THE EFFECT OF MULTIMEDIA ON FILIPINO READING COMPREHENSION AMONG GRADE 7 STUDENTS

Education

Reading comprehension is a fundamental component of academic success and lifelong learning. However, many Filipino learners continue to experience difficulties in comprehending texts, particularly in the Filipino language subject. Integrating multimedia in instruction has emerged as a promising pedagogical approach to address these challenges by providing interactive and multisensory learning experiences. This quantitative study investigated the effect of multimedia-based instruction on the Filipino reading comprehension of Grade 7 students at Datu Lipus Makapandong National High School, Rosario, Agusan del Sur, Philippines, during School Year 2025- 2026. A single-group pretest-posttest experimental design was employed involving seventy (70) Grade 7 students selected through purposive sampling. The Philippine Informal Reading Inventory (Phil-IRI) Group Screening Test was utilized as the research instrument to measure students' reading comprehension before and after the intervention. Descriptive statistics and paired-samples t-test were used to analyze the collected data. Findings revealed that students initially performed at the Instructional Level during the pretest (M = 11.29, SD = 2.21) and improved to the Independent Level in the posttest (M = 15.01, SD = 1.85). The paired-samples t-test demonstrated a statistically significant difference between pretest and posttest scores, t(69) = -12.677, p < .001, indicating that multimedia integration significantly enhanced students' reading comprehension. The findings support Mayer's Cognitive Theory of Multimedia Learning, which posits that learning is enhanced when verbal and visual information are presented simultaneously. The study concludes that multimedia is an effective instructional strategy for improving reading comprehension, increasing learner engagement, and enhancing academic performance in Filipino.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.