Abstract
The study aimed to determine the effectiveness of interactive eBooks in enhancing reading comprehension in science among grade 6 learners. The study utilized a quasi-experimental design with a pretest-posttest group. The sample consisted of 56 grade 6 learners randomly assigned to the experimental (eBook) and control (Modular) groups. The experimental group received instruction on interactive eBooks, while the control group received instruction using science learning modules. Both groups were pretested and post-tested using a researcher-made test. The data were analyzed using descriptive and inferential statistics. The results of the study revealed that the (eBook Group) has higher posttest scores where 5 or 17.9% of the respondents scored excellent, 17 or 60.7% scored above average, and 0 or none of the respondents scored poorly during the posttest compared to the Modular Group were 12 or 42.9% of the respondents scored in average level and 5 or 17.8% of the respondents scored above average. These indicate that the use of interactive eBooks in science lessons positively affected the reading comprehension of grade 6 learners. The results also showed a significant difference in the post-test scores between the two groups, with the eBook group having higher scores. This study's findings suggest that using interactive eBooks in teaching science lessons is an effective way to enhance the reading comprehension of grade 6 learners. The use of interactive eBooks can be a valuable tool for teachers in designing and delivering engaging and practical science lessons.
