Technology Based Instructional Approaches that Enhance Reading Engagement of Learners in Zone I Division of Zambales

Abstract

This study examined the effectiveness of technology-based instructional approaches that enhance the reading engagement of intermediate learners. Specifically, the study aimed to evaluate teachers’ perceptions of various technology modalities.  A quantitative descriptive research design was employed involving teacher-respondents who evaluated digital storytelling, multimedia and audio-visual tools, collaborative platforms, gamified learning environments, and AI-based reading applications.  The reading engagement of the learners are determined before the reading, during reading and post reading engagement.  Results revealed that teachers generally perceived technology-based approaches as highly effective, with collaborative platforms and digital storytelling receiving the highest ratings. Moreover, technology effectiveness differed significantly across reading instruction dimensions but remained consistent across reading stages. The findings confirm that technology serves as a powerful pedagogical enabler of reading engagement for learners. The study recommends sustained professional development programs focusing on AI literacy, differentiated technology integration strategies, and structured digital instructional designs aligned with reading competencies. Schools are encouraged to strengthen digital infrastructure and promote pedagogically sound technology utilization. Future research may further validate these findings by exploring additional contextual and learner-related variables.