Multimedia Utilization in Developing the Reading Comprehension of Grade Three Pupils

Abstract

              This study aimed to determine the extent of multimedia utilization in developing the reading comprehension skills of grade three pupils in public elementary schools under District Learning Center II-B, City Schools Division of Antipolo, during the School Year 2025–2026. The research focused on six schools: Dalig Elementary School, Isaias S. Tapales Elementary School, Jesus S. Cabarrus Elementary School, Pantay Elementary School, San Antonio Village Elementary School, and Teofila Z. Rovero Memorial Elementary School. The respondents included the total population of 60 grade three teachers, described in terms of age, sex, civil status, educational attainment, length of service, position title, and in-service trainings attended. A total of 300 grade three pupils, fifty from each school, were selected using quota sampling to determine their reading comprehension levels based on the Comprehensive Rapid Literacy Assessment (CRLA).The study utilized a descriptive survey research design, employing a researcher-made questionnaire checklist to assess the extent of multimedia utilization in teaching reading comprehension as perceived by teachers, focusing on word recognition skills, understanding vocabulary, understanding content, and drawing conclusions. Documentary analysis was also applied to evaluate pupils’ reading comprehension levels. Findings revealed that most teachers were 31 years old and above, female, married, pursuing graduate education, holding Teacher I–III positions, with over ten years of service and participation in in-service trainings at the division and national levels. Multimedia was often used for word recognition, vocabulary, and content comprehension but only sometimes for drawing conclusions. Teachers’ age significantly influenced their perception of multimedia use, whereas other demographic variables did not. Most pupils were classified as low emergent readers, and a significant relationship was found between multimedia utilization and reading comprehension levels. Teachers often encountered challenges in multimedia application.The study concludes that multimedia utilization positively affects pupils’ reading comprehension, and teacher age influences perceptions of its use. It recommends comprehensive teacher training, exposure of pupils to interactive materials, implementation of an action plan, and further experimental studies