided].

O. Özdemir, F. Karaçoban, and A. Efendioğlu, “Improving students’ reading comprehension performance in elementary schools: The impact of various multimedia animation types,” Read. Writ. Quart., vol. 41, no. 4, pp. 326–342, 2025.

R. E. Mayer, “Cognitive theory of multimedia learning,” in The Cambridge Handbook of Multimedia Learning, 2005, pp. 31–48.

J. Uwamariya and J. Masabo, “Challenges facing the use of multimedia in teaching and learning in secondary schools in Muhanga District, Rwanda,” ResearchGate, 2026. [Online]. Available: Challenges Facing the Use of Multimedia in Teaching and Learning in Secondary Schools in Muhanga District, Rwanda

J. Sestoso, “Interactive multimedia tools in reading comprehension of learners,” 2025, publication details not provided.

R. E. Mayer and C. Pilegard, “Principles for managing essential processing in multimedia learning: Segmenting, pretraining, and modality principles,” in The Cambridge Handbook of Multimedia Learning, 2005, pp. 316–344.