Analyzing The Impact of Technology On Reading Comprehension On Grade 11 Students of Mahalang National High School - 105116

Analyzing the Impact of Technology on Reading Comprehension on
Grade 11 Students of Mahalang National High School
At the school studied, before the COVID-19 epidemic, many teachers' use of
technology for less on delivery was limited to making PPT sand cutting audio
and video to enhance reading and facilitate understanding. With the COVID-19
pandemic lock down, many teachers and parents had to embrace technology for
other purposes, especially to support their students in reading, making certain
digital reading technologies more and more present in the teaching and learning
process. However, the evidence to support the effectiveness of these digital
reading instructional programs remains limited (Ordetx,2020), and the increase
of this digital reading technology in the teaching and learning process has
never been evaluated yet at the studied school. Many researchers and studies
show that technology can have a great impact in addressing reading
comprehension and vocabulary skills. Five of the ten papers examined by
streams provide evidence that technologically based approaches, provide
greater results than non-technologically based approaches, and four show that
technology based approaches are just a successful as non-technology based
approaches. On the other hand, exposing students to technology earlier is
believed to help the gain the skills needed to thrive in a digital society and meet
the requirements of the 21st century (Ortex 2020).
In a separate report by inquire. Net, the work Bank identified two reasons for
the high learning poverty rate. First, the share of out of school children is
higher for boys which is 5.1% than for girls i.e.,4.8%. Meaning, boys are more
likely to be deprived of school education than girls. Second, boys are more
likely to achieve minimum proficiency at the end of primary school (91.7%)
than girls (89.2%) in the Philippines. Even before Covid -19, the state of the
education sector in the Philippines was not that good. The country’s financial
status is one of the top factors and still adds up to the growing education issues
in the Philippines. Furthermore, after covid-19, children, youth, and adults are
seen deprived of learning. Moving forward, we can see these issues becoming
more prominent and worse over time with long-term effects if we don’t start
acting now. As much as we drove deep into the current state, it becomes quite
clear the battle is going to be prolonged, and it would require some big social
and economic changes.
The use of classroom technology in Mahalang National High School is now
constant since pandemic occurs. Technology plays a great role in the teaching
and learning process. However, in addition to the fact that not all educators and
students of the school are well trained for effectiveness are aware of its
potential. In addition, many students in Mahalang National High School can’t
use properly of the effectiveness of technology. However, even though the use
of technology in school became helpful for learning and reading
comprehension the use of technology in education has also a negative impact

on students in their health. The best example of this to much screen time, to
much screen exposure may affect students health.
Health problems related to the over use of technology Indeed, some research
has shown that inappropriate or excessive use of technology can lead to health
issues. According to the OECD (2020), excessive screen time “negatively
affects children’s physical health, influencing hours of sleep, engagement with
physical activity, and obesity”. Studies related to the use of technology have
been conducted through research and have identified other additional issues
due to its overuse, including spinal damage, vision problems, attention
problems, violent behavior, a decrease in academic performance, anti-social
behaviors, deterioration of social relations, dehuman ization of the educational
environment, and isolation of the individuals from physical experience
(Yücelyiit & Aral, 2020; Alhumaid, 2019). In addition to this, due to pressure
to incorporate the technologies into their everyday teaching practices or a
dearth of teacher training and education in educational technology, it is
believed that the usage of educational technologies increases some teachers'
anxiety, stress, and symptoms of weariness or depression (Fernández-Batanero
et al., 2021).
Purpose of the study
The purpose of this study is to examine the implications of technology on
students’ reading (English as a second language). Technology is gaining more

and more ground in the educational field. Many specialists believe that
technology has dramatically altered the way we learn and teach, leading us to
question what constitutes "true" teaching and learning (Seifert & Sutton, 2009,
p. 10). New technology such as the internet has changed the nature of literacy,
leading to a new form of literacy that requires additional skills and strategies
(Leuet al., 2014, p. 144). In addition to this, beyond providing a wider choice
of materials that can be accessed easily, facilitating communication and
collaboration, making teaching and learning more exciting, developing
students' critical thinking, and helping them acquire new knowledge and skills,
the internet has become a great source of information for both teachers and
students, making its mastery more relevant than every learning tool. On the
other hand, to
complete a wide range of learning tasks, such as reading, writing, doing math,
keeping track of attendance, simulating scientific experiments, simulating
social situations, and providing access to learning for students with handicaps
or learning disabilities, to name a few, knowing how to use tools such as
computers, tables, and cellphones and their related apps effectively has become
indispensable (Poole, 2009, p. 230). However, despite the potential of
technology, we still have little information about how technology can enhance
students' reading. Therefore, the author of this paper intends to investigate the
role and impact of technology on students’ reading and how it is perceived by
Chinese School stakeholders.

Research problem:
What is the possible role of technology in students’ reading processes?
What is the impact of technology on students reading?
Is there’s a negative impact of using technology for reading comprehension?

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Analyzing the Impact of Technology on Reading Comprehension on

Grade 11 Students of Mahalang National High School

other purposes, especially to support their students in reading, making certain

process. However, the evidence to support the effectiveness of these digital

reading instructional programs remains limited (Ordetx,2020), and the increase

show that technology can have a great impact in addressing reading

comprehension and vocabulary skills. Five of the ten papers examined by

streams provide evidence that technologically based approaches, provide

technology based approaches are just a successful as non-technology based

approaches. On the other hand, exposing students to technology earlier is

the requirements of the 21st century (Ortex 2020).

likely to achieve minimum proficiency at the end of primary school (91.7%)

and economic changes.

The use of classroom technology in Mahalang National High School is now

potential. In addition, many students in Mahalang National High School can’t

of technology in school became helpful for learning and reading

comprehension the use of technology in education has also a negative impact

much screen exposure may affect students health.

issues. According to the OECD (2020), excessive screen time “negatively

affects children’s physical health, influencing hours of sleep, engagement with

due to its overuse, including spinal damage, vision problems, attention

problems, violent behavior, a decrease in academic performance, anti-social

behaviors, deterioration of social relations, dehuman ization of the educational

environment, and isolation of the individuals from physical experience

to incorporate the technologies into their everyday teaching practices or a

dearth of teacher training and education in educational technology, it is

believed that the usage of educational technologies increases some teachers'

anxiety, stress, and symptoms of weariness or depression (Fernández-Batanero

Purpose of the study

The purpose of this study is to examine the implications of technology on

students’ reading (English as a second language). Technology is gaining more

of materials that can be accessed easily, facilitating communication and

collaboration, making teaching and learning more exciting, developing

keeping track of attendance, simulating scientific experiments, simulating

or learning disabilities, to name a few, knowing how to use tools such as

indispensable (Poole, 2009, p. 230). However, despite the potential of

role and impact of technology on students’ reading and how it is perceived by

Chinese School stakeholders.

What is the possible role of technology in students’ reading processes?

What is the impact of technology on students reading?

Is there’s a negative impact of using technology for reading comprehension?

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