The Effectiveness of Technology-Enhanced Learning Materials Employed by Teachers in Improving Reading Proficiency

This study investigated the impact of technology-enhanced learning materials on the reading proficiency of sixth-grade pupils in the Irosin II District during the 2023-2024 school year. It explored how teachers’ use of such materials influences reading proficiency and identifies the most effective types of technology-enhanced learning materials. Additionally, it examined how teachers’ digital competencies affect the effectiveness of these materials and the challenges they face in implementing them. Sixteen teachers from the Irosin II district participated in the study, which employed a qualitative research design involving interviews with researcher-made questions. Findings revealed five themes regarding the effects of technology-enhanced learning materials on reading proficiency, including accessibility to reading resources and interactive mechanisms. Specific types of effective materials were identified, such as smartphones, interactive whiteboards, and educational applications.

Teachers’ digital competencies significantly influenced the effectiveness of technology-enhanced materials, particularly in utilizing them and integrating traditional and technology-based reading strategies. Opportunities resulting from implementing these materials included increased access to technological tools and improved academic performance. However, challenges included poor internet access and limited technical knowledge. An action plan was devised to enhance pupils’ reading performance through technology-enhanced learning materials. The study concluded that teachers’ experiences and using various technology-enhanced materials contribute to improved reading proficiency. Enhancing teachers’ skills in educational technology usage is recommended, providing more digital resources and strengthening training programs. School leaders should create supportive environments and innovate technological tools to aid teaching and learning processes. The developed strategic plan can guide intervention programs to improve reading proficiency using educational technology in Irosin schools.