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Development, Acceptability, and Effectiveness of Technology-Based Intervention Materials in Reading for Grade One Pupils.

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Title: Development, Acceptability, and Effectiveness of Technology-Based Intervention Materials in Reading for Grade One Pupils.
Authors: Arabit, Marielle R.1 marielle.arabit@deped.gov.ph
Source: Psychology & Education: A Multidisciplinary Journal. 2026, Vol. 56 Issue 5, p707-717. 11p.
Subject Terms: *Educational technology, *Reading level of students, *Reading strategies, *Elementary education, *First grade (Education), Socioeconomic factors
Abstract: The study focused on the development, acceptability, and effectiveness of Technology-Based Intervention Materials in Reading for Grade 1 pupils during the School Year 2024-2025. This was conducted in selected public elementary schools in the Binangonan District. The respondents of the study were the total population of Grade 1 teachers in the said schools. This consisted of 21 teachers who were chosen using the total enumeration technique. Also, 30 Grade 1 pupils from Casimiro A. Ynares Elementary School were considered. Experimental research utilizing single group design, wherein the experimental group was assessed before and after the utilization of the intervention material, was applied to determine the level of performance in reading of Grade 1 pupils before and after exposure to the developed technology-based intervention materials. The results revealed that teachers rated the developed technology-based strategic intervention materials as very much acceptable in terms of content and usefulness, and much acceptable in objectives, language and style, and graphics and animation. No significant difference was found in teachers' evaluations when grouped according to profile. Pupils demonstrated satisfactory performance in the pretest and improved to very satisfactory performance in the posttest, with a significant difference observed between pretest and posttest reading scores. It was concluded that technology-based intervention materials are effective tools in enhancing the level of reading among Grade 1 pupils, and the level of reading of Grade 1 pupils is influenced by their sex, sibling position, number of children in the family, monthly family income, parents' educational attainment, and parents' occupation. The study recommended that the school administrators support the use of technology-based tools like video lessons in teaching reading and provide resources and training to help teachers use these materials effectively. [ABSTRACT FROM AUTHOR]
Copyright of Psychology & Education: A Multidisciplinary Journal is the property of SciMatic Inc., Adnan Menderes Technocity and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Development, Acceptability, and Effectiveness of Technology-Based Intervention Materials in Reading for Grade One Pupils.
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  Data: <searchLink fieldCode="AR" term="%22Arabit%2C+Marielle+R%2E%22">Arabit, Marielle R.</searchLink><relatesTo>1</relatesTo><i> marielle.arabit@deped.gov.ph</i>
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  Data: <searchLink fieldCode="JN" term="%22Psychology+%26+Education%3A+A+Multidisciplinary+Journal%22">Psychology & Education: A Multidisciplinary Journal</searchLink>. 2026, Vol. 56 Issue 5, p707-717. 11p.
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  Data: *<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+level+of+students%22">Reading level of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+strategies%22">Reading strategies</searchLink><br />*<searchLink fieldCode="DE" term="%22Elementary+education%22">Elementary education</searchLink><br />*<searchLink fieldCode="DE" term="%22First+grade+%28Education%29%22">First grade (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+factors%22">Socioeconomic factors</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The study focused on the development, acceptability, and effectiveness of Technology-Based Intervention Materials in Reading for Grade 1 pupils during the School Year 2024-2025. This was conducted in selected public elementary schools in the Binangonan District. The respondents of the study were the total population of Grade 1 teachers in the said schools. This consisted of 21 teachers who were chosen using the total enumeration technique. Also, 30 Grade 1 pupils from Casimiro A. Ynares Elementary School were considered. Experimental research utilizing single group design, wherein the experimental group was assessed before and after the utilization of the intervention material, was applied to determine the level of performance in reading of Grade 1 pupils before and after exposure to the developed technology-based intervention materials. The results revealed that teachers rated the developed technology-based strategic intervention materials as very much acceptable in terms of content and usefulness, and much acceptable in objectives, language and style, and graphics and animation. No significant difference was found in teachers' evaluations when grouped according to profile. Pupils demonstrated satisfactory performance in the pretest and improved to very satisfactory performance in the posttest, with a significant difference observed between pretest and posttest reading scores. It was concluded that technology-based intervention materials are effective tools in enhancing the level of reading among Grade 1 pupils, and the level of reading of Grade 1 pupils is influenced by their sex, sibling position, number of children in the family, monthly family income, parents' educational attainment, and parents' occupation. The study recommended that the school administrators support the use of technology-based tools like video lessons in teaching reading and provide resources and training to help teachers use these materials effectively. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Psychology & Education: A Multidisciplinary Journal is the property of SciMatic Inc., Adnan Menderes Technocity and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194080659
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      – SubjectFull: Reading level of students
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      – SubjectFull: Reading strategies
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      – SubjectFull: Elementary education
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              Text: 2026
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