Technology-Aided Phonics Reading Strategy on Learners' Performance in English

Author(s)	Ms. Mechelle Siarot Labastida, Dr. Estrella S. Ferenal
Country	Philippines
Abstract	Reading is a vital skill for academic success, especially in the early years. However, many Grade 1 learners struggle with identifying letter sounds, blending, and segmenting, challenges often worsened by traditional, less engaging methods and limited interactive resources. This study examined the effectiveness of a technology-aided phonics reading strategy in improving Grade 1 learners’ English performance at Impalutao Integrated School, involving sixty-four (64) learners. A quasi-experimental design was used, with statistical tools such as frequency, percentage, mean, standard deviation, Paired Sample T-test, and Regression Analysis applied. Results showed that learners who received the intervention progressed from a Satisfactory to an Outstanding performance level, while the control group had minimal gains. The experimental group also developed a more positive attitude toward English. The study concludes that technology integration in phonics instruction significantly enhances early literacy. It recommends that teachers adopt interactive digital tools and that schools provide training and resources for effective implementation.
Keywords	Technology-aided Phonics Reading Strategy, performance in English
Published In	Volume 16, Issue 3, July-September 2025
Published On	2025-08-22
DOI	https://doi.org/10.71097/IJSAT.v16.i3.7756
Short DOI	https://doi.org/g9x32j

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International Journal on Science and Technology