Educational E- Games Learning and Interest Towards Reading Among Grade III Pupils at Lanna Elementary School

Evelyn Pereda, Teacher III, Lanna Elementary School

ABSTRACT

The study was conducted to determine the effectiveness of the Educational E-games (Project EEG-R) intervention in improving the 56 Grade 3 pupils of Lanna Elementary School during the School Year 2020-2021. The pupils’ reading and comprehension levels were assessed through Pretest and Posttest, taken from the book “Reading Power.” A quasi-experimental design was utilized where pupils were equally divided and assigned to control and experimental groups. After six weeks of implementing the Project EEG-R using materials from the Reading and Comprehension Application and DepEd Commons, data revealed that there was a significant difference between the mean scores of two groups in their Pretest and Posttest, as indicated by their corresponding P-values of .000 each. This implies that those who used Educational E- Games Learning performed better in their reading and comprehension than those who used Modular Instruction. Based on the findings, the Project EEG-R should be adopted to improve their reading and comprehension skills. Further studies may also be done for more reliability of results.

Keywords: educational, electronic, reading, game, teaching

Year: 2023

posted on September 9, 2023

How to Cite

Pereda, E. (2021). Educational E- Games Learning and Interest Towards Reading Among Grade III Pupils at Lanna Elementary School. Saringit, 2(1), 173-175.

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