Technology in Reading Comprehension Essay Example for Free

Technology in Reading Comprehension Essay Rationale Over the decades ago, Seymour Papert (1980) wrote Mindstorms and advocated a revolutionary philosophy in which technology was as seen as a fulfilling two major roles in education: (a) a heuristic role in which the presence of the computer was seen as a catalyst of emerging ideas and (b) an instrumental role in which the presence of the computer would carry ideas into a world larger than the research centres where they were incubated. When the Children’s Machine was published, Papert (1993) looked back over the decade since Mindstorms and asked question, â€Å"Why through a period when so much human activity has been revolutionized, have we not seen comparable change in the way we help children learn?† Technology’s exponentially increasing power, decreasing costs, portability and connectivity have gone beyond what it have been started. Yet, inside classrooms across the country, there is such a problem on how technology is being used for the enhancement of reading comprehension. It is not the unavailability particularly of computers but how they are being used in the classroom discussion. In teaching reading, technology is one of the available effective approaches. However, the use of technologies to enhance reading instruction is still its infancy. This reflects that the technological capabilities that are known to have potential in helping children to read, such as computer, have only become sufficiently affordable and available in widespread use. Even though it can support students, effective instruction needs to be interactive. This is Chapter 2 REVIEW OF RELATED LITERATURE Related Literature This chapter looked into the literature and studies about the effects of technology in enhancing reading comprehension. Only few that related to the present study are presented in this section. There are researchers’ standout positive effects of technology in education most especially in the improvements of reading comprehension. Some of them are Boster et.al. (2004), Tracey and Young (2006). Technology is the science of industrial arts. It is the making, usage and knowledge of tools, techniques, crafts and systems or methods of organization in order to solve a problem or serve some purposes. (www.wikipedia.com) In addition, technology refers to any valid and reliable process or procedure that is derived basic research using the scientific method. (Dale, 1969) Technology in education is nudging literacy instruction beyond its oral and print-based tradition to embrace online and electronic text as well as multimedia. Computers are creating new opportunities for writing and collaborating. The internet is constructing global bridges for student to communicate, underscoring the need for rock-solid reading and writing skills. By changing the way that information is absorbed, processed and used, technology is influencing the people how to read, write, listen and communicate. (www.wikipedia.com) Chapter 3 METHODOLOGY This chapter contains the methods and procedure used in the study. These are: the research design; subject of the study; research locale; data gathering procedure; data gathering instrument; and the statistical treatment. Research Design The research method used in this study was the two- group posttest- only randomized experiment. In design notation, it has two lines – one for each group – with an R at the beginning of each line to indicate that the groups were randomly assigned. One group gets the treatment or program (the X) and the other group is the comparison group and doesn’t get the program. Subjects of the Study Two groups were involved in this study. These two groups were all fourth year students of BCNHS (Bislig City National High School) namely; Roca- IV and Depay-IV both have 25 students. The research conducted during their English class session from Monday- Friday at 8:00 – 9:00 in the morning, respectively during the Second Quarter period of the school year 2011-2012. Chapter 4 PRESENTATION, DISCUSSION, ANALYSIS AND INTERPRETATION OF DATA This chapter presents and discusses the results of the study. The Part I includes the scores and interpretations of scores from the control and experimental groups; Part II is the discussion of the difference of the scores between control and experimental groups; and Part III is on the correlation test of hypothesis. Table 1 Rating Scale of the Fourth Year High School Students Scores Scores 1-101-15InterpretationDescription 9-1013-15Highly FavorableThe scores of the respondents show very high result through the use of high technology 7-810-12FavorableThe scores of the respondents show high result through the use of high technology 5-67-9Moderately FavorableThe scores of the respondents show satisfactory result through the use of high technology 3-44-6Less FavorableThe scores of the respondents show less satisfactory result through the use of high technology 0-20-3Not FavorableThe score of the respondents do not show satisfactory result through the use of high technology Table 2 shows the interpretations of the scores of the students by test depending on the level of comprehension. This was used to determine the results of which technology must be used in enhancing reading comprehension. CHAPTER 5 SUMMARY, CONCLUSION AND RECOMMENTATIONS This chapter presents the summary, findings, conclusions and recommendations of the study. Summary The principal purpose of this study was to determine the effects of technology in enhancing reading comprehension of the fourth year students of Bislig City National High School.   The study utilized two sections of the fourth year students’ population. On section was chosen as the experimental group and the other one was the control group. Both groups were given a posttest with the same reading text and types of test: Test I- Question and Answer (10 items); Test II- Vocabulary Test (10 items); Test III- Depth of Meaning (15 items) and Test IV- Logical Inference (15 items). The researchers introduced to the experimental group the high technology using Microsoft Power Point through Power Point Presentation with pictures. The control group used the traditional way through pen and paper test. The research specifically answered the following questions: 1.What are the effects of using technology in reading comprehension? 1.1. What changes will occur on the reading comprehension of the students when exposed with technology?