The Impact of Online Learning on Primary Graders' Reading Comprehension: Challenges and Instructional Strategies
DOI:
https://doi.org/10.56294/saludcyt20251724Keywords:
Online Learning, Levels of Reading Comprehension, Beginning Reading, Instructional Material DesignAbstract
Introduction: This study aims to describe the reading comprehension levels of primary graders and characterize the challenges they encountered during online learning amidst the COVID-19 pandemic.
Methods: A descriptive mixed-methods research design was employed, involving 194 primary graders (Grades 1 to 3) from a private school in Iligan City, Philippines. Quantitative data were gathered through comprehension assessments, while qualitative data were collected to identify perceived reading challenges. Data were analyzed using descriptive statistics and thematic analysis.
Results: Results revealed that most students performed well in literal comprehension, but fewer attained high levels in interpretative, evaluative, and creative comprehension. The most prominent challenge reported was self-regulation, followed by technological literacy and learning environment constraints. Student isolation was perceived as the least significant challenge. These findings suggest that while learners could recall factual information, they struggled with higher-order thinking skills and independent learning in online settings.
Conclusions: The study highlights the need to enhance interpretative, evaluative, and creative comprehension skills through targeted interventions. A curriculum-based instructional material was developed to address these gaps, offering structured, engaging, and developmentally appropriate reading activities. This material may support teachers and education stakeholders in fostering effective reading instruction in digital contexts and preparing for future educational disruptions.
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Copyright (c) 2025 Farzeah J. Madale, Vanjoreeh A. Madale, Angeline P. Dinoro, Venus R. Parmisana, Loreta L. Fajardo, Monera A. Salic-Hairulla (Author)
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