Abstract
The purpose of the study is to improve the reading comprehension of Grade Three students using audio-assisted technology. This study was conducted at Doña Julita M. Gatuslao Memorial School during the school year 2023-2024 and participated by thirty-three (33) Grade Three pupils who were selected using total enumeration while ten (10) students were selected purposively for a semi-structured interview. The researchers employed a one-group experimental design, utilizing pre-test and post-test measures to assess the effects of the intervention on participants' reading comprehension. The Revised Philippine Informal Reading Inventory (PHIL-IRI) was used to measure reading comprehension. In addition, a descriptive qualitative design was employed to ascertain students' experiences with the intervention for eight weeks. An interview guide was implemented to elicit students' experiences, and its validity was confirmed by three panels of evaluators. Before the intervention, the student's reading comprehension level was categorized as frustration, indicating that they struggled with reading. However, after the introduction of audio-assisted technology, the student's reading comprehension level improved to an instructional level. Additionally, there was a significant difference in the students' reading comprehension levels before and after the intervention, suggesting the effectiveness of the intervention. Furthermore, the students expressed a preference for using technology in reading over traditional methods. They listened attentively when new technologies were used for teaching reading and enjoyed and engaged in reading when technology was integrated into their learning. Based on these findings, the researchers recommend that teachers utilize audio-assisted technology as it yields promising results in improving reading comprehension.
