International Journal of Early Childhood Special Education (INT-JECSE)

DOI: 10.9756/INT-JECSE/V14I1.276 ISSN: 1308-5581 Vol 14, Issue 01 2022 PP:2357-2362

Multimedia: A Tool in Addressing the Reading Difficulties of Learners

Husna T. Lumapenet, EdD1
Assistant Professor/Director, Intellectual Property Rights Office,Cotabato Foundation College of Science
and Technology, Doroluman, Arakan, Cotabato, Philippines
*Corresponding Author: husnacfcst@gmail.com
ORCID: 0000-0001-6225-8021

Mary Jane V. Fronda2

Classroom Teacher, Department of Education, Philippines

Abstract – The study intended to find out if multimedia can be a tool for addressing the reading difficulties of
selected grade 2 learners in the five schools of Magpet West District – Magpet, North Cotabato, Philippines. It
specifically, aimed to answer the following questions : what are the reading difficulties of the selected grade 2
learners of the five schools in Magpet West District ; does multimedia enhance the test scores of the learners; what
type of multimedia is the most effective tool in enhancing the reading skills of learners; what are the reading skills
that learners can acquire with the use of multimedia; which type of multimedia is the most effective tool in
addressing the reading difficulties of learners ; and what is the effectiveness level of using multimedia on the
reading skills of learners with reading difficulties. A repeated measure type of quasi-experimental research design
was conducted to determine if multimedia can be an effective tool in addressing the reading difficulties of learners,
in terms of phonological awareness, phonics, fluency, vocabulary and reading comprehension in which four
sessions of 60-minutes reading intervention using powerpoint presentation, video, flashcards and charts and
workbook were use for each session respectively. The learners were found to have moderate difficulty in
phonological awareness and very high difficulty in phonics, fluency, vocabulary and reading comprehension skills.
Using multimedia such as powerpoint, video, flashcard and charts in conducting reading intervention enhance
pupils test scores (developing/passed) while using workbook maintains their level as beginner. Mathematically
speaking, powerpoint presentation ranked number 1 in improving the test scores level of learners. By using
multimedia, learners acquired reading skills in phonological awareness, phonics, fluency, vocabulary and reading
comprehension. Reading skills of learners in terms of phonological awareness become very high, while in terms of
phonics, fluency, vocabulary and comprehension skill became moderate. Statistically, flashcard and charts were
found to be the most effective multimedia tool in improving the reading skills of learners. Moreover, multimedia has
a high significant effect on acquiring reading skills of learners. Thus, it can be a tool in addressing the reading
difficulties of learners.

Keywords: Multimedia, tool, addressing, reading difficulties, and learners.

Introduction

Multimedia is the use of a variety of artistic communicative media to give information to people, as in
news, entertainment, business and even in education. The multimedia, is now widely use all over the world,
especially in presenting new concepts and ideas.Supporting the reading instruction with the used of multimedia can
help pupils in the learning process.A variety of flexible supports can be offered by multimedia reading materials and
environments. According to Brann et. al. (2014), the multimedia is helpful for students when they are engaged in
reading content-area in social studies, history, Science Mathematics, and some academic vocabulary that is
unfamiliar to the students.
In 2006, Chambers evaluated the results of embedded multimedia usage to be positively significant on the
ability to convert graphic symbols into intelligible language. Multimedia is also considered as an element of having
a successful reading instruction for beginners.In the same manner integrating multimedia in teaching reading
intervention can possibly alleviate pupils’ reading difficulties and eventually improve their’ reading skills.In today’s
call for quality education, there is a need to prepare and equip the pupils as early as kindergarten with essential skills
necessary for them to perform well in school and beyond. Moreover, it is vital for educators, to address pupils’

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 International Journal of Early Childhood Special Education (INT-JECSE)
DOI: 10.9756/INT-JECSE/V14I1.276 ISSN: 1308-5581 Vol 14, Issue 01 2022 PP:2357-2362

reading difficulties by providing them with appropriate reading interventions designed to improve such reading
skills and abilities that would enhance their learning and academic performance through the use of multimedia.
Findings of related studies indicated that multimedia can increase the interest and attention of the learners
in reading as stated on the beneficial effects of using multimedia in education (Yusof, undated). The research on
integrating multimedia in K-12 classroom (2016), implies that the needs of 21st century learners will be met by the
exciting possibilities of having multimedia. The use of multimedia in teaching can enhance the learning of the
students through proper design and implementation. Another study conducted in the College of Education at King
Saud University by lbrahem (2012) on the impact of using multimedia on student’s academic achievement revealed
the effectiveness of multimedia usage compared to the traditional way of teaching in which it recommended the use
of multimedia in the theoretical faculties.
In most schools in the Philippines, a lot of learners have reading difficulties in all grade levels. These
learners have very poor academic performance. In West District of Magpet, North Cotabato, Philippines in
particular, learners with reading difficulties in grade 2 are hindered to cope with their lessons because they are
struggling to read.Having this scenario, the researchers conducted the study, “Multimedia: A Tool in Addressing the
Reading Difficulties of Learners” in order to find out if multimedia can be a tool in addressing the reading
difficulties of learners and let them acquire the reading skills necessary for them to reach their full potential, and
perk up academically for them to become successful in life and to enable educators to realize the national goal of
producing globally competitive graduates.

Methodology
1) Participants & Procedure
The researchers sought the approval of the School Heads of Cebomailo Elementary School, Mahongkog
Elementary School, Boay-boay Elementary School, Cebomailo Annex Primary School and Temporan Elementary
School of Magpet West District of the Department of Education before the conduct of the study. The approved
letters from School Heads were presented to the teachers of each Grade 2 class of the five chosen schools in Magpet
West District before the conduct of the study. A total of 64 completely enumerated learners with reading difficulties
were identified through the aid of the school reading coordinators.
The parents of the identified learners with reading difficulties were called for a meeting and briefing about the
reading intervention that their children will be undergoing. After the pre-test, the researchers conducted five sessions
of reading class intervention using multimedia tools for the learners with reading difficulties. Each type of
multimedia namely, power point presentation, video, flashcards and charts and workbook were utilized respectively
in each 120-minute session. The whole reading class intervention lasted for 4 days in each school. It was conducted
daily from Monday to Thursday, every afternoon.

2) Instruments
A repeated measure type of quasi-experimental research design was conducted to determine if multimedia
can be an effective tool in addressing the reading difficulties of learners, in terms of phonological awareness,
phonics, fluency, vocabulary and reading comprehension in which four sessions of 60-minutes reading intervention
using powerpoint presentation, video, flashcards and charts and workbook were used for each session, respectively.
To determine how well the learners,respond to the multimedia tools employed in teaching reading, the
researchers administered an achievement tests which is a cognitive type of research instrument to obtain the needed
data in the study. Pre- test and Post-test were conducted in order to find out if there is a significant effect of using
multimedia tools in teaching reading.
Multimedia namely PowerPoint Presentation, Video, Flashcards and Charts and Workbook were used as
instruments or teaching aids in conducting reading interventions.

Results
Table 1 shows the analysis on reading difficulties of the learners during pre-test indicated difficulty in
reading comprehension and vocabulary with a mean of 0.00 followed by reading difficulty in terms of phonics with
a mean of 0.04 and reading difficulty in terms of phonics has mean of 1.40. However, learners were found to be
phonologically aware with a mean score of 6.14.

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Electronic copy available at: https://ssrn.com/abstract=4096415

 International Journal of Early Childhood Special Education (INT-JECSE)
DOI: 10.9756/INT-JECSE/V14I1.276 ISSN: 1308-5581 Vol 14, Issue 01 2022 PP:2357-2362

Table 1. Pre-test on reading difficulty.

Reading Difficulties Item Mean Percentage Interpretation
No. Score
Phonological Awareness 10 6.14 61.4% Low Difficulty
Phonics 10 1.40 14.0% Very high difficulty
Fluency 5 0.04 0.8% Very high difficulty
Vocabulary 5 0.00 0.0% Very high difficulty
Reading Comprehension 5 0.00 0.0% Very high difficulty
Scale Mean Description
5 81-100% No Difficulty
4 61-80% Low Difficulty
3 41-60% Moderate Difficulty
2 21-40% High Difficulty
1 0-20% Very High Difficulty

Table 2 indicates that PowerPoint presentation ranked no. 1 with a mean score of 3.17. It was followed by
video and flashcards and charts having the rank of 2.5 with the mean score of 3.02, and number 4 in rank is the
workbook having the mean score of 2.79.

Table 2.Rank on effectiveness of using multi-media tools in teaching reading.

Multimedia Mean Score Rank
Powerpoint 3.17 1
Video 3.02 2.5
Chart and Flash Card 3.02 2.5
Work Book 2.79 4

Findings in Table 3revealed an improvement on the reading skills of learners. Based on the post-test, learners
acquired very high Phonological Awareness with a mean score of 90.4%. They also acquired high skill in phonics or
word decoding with a mean score of 70. 9%. Learners also gained moderate skill of fluency, vocabulary and
comprehension having the mean percentage of 65.4%, 62.8% and 62.6% respectively.

Table 3. Post-Test on reading difficulties.

Reading Difficulties Item Mean Percentage Interpretation
No. Score
Phonological Awareness 10 9.04 90.4% Very High
Phonics 10 7.09 70.9% High
Fluency 5 3.14 62.8% High
Vocabulary 5 3.27 65.4% High
Reading Comprehension 5 3.13 62.6% High
Scale Mean Description
5 81-100% Very High Skill
4 61-80% High Skill
3 41-60% Moderate Skill
2 21-40% Low Skill
1 0-20% Very Low Skill

Table 4 shows the relationship between multimedia tools and the reading skills of pupils. Most of the
multimedia tools except PowerPoint were highly significantly related to the reading skills of learners such as
phonological awareness, phonics, fluency, vocabulary and reading comprehension of learners.

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 International Journal of Early Childhood Special Education (INT-JECSE)
DOI: 10.9756/INT-JECSE/V14I1.276 ISSN: 1308-5581 Vol 14, Issue 01 2022 PP:2357-2362

The coefficient of the correlation was all positive. Thus, higher use of the various multimedia such as video,
flashcards and charts and workbook will result to acquiring higher reading skills of learners.
This conforms the findings of research on integrating multimedia in K-12 Classroom (2016) which indicated
that multimedia offers exciting possibilities for meeting the needs of 21st century learners. The use of multimedia
instruction can significantly enhance student learning if properly designed and implemented.

Table 4.Relationship between multimedia tools and reading skills of the pupils.
Phonological Reading Total
Awareness Phonics Fluency Vocabulary Comprehension Score
Powerpoint R 0.133 0.093 0.039 0.105 0.036 0.089
Sig. 0.147 0.232 0.381 0.205 0.389 0.242
Video R 0.346** 0.341** 0.326** 0.365** 0.344** 0.364**
Sig. 0.003 0.003 0.004 0.002 0.003 .002
Flash Card and Chart R 0.338** 0.321** 0.296** 0.372** 0.356** 0.353**
Sig. 0.003 0.005 0.009 0.001 0.002 0.002
WorkBook R 0.323** 0.315** 0.293** 0.344** 0.329** 0.339**
Sig. 0.005 0.006 0.009 .003 0.004 .003
All Multimedia R 0.338** 0.328** 0.301** 0.358** 0.340** 0.352**
Sig. 0.003 0.004 0.008 0.002 0.003 0.002
** highly significant

Results of the study in Table 5 revealed the difference between the pre-test and the-post-test of the reading
skills of the learners. The T-test analysis reveals that post-test was significantly different from the pre-test which
implies that there is a high significant effect of the multimedia tools on the reading skills of the learners.

This conforms to the Benefits of Using Multimedia in Education (Salimath, Hemalatha, &Sheetlani, 2017),
that multimedia can stimulate more than one sense at a time, and in doing so, may be more attention-getting and
attention-holding.

Table 5. Difference between the pre-test and the-post-test of the reading skills of the pupils.
Paired Differences

Mean Std. Deviation Std. Error Mean T df Sig. (2-tailed)

Pair 1 Phonological Awareness 2.89063 1.65344 .20668 13.98** 63 .000
Pair 2 Phonics 5.68750 3.27024 .40878 13.91** 63 .000
Pair 3 Fluency 3.09375 1.83198 .22900 13.51** 63 .000
Pair 4 Vocabulary 3.26563 1.71123 .21390 15.26** 63 .000
Pair 5 Reading Comprehension 3.12500 1.68561 .21070 14.83** 63 .000
Pair 6 All Multimedia 18.06250 7.97989 .99749 18.11** 63 .000
** highly significant
Table 6 revealed that the used of multimedia tools such as power point, video, charts and flash cards were
effective in teaching reading intervention on learners with reading difficulties. Only workbook was found to be
ineffective in teaching reading intervention on learners with reading difficulties. The result implies the effectiveness
of multimedia tools compared to the traditional way of teaching.
This conforms the findings of research on integrating multimedia in K-12 Classroom (Kopcha, Ding,
Neumann, et al., 2016) which indicated that multimedia offers exciting possibilities for meeting the needs of 21st
century learners. The use of multimedia instruction can significantly enhance student learning if properly designed
and implemented.

Table 6. Effectiveness of using multimedia tools in teaching pupils with reading difficulty.

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 International Journal of Early Childhood Special Education (INT-JECSE)
DOI: 10.9756/INT-JECSE/V14I1.276 ISSN: 1308-5581 Vol 14, Issue 01 2022 PP:2357-2362

Multimedia Item Mean Percentage Interpretation

No. Score
Powerpoint 4 3.17 79.25% Developing/passed
Video 4 3.02 75.50% Developing/passed
Chart and Flash Card 4 3.02 75.50% Developing/passed
Work Book 4 2.79 69.75% Beginner/failed
Scale Description
90 above Advance Proficient
85-89 Proficient
80-84 Approaching Proficient
75-79 Developing/Passed
70-74 Beginner/Failed

Discussion
The result of the data analysis on the pre-test displays that the learners with reading difficulties have
problems with their reading comprehension and vocabulary. Related research pointed out that the students’ problems
with reading can be associated to cognitive nd neurological factors. Cognitive and neurological factors within the
student affect reading achievement. Considerations include differentiated instruction, working memory, and
cognitive strategy instruction. Environmental factors include the home, school, cultural, and social environments
(Jennings, et.al, 2017). Furthermore, according to Lumapenet and Andoy (2017), reading ability of the learners is
significantly influenced by parent’s assistance in reading.
In addition, the use of powerpoint in teaching the learners with reading difficulties was found to be the most
effective among the multimedia tools such as video, chart and flash cards, and workbook. As pointed out by Lari
(2014), the usage of powerpoint presentations resulted to a positive significant effect on the learners’ achievement
on test scores. Using powerpoint presentations further resulted to a better understanding of the lessons as well as in
motivating the learners.
Meanwhile, on the analysis of the post test, result reveals that through acquiring reading skills, the learners’
level of reading difficulties have decreased. This result signifies an improvement of the learners’ reading ability
during the post test with the intervention of multimedia tools in teaching reading.
Moreover, it should be noted that the usage of multimedia tools is associated to the acquisition of higher
reading skills among the learners with reading difficulties. As stated by Kelly in 2017 that it is crucial part of the
instruction for the learners with reading difficulties to use the appropriate intervention. The intervention should
include the components of reading on the aspects of vocabulary, comprehension, fluency, phonics, and phonemic
awareness.
Based on the findings of the study, multimedia tools in teaching the learners with reading difficulties can be
effective as an intervention. It can be noted that teaching with the used of multimedia is more effective than the
traditional way of teaching. This is supported by the findings of the study on integrating multimedia in K-12
classroom which revealed that multimedia is potential in meeting the needs of 21st century learners.

Conclusion
Concerning the high difficulty of the learners on reading comprehension and vocabulary during the pre-test, it
can be stated that the learners’ with reading difficulties were not given with the right intervention to address their
reading difficulties. As a result, of utilizing multimedia tools in the post test, the reading ability of the learners had
improvement. Thus, multimedia is found to be effective in teaching learners with reading difficulties.

Conflict of Interest
The authors have no conflict of interest.

Author Contributors
All of the authors have significant contributions on the paper.

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 International Journal of Early Childhood Special Education (INT-JECSE)
DOI: 10.9756/INT-JECSE/V14I1.276 ISSN: 1308-5581 Vol 14, Issue 01 2022 PP:2357-2362

Acknowledgments
We are grateful to all the participants for their valuable participation in this research.

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