Development and Validation of Technology-Enriched Lesson in Fostering Reading Skills as Anchored in ‘MATATAG’ Curriculum

Riena Jane C. Lipon, Aimee P. Ramirez, Jomelvic A. Aresgado and Natasha Nicole P. Barantes
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Riena Jane C. Lipon: Naval Central School Sped Center, Naval, Biliran, Philippines
Aimee P. Ramirez: Lico Elementary School, Naval, Biliran, Philippines
Jomelvic A. Aresgado: Habuhab Elem. School, Culaba, Biliran, Philippines
Natasha Nicole P. Barantes: Naval Central School Sped Center, Naval, Biliran, Philippines

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 3s, 1143-1151

Abstract: This study aimed to develop and evaluate a technology-enriched lesson in fostering Grade 4 learners’ reading skills, explicitly targeting the competency “Identifying author’s or speaker’s point of view†(EN4LR-1.1), aligned with the DepEd ‘MATATAG’ curriculum. The study was conducted in an elementary school in Biliran, Eastern Visayas, Philippines, using a pre-experimental design with pre-test and posttest measures. The lesson package, which featured interactive games, video lessons, and PowerPoint presentations intended to improve engagement and comprehension, was completed by forty fourth-grade students. Krippendorff’s alpha was used to evaluate inter-rater reliability, and the DepEd Learning Resources Development and Management System (LRDMS) tool was used for validation. Based on the validation results, the lesson met all requirements and received excellent ratings for technical, instructional, and content quality. Stronger reliability for technical quality and no errors in the “Other Findings†category were inter-rater reliability results, which showed moderate to substantial agreement across evaluators. A significant improvement in learners’ performance was seen when the Wilcoxon signed-rank test was used to analyze the pre-test and posttest scores. The success of the intervention was demonstrated by the growth in mastery level from “average†to “moving towards mastery,†as well as the mean percent score rising from 53. 5% to 71.8%. The results demonstrate how technology-enhanced instruction can significantly improve primary students’ reading comprehension abilities. The created tool incorporates multimedia components to meet a range of learning demands while providing a learner-centered approach that complies with curriculum standards. This study emphasizes how incorporating technology into foundational education can help close learning gaps and develop critical reading abilities.

Date: 2025
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