This research examined the relationship between teachers’ perceptions of technology integration and learners’ reading performance. Fourteen teachers and one hundred Grade Two learners participated. Results revealed that teachers strongly agreed on the importance of technology in reading instruction, with an overall weighted mean of 3.37, indicating high acceptance. Among the aspects assessed, usefulness scored highest (3.64), followed by convenience (3.57) and self-efficacy (3.56), while obstacles scored 2.58, showing moderate challenges. Learners’ performance showed that 63% were at grade level in word recognition, 45% in reading fluency, and 29% in reading comprehension, with most others transitioning or developing. Statistical analysis confirmed a significant positive relationship between teachers’ perceptions and learners’ reading outcomes, with a computed t-value of 3.153 exceeding the critical value of 2.306 at a 0.05 level of significance. Despite these positive findings, teachers encountered challenges such as heavy workload in preparing differentiated materials (ranked 1st), managing varied reading abilities without adequate tools (2nd), students’ distraction with technology (3rd), and limited training for tech-based instruction (4th). Poor internet access and insufficient of structured school policies also hindered effective implementation. In light of these results, it is recommended that technology based integrated reading oriented training program can be developed.
Technology-integrated reading instruction, quantitative research, instructional model, descriptive method, Cebu Don Carlos A. Gothong Memorial Elementary School, San Nicolas Elementary School, Sawang Calero Elementary School, Tagba-o Elementary School, Division of Cebu City, Cebu, Philippines, Development Education.
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