Abstract
This study investigated the efficacy of integrating digitalization in improving reading comprehension among Grade VI learners at Lilod Raya Pilot Elementary School, Balindong District I, Division of Lanao Del Sur I, during the School Year 2024-2025. Utilizing a one-group pretest-posttest experimental design, the research aimed to determine whether the integration of digitalization method, combined with technology-enhanced instruction, significantly impacted students’ reading proficiency. A total of 32 Grade VI learners participated in the study and were assessed using the Philippine Reading Inventory (Phil-IRI) before and after the intervention.The pretest results revealed that a majority of students were performing at the instructional level, requiring a teacher guidance to comprehend reading materials. Notably, more than two-thirds of the learners were classified under the frustration level, indicating substantial challenges in reading capabilities. Following the AMD intervention, a marked improvement was observed in posttest results. All students progressed beyond the frustration level, with fifty percent at the instructional level. Statistically analysis using paired sample t-test indicated a significant increase in mean scores, signifying statistical significance at the 0.01 level. Additionally, the effect size reflected a large scale practical impact, affirming the educational relevance of the results. The findings suggested that the AMD approach was an effective instructional strategy for enhancing reading comprehension and advocate for its continued application and potential scaling in similar educational context.
