Interactive and Conventional Teaching Approaches to Optimizing Reading Comprehension Performance

Abstract

Literacy is essential, and it must be encouraged. Reading comprehension is the foundation of all aspects of education, so pupils must improve their reading comprehension skills. The study focused on fourth graders' reading comprehension skills performance through interactive and conventional teaching approaches using the quasi-experimental method with 30 pupils for control and 30 pupils for the experimental group. Results have disclosed a significant improvement in the pupils' performance from the control (t=15.63) and experimental groups (t=46.24). However, the post-test performance of the control group was below average while an above-average performance for the experimental group. Hence, there was a significant mean gain difference in the performance (t=12.16) between the two groups. Pre-post evaluation results showed that using an immersive approach to understanding English reading improved learning, deepening cognitive processes, and maximized information gains among pupils. Compared to the conventional method, the interactive teaching approach is instrumental in refining pupils' reading and comprehension performance. It demonstrates that digital school learners learn better today when exposed to meaningful and relevant school work and engaged in intellectual stimulation using the technology available. When multimedia instructional materials are accessible in schools, learning can be stimulating. Teachers may select and implement creative innovations to enable pupils' interest and switch from conventional teaching to technological-based techniques. While in the educational landscape, the effectiveness of an interactive approach is typical and ideal. Thus, further research may validate study results using the same experimental design and teaching approaches to a different group.