NORTHERN BUKIDNON STATE COLLEGE

ICT INTEGRATION AND CONVENTIONAL LEARNING IN ENHANCING

STUDENT’S ENGLISH READING COMPREHENSION: A SYSTEMATIC
REVIEW
AND META-ANALYSIS

JONAS D. BACTOL
MICHELLE C. BINGCULA
JOHN MICHAEL CELLAN
DIANE LOFRANCO
DELANI M. RAPIRAP

NOVEMBER 2021
ICT INTEGRATION AND CONVENTIONAL LEARNING IN ENHANCING
STUDENT’S ENGLISH READING COMPREHENSION: A SYSTEMATIC
REVIEW
AND META-ANALYSIS

A THESIS
Presented to the Faculty of the
Teacher Education Program
Northern Bukidnon State College
Kihare, Manolo Fortich, Bukidnon

In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Elementary Education Major in General Education

By

JONAS D. BACTOL
MICHELLE C. BINGCULA
JOHN MICHAEL CELLAN
DIANE LOFRANCO
DELANI M. RAPIRAP

NOVEMBER 2021
 APPROVAL SHEET

This thesis entitled “ICT INTEGRATION AND

CONVENTIONAL LEARNING IN
ENHANCING STUDENT’S READING
COMPREHENSION: A SYSTEMATIC REVIEW AND META- ANALYSIS” has
been examined and is recommended for ORAL EXAMINATION.

ANNA MARIE D. GENITA, PhD

Adviser

Approved in partial fulfillment of the requirements for the degree of Bachelor of

Elementary Education major in General Education by the Oral Examination
Committee.

FRANCE CEASAR M. AGBALOG, MA MERASOL P. YUNKER, EdD

Member Member

MA. THERESA B. MARKINES, PhD

Member

CHRISTINE C. ROYO, PhD

Chairperson

APPROVED and accepted in partial fulfillment of the requirements for the degree
of Bachelor of Elementary Education- General Education.

CHRISTINE C. ROYO, PhD

Teacher Education Program Dean
Date of Final Thesis Defense: November 19, 2021
ABSTRACT

Reading comprehension skill is a fundamental reading skill one should

have and develop. This meta-analysis aimed to collect and analyze secondary
data on integrating ICT and conventional learning in improving the student’s
reading comprehension skills.
A total of nine studies were included in this systematic review and meta-
analysis. The data were evaluated using the inclusion and exclusion criteria and
were analyzed using RevMan 5. Results of the Meta-analysis were synthesized
using the three important values which are: Study Weight, Heterogeneity and
Overall Effect. The review includes learning proficiency at any level (primary,
secondary and tertiary). Among the nine studies, 14.4 % weight value provided
the most influence on the overall effect.
Furthermore, the results revealed heterogeneity (i²= 60%) in terms of the
participants and the intervention adopted. The study yields an overall effect of Z=
6.08, P< 0.00001 with a p-value less than (0.05) with 95 % confidence interval,
indicating a significant result that favors ICT integration in improving students'
reading comprehension skills.
The findings of the study have brought significant insights and implications
such as the integration of ICT has an impact in the improvement of student’s
reading comprehension skills.

Keywords: ICT Integration, Meta-Analysis, Reading Comprehension

 ACKNOWLEDGMENT

First and foremost, we would like to express our gratitude to Almighty God

in assisting us in our journey by providing our needs, and for keeping our minds

at ease despite of all the challenges. We will never be able to finish our research

without His help whose unfailing love had aided us throughout the process,

providing for our needs and putting our minds at ease despite the difficulties.

To our family we could not thank you enough for extending your unending

love and support that became our strength in making this research possible since

you believed in our skills from the beginning and gave us the opportunity to grow

intellectually.

We'd also like to express our heartfelt gratitude to our active and helpful

thesis advisor, whose advice and assistance enabled us get to the finish of this

project with a sense of accomplishment in our hearts. We'll never forget all of the

lessons and advice you gave us.

We are grateful and honored to the members of the panel who engaged

their time and effort in developing our paper. Your valuable suggestions are

greatly valued.

Lastly, to our friends and groupmates thank you for the encouragement,

assistance, motivation, to all the sleepless nights we were working together and

for all the fun we shared.

Thank you so much.

 DEDICATION

This research is devoted to the most significant individuals in our lives, our

parents, who have always been a source of inspiration and courage when we felt

like giving up, providing moral, spiritual, emotional, and financial support. To our

siblings, relatives, mentors, friends, classmates, and loved ones who encouraged

us to finish this study through their words of advice and support Finally, we

dedicate this book to the Almighty God for providing us with wisdom, strength,

and mental capacity for providing us with safety, skills, and a healthy life. All of

these are available to you.

THE RESEARCHERS
 TABLE OF CONTENTS

Page

APPROVAL SHEET i

ABSTRACT ii

ACKNOWLEDGMENT iii

DEDICATION iv

TABLE OF CONTENTS v

LIST OF TABLES vii

LIST OF FIGURES viii

CHAPTER

1 THE PROBLEM

Introduction 1

Theoretical Framework of the Study 4

The Schema of the Study 6

Statement of the Problem 7

Significance of the Study 7

Scope and Limitation 8

Definition of Terms 9

2 REVIEW OF THE RELATED LITERATURE 10

3 RESEARCH METHODOLOGY

Research Design 23

Data Gathering Procedure 23

Quantitative Data Synthesis 24

4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA 25

5 SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS 30

REFERENCES

APPENDICES

A. Data Extraction Table

CURRICULUM VITAE
 LIST OF TABLES

Table Page

1. Results of the Meta- Analysis 28

 LIST OF FIGURES

Figure Page

1 The Schematic Diagram of the Study 7

2 The Forest Plot of the Comparison of the Two Variables 26

 1

Chapter 1
THE PROBLEM

Reading comprehension is a fundamental cognitive ability for children that

will have a great contribution in academic success and successively participation

in most areas of adult life (Hulme & Snowling, 2011). As cited by Bee Choo Yee

and Nurul Suazana Binti Zainuddin (2018) reading comprehension in English is

one of the important keys for the pupils to perform better in learning. As

recommended by Sharp (2012) the ultimate goal of reading is comprehension:

understanding the messages that writers want to communicate. Maduabuchi

(2007) postulates that reading is an interaction between the reader and the text

which results in comprehension.

According to Ruiz (2015), understanding the words’ meaning, analyzing

the writer’s viewpoint, goal for writing and acquiring of new words are reading

skills which play a vital role that support comprehension in reading. Capodieci

(2020), reading comprehension has always been a foundation for achievement in

several areas within the educational system, as well as a prerequisite for

successful participation in most areas of adult life. According to Breiseth (2016),

comprehension is the goal of reading, but it can be the most difficult skill to

master, especially for English language learners. Reading theorists have

grappled with how to comprehensively and meaningfully portray reading

comprehension and many different theoretical models have been proposed in

recent decades (McNamara & Magliano, 2009; Perfetti & Stafura, 2014). Hence,

reading comprehension can be enhanced with the correct tools which is why the
 2

demands are high to create good readers. In addition, according to Helmers

(2017) reading comprehension is a critical skill for students to learn at an early

age. Some students are able to analyze the pictures, fluently read the text, and

recognize certain words but students are not able to fully understand the text.

Information and communication technologies (ICTs) cover a wide range of

technologies. ICTs refer to technological tools and resources which are

employed to communicate, create, disseminate and manage information (Nordin

2010). These technologies include radio, television, computers, Internet, social

networks, etc. In the last decade, there has been a growing interest in using

computers and the internet to improve the effectiveness of teaching and learning

in all levels and in both educational and non-educational settings (Yunus, 2013).

Information and Communication Technologies (ICTs) play a major role in

creating a new and improved model of teaching and learning (Yunus, 2015).

Hence, the use of ICT in the teaching and learning of English as a second

language is one of the most widely discussed issues in the field of education

(Yunus & Salehi, 2012). The integration of computers and communications offers

unprecedented opportunities to the education systems with its capacity to

integrate, enhance and interact with each other over a wide geographic distance

in a meaningful way to achieve the learning objectives (Muhammadian, 2006). In

conjunction with preparing students for the current digital era, teachers are seen

as the key players in using ICT in their daily classrooms (Ghavifekr 2015).

On the other hand, Shivaramaiah (2018) argues that many students

consider conventional teaching as the most effective tool of teaching and

 3

learning, it is done by using books and other resources. The professor

condenses the vast study material, and delivers to the students in an organized

way, which significantly reduces the burden on the student. 

The researchers conducted this study because according to Merez (2019)

in a 2018 global survey called Program for International Assessment (PISA),

among 600,000 students worldwide, Filipino students ranked last among 79

countries in a global survey of reading comprehension. According to Frederick

Sotto Perez, president of the Reading Association of the Philippines, as cited in

an article by Ropero (2019), “People are alarmed by the results that may lead us

to a more reflexive education which we want to pursue”.

Manaog (2020) proposes the reason why Filipino students have low

comprehension in reading is because of the increasing number of slow readers

and non-readers to a string of factors such as lack of study habits among

students, lack of contact hours in teaching, poor connectivity in far flung areas,

students withheld with proper instruction in literacy, insufficiency of reading

materials students’ deficiency of reading beyond or between the lines or inability

to process a text. Merez (2019) emphasizes the poor reading comprehension of

Filipino students is a reality that must be recognized by the country in order to

improve its educational system.

The objective of this study is to investigate whether ICT integrated

learning method is more suitable to use and can enhance the student’s reading

comprehension more than the conventional one.

 4

While the present researchers and educators would like to review and

explore studies on what method is suitable to use in enhancing the reading

comprehension of the students. Given that ICT integration has various

applications to the reading process (Ghavifekr, 2015). The researchers selected

the ICT Integration as an underlying variable with the belief that ICT integrated

learning could enhance students' reading comprehension skills. It is with hope

that through this systematic review and meta-analytic methodology, the ICT

integration would have its benefits as a teaching aid in enhancing the students

reading comprehension skills. The researchers intend to quantify the significant

efficacy of ICT integrated learning in enhancing the student’s reading

comprehension skills that are crucial to the students.

Theoretical Framework of the Study

This study was primarily anchored on Mayer’s Cognitive Theory of

Multimedia Learning. This principle is known as Multimedia Learning principle.

Malone (2005) states that people learn better and deeply from pictures rather

than words alone. It encourages learners to make connections between the

pictorial and verbal representations of the information, making the experience

more meaningful and more likely to be committed to long-term memory. The aim

is to create educational media that takes into account how the human mind

functions. It is because the use of technology in education contributes a lot in the

pedagogical aspects in which the application of ICT will lead to effective learning

with the help and supports from ICT elements and components (Jamieson-

Procter et al., 2013).

 5

According to this theory, the human information processing system has

two channels: one for visual processing and one for auditory processing.

Learners begin processing information presented to the eyes (text) in the visual

channel; learners begin processing information presented to the ears (audio) in

the auditory channel. As a result, Verhoeven and Perfetti (2008) proposed that

when information is delivered in both visual and auditory media, students read

thoroughly.

The word ICT or Information Communication Technology is associated

with the use of technology in the classroom, such as the application of a variety

of media to convey information or ideas, such as film, animation, and others

(Berk, 2009). The use of ICT in text comprehension was also said to help with

memory retention, learning satisfaction, and learning achievement when it comes

to the knowledge conveyed (Chiou, Tien, & Lee, 2015). Therefore, this theory will

be necessary and will serve as the foundation in building the results of the

current study ICT integration and conventional learning in enhancing student’s

English reading comprehension.

 6

The Schema of the Study

Figure 1 shows the schematic diagram of the study which illustrates the

input, process, and output which are the main components of the study. The

entire process of the study is shown initiating from the theory which is the primary

basis of this study, to the literature search, categorization of the studies as well

as the data extraction, the use of appropriate research methodologies and the

expected outcome and findings of the study.

Figure 1: The Schematic Diagram of the Study

 7

Statement of the Problem

The study intended to generate data on how ICT integration plays a vital

role in enhancing reading comprehension, thus the study aims to answer the

following questions:

1. What conceptual framework perspective guides the review’s selection,

evaluation and interpretation of the studies;

2. What are the sources of data employed for the review;

3. How are the data evaluated, analyzed, and synthesized in the review; and

4. What are the major results, limitations, and implications of the review?

Significance of the Study

The result of the study intends to be of great benefit to the following:

Students. The study will foster the learning of the students and enhance their

English Reading Comprehension skills. At the same time, it will widen the

knowledge of the pupils on how to use the technology and how to integrate ICT

in learning.

Teachers. By integrating ICT, the study will lessen the workload of the teachers

in teaching and enhancing the students’ English Reading Comprehension skills.

 8

It will be easier for them to teach the pupils and also it can help them in

evaluating strategies and provide an amazing learning experience for the pupils.

Parents. The study will give parents a relief and an assurance that their

son/daughters are learning something through the use of integrating ICT.

School Administrators. The study will provide the administrators with

information about the use of integrating ICT in enhancing students’ English

Reading Comprehension. This will also give an idea to the administrators to

provide more technological tools such as computers, tablets and other gadgets

that are surely beneficial for all the students.

Scope and Limitation of the Study

This research focuses on how integrating ICT could enhance the English

reading comprehension of the students and all other studies related to it using

secondary data. The research employs meta-analysis. Thus, the statistical

analysis of this research is limited to the secondary data of the nine published

studies that will be included in the meta-analysis. These studies should be

critically chosen with inclusion and exclusion criteria while considering the date of

publication to be 2010's to the present.

 9

Definition of Terms

The following words are used to attain the study’s objectives and they are

defined either conceptually or operationally to have a clear understanding about

the study.

Conventional Method. This refers to the method that has been use for a long

time like the use of usual traditional teaching aids like visual aids, blackboards

and textbooks.

ICT Integration. This refers to the technology that is being integrated in the

study.

Meta- Analysis. It is a statistical analysis that is done through combining the

results of multiple scientific studies. These studies must address the same

question providing the statistical estimate of how variables are associated.

Reading Comprehension. This term will be commonly used when interacting

with materials. It is the ability of a person to understand, remember, analyze and

synthesize what he/she reads.

Systematic Review. A systematic method that will gather all empirical evidence

that will be suited to the answer to a specific question.

 10

Chapter 2

REVIEW OF RELATED LITERATURE

This chapter shows the related studies and literature that guides the

researchers to conduct this study. These studies provide essential information

and research and are related to ICT integration and conventional learning

methods in enhancing student’s reading comprehension.

Soroudi (2016) in his study entitled “IT System-based Instruction vs.

Traditional Instruction of Teaching Reading Comprehension: A case of low-

intermediate EFL learners”. He investigated the effect of IT system-based

instruction vs. traditional instruction of teaching English on Iranian low-

intermediate EFL learners’ reading comprehension ability in a smart school in

Tonekabon, Mazandaran, Iran. The research enlisted the participation of 60 low-

intermediate high school students to gather data. They took a Solution

Placement Test to determine the participants' homogeneity (SPT). The

participants were split into two groups: one experimental group (which received

treatment in the form of smart tools) and one control group (i.e. receiving no

treatment and being traditionally taught through white board). A reading

comprehension test was used to assess the participants' reading comprehension

abilities and assess their potential success as a result of the therapy.

 11

There was a significant difference in scores for the control group (M =

34.02, SD = 4.91) and experimental group (M=13.9833, SD=.35273); t (48) =

7.772, p = .000, two-tailed). Therefore, the study concluded that the experimental

group performed significantly better than the control group in the posttest

measures of reading comprehension which indicates the great effectiveness of

IT-System Instruction for the improvement of students’ reading comprehension.

The study group outperformed the control group after care, demonstrating the

effectiveness of instruction in improving students' reading comprehension

abilities. The findings point to the use of smart resources to encourage student

engagement and enable them to freely express themselves in an e-learning

environment.

Hence, another study entitled "The Use of Smartphone’s in Developing

Students’ Reading Comprehension From Perspective of Gender Differences" by

Baliu and Machmud in the year 2017.This study aims to find out if there is a

difference in students' reading comprehension between students taught with and

without Smartphone, to dig up any differences in students' reading

comprehension between male students who use Smartphone and female

students who do not use Smartphone, and to find out if there is a difference in

students' reading comprehension between male students who use Smartphone

and female students who do not use Smartphone. This is an experimental study

that focused on two classes of seventh-grade students from SMP Negeri 1

Batudaa. One class is designated as the treatment class, while the other is

designated as the control class. Purposive sampling was used to choose them.
 12

The data was acquired through a test, and the method utilized in this study was

experimental. ANAVA was utilized to create a factorial design 2 x 2 in this study.

Based on the interpretation of the first hypothesis, it was discovered that

there were differences between students who were taught reading

comprehension using a Smartphone and students who were taught reading

comprehension without using a Smartphone. It means that students who have

been taught using a Smartphone have superior reading comprehension than

students who have not been taught using a Smartphone where Fcount= 27.

469>Ftablel= 4.11. Therefore, this hypothesis is received significantly. The

interpretation of the second hypothesis revealed that there is a relationship

between teaching styles and student achievement. According to the results of the

F test, pupils' reading comprehension is influenced by instructional strategies.it

proves that FCount= 4.53

Ftableto α = 0.05 = 4.11. The connection between teaching technique and

students' reading comprehension can be seen in the average of students'

reading comprehension, which is 15.70 for students who are taught using a

Smartphone compared to 11.20 for students who are not taught using a

Smartphone. It can be concluded that the most appropriate teaching approach

will have a positive impact on student achievement.

The test result for the third hypothesis revealed that Qcount = 7.37and

Qtabel = 2.95 for = 0.05. This means Qcount = 7.37 and Qtabel = 2.95. To put it

another way, male students' "reading comprehension while using a Smartphone

is higher than male students' reading comprehension while not using a

 13

Smartphone." As a result, there is a distinction between male students' reading

comprehension taught using a Smartphone and male students' reading

comprehension taught without a Smartphone. Male students are more interested

in exploring and learning new apps than female pupils. They initially discovered

the application that the teacher had requested throughout the teaching and

learning process. In regards to the final hypothesis, the test results show that

Qcount = 3.11and Qtabel = 2.95 for = 0.05, implying that Qcount = 3.11>Qtabel =

2.95. As a result, there is a difference in reading comprehension between female

students who are taught using a Smartphone and female students who are

taught without a Smartphone, with female students reading comprehension

taught using a Smartphone being higher than female students reading

comprehension taught without a Smartphone. Therefore, the overall result of the

data analysis in the research, smartphones have an impact on pupils'

achievement.

The findings revealed that there is a difference in reading comprehension

between students who are taught using a smartphone and pupils who are not.

Students who are taught using a Smartphone have an average of 14.1, whereas

students who are not taught using a Smartphone have an average of 11.9. The

use of the appropriate teaching paradigm had a substantial impact on students'

reading comprehension.

Furthermore, another study by Sanchez, et. al (2021), entitled “Interactive

and Conventional Teaching Approaches to Optimizing Reading Comprehension

Performance”. According to the study, since reading comprehension is the

 14

cornerstone of all parts of education, students must work to enhance their

reading comprehension skills. The said study employed a quasi-experimental

method with 30 students in the control group and 30 students in the experimental

group to examine fourth graders' reading comprehension skills utilizing

interactive and traditional teaching styles. Meanwhile, the control group's post-

test performance was below average, whereas the experimental group's

performance was above normal. The experimental group had a mean gain of 8.1,

while the control group had a mean gain of 7.1, resulting in a computed t-value of

12.16, which is more than the critical t-value of 1.672, rejecting the null

hypothesis. This means that the average performance gains of the students in

both groups were significantly different. As a result, there was a significant

difference in performance between the two groups (t=12.16). The use of an

immersive approach to understanding English reading boosted learning,

deepened cognitive processes, and maximized information gains among

students, according to pre-post evaluation data. In comparison to the

conventional method, the interactive approach to teaching is effective in

improving students' reading and comprehension skills. It illustrates that today's

digital school students learn better when they are given meaningful and relevant

schoolwork and are involved in intellectual stimulation through the use of

technology. Learning can be stimulating when multimedia educational materials

are available in classrooms. Teachers can choose and apply unique innovations

to pique students' interest and help them transition from conventional to

technological-based teaching methods. While the efficacy of an interactive

 15

method is common and ideal in the educational landscape. As a logical

consequence, more research might be done to confirm the findings by using the

same experimental design and teaching methods to a new group.

Similarly, another study by Crum (2018). In her study on "Influence of

Technology on English Language Learners’ Vocabulary, Reading, and

Comprehension" she discovered that vocabulary acquisition is difficult for English

Language Learners (ELLs) due to the fact that they are less prepared to

comprehend unfamiliar terminology using contextual and linguistic clues.

Vocabulary that is supported by technology. In the fifth grade, instruction to teach

social subjects to ELLs is a relatively new notion. classroom. The goal of this

study was to compare the vocabulary and reading comprehension outcomes of

ELLs in 5th grade social studies when they were taught utilizing technology-

assisted instruction against standard textbook instruction. The study's theoretical

base was Mayer's cognitive theory of multimodal learning. A non-equivalent test

comparison group design was used in this quasi-experimental study. The study

sample consisted of all 99 fifth-grade ELL students at a school in the

southeastern United States. Technology-assisted or traditional textbook

instruction was used to teach pre-existing classroom groupings. The ANCOVA

method was used to compare the vocabulary test scores of the groups, with the

pretest social studies vocabulary scores acting as the covariate. According to the

result presented it shows the test scores were utilized as a covariate for the

groups, ANCOVA revealed a significant difference of p =.011 between the

adjusted mean post scores of the two groups. These data suggested that the two
 16

groups are significantly different. The technology-supported group's test adjusted

mean score was 34.24, whereas the conventional textbook group's test adjusted

mean score was 28.40, showing that the technology-supported group scored

significantly higher on the test than the traditional textbook group.

Moreover, Lyare et al. 2018 in their title "The Effectiveness of Integrating

Interactive Technology in Reading Comprehension: A Case Study of Jamaica’s

Grade School" they investigated that Antigua and Barbuda, Australia, Brazil,

India, Iran, Jamaica, Kazakhstan, Pakistan, Russia, Turkey, and the United Arab

Emirates are among the countries launching large-scale, government-backed

projects to deliver tablet devices to students in the K-12 education sector. The

majority of the government-supported projects, according to the assessment,

were motivated by the tablet hype rather than educational frameworks or

research-based data. The purpose of the study was to provide research-based

evidence by determining whether using interactive technology to teach grade-

three students improves their knowledge and skills in reading comprehension is

better than learning in a traditional chalk-and-talk setting. Prior research provided

limited evidence about the impact of interactive technology on reading

comprehension at the lower grade school level, based primarily on data from

developed countries. This study, which employs a mixed-method case study

research approach, seeks to in Examine the effects of incorporating interactive

technology into reading comprehension and investigate students' points of view.

A sample was used in this case study. 30 third-grade students from a public

school in a low-income neighborhood as well as the two classroom teachers in St

 17

Catherine, Jamaica Thirty students were divided into two groups: an

experimental group of 16 participants and a control group of 14 participants. The

intervention program was carried out over an eight-week period. This study has

provided (a) additional data to demonstrate the efficacy of interactive technology

in improving reading comprehension and (b) research-based evidence for the

distribution of computer devices to students in the K-12 schooling sectors. The

findings were based gathered using a survey questionnaire that was distributed

to students when the intervention was being employed.

The result reveals the participants' mean scores for the experimental

group (m = 50.09) and the control group's mean scores (m = 27.83). The Mann-

Whitney UValue was calculated to see if the difference in mean scores between

the two groups was significant. The difference between the experimental group's

mean scores and the control group's mean scores is significant when the Mann

Whitney P-Value is 0.05, and this value is less than 0.05, according to the

results. To put it another way, our U= 63.5 is less than 64. In terms of statistics,

the difference in test results between the two groups is unlikely to be significant.

The statistical evidence answers the first research question: would using

interactive technology improve students' capability to comprehend what they

read? The implication is that there was a significant difference between children

who were taught reading comprehension utilizing technology and those who

were not and the students who were taught reading comprehension using

technology consistently performed better than those who were not.

 18

In addition, another study by Mohammadian (2018), in his study entitled

“The Effect of Using Video Technology on Improving Reading Comprehension of

Iranian Intermediate EFL Learners'' examined the effectiveness of using video

materials that can be considered as ICT integrated learning method in enhancing

reading comprehension of the Iranian students as English as their Foreign

Language. The idea of ICT integrated instructions has become common in

educational settings as a result in the advancement of educational technology.

Different skills, such as listening, reading, speaking, and writing, can be taught

using technology. Reading comprehension is one of these skills that EFL

students have difficulty mastering. Different skills, such as listening, reading,

speaking, and writing, can be taught using technology. Reading comprehension

is one of these skills that EFL students have difficulty mastering. In order to

investigate the impact of video materials on improving reading comprehension in

Iranian intermediate EFL learners, the current study was conducted. A Longman

Placement Test was given to 30 EFL students to ensure that they were on the

same proficiency level. The students were selected from Chabahar's public

schools. The participants were divided into two classes based on their proficiency

level (one experimental group and one control group). Then, to assess the

participants' reading comprehension, a test of reading comprehension was given.

The participants of the experimental group used video files to improve their

reading comprehension while the control group received conventional

approaches of teaching reading comprehension.

 19

Then, all the participants were assigned a 40-item multiple-choice reading

comprehension test. The results of the study indicated that video materials had a

significant effect on promoting reading comprehension of Iranian intermediate

EFL learners (p =.000, <.05)

Hence, another study was conducted by Saeidi and Ahmadi (2016),

entitled “The Effects of Watching Videos in Pre-reading on EFL Learners’

Reading Comprehension and Attitudes”. The schema theory describes how

readers grasp passages by drawing on existing information. Pre-reading video

clips seem to be an effective technique for pupils to prepare for learning by

delivering audio-visual pictures of various themes. The effects of watching videos

during a pre-reading stage on EFL students' reading comprehension were

explored in their study. Over the course of three months, the experimental study

was conducted on two intact groups of 32 male students each. During the pre-

reading stage, the experimental group viewed videos before reading

comprehension passages, whereas the control group received conventional

instruction. To assess the effects of the treatment on the experimental group, two

achievement tests were employed as a pre-test and a post-test. To compare the

outcomes of the two groups, an independent-samples T-test and a paired

samples T-test were employed, as well as a questionnaire to evaluate the

students' opinions on the effectiveness of watching videos before reading. The

experimental group's mean scores were significantly different (M=-2.68; SD=

2.11; t= -7.18; df=31; p=0.000<0.05). This suggests that watching videos before

reading has influenced EFL students' reading comprehension. That is, in terms of
 20

reading comprehension, the experimental group outperformed the control group.

The treatment improved the experimental group's mean reading comprehension

scores, indicating a positive response to the first research question: watching

reading-related videos in the pre-reading stage can improve EFL students'

reading comprehension abilities, allowing them to comprehend reading passages

of the textbooks even better. Participants in the experimental group during a pre-

reading stage (M= 3.82; SD=.809; t=5.77; df=31; p=0.0000.05) also produces

positive attitudes and views about watching videos.

The findings of the study show that teachers can use video as a pre-

reading tool as well as the curriculum developers in creating and developing

appropriate textbooks with associated videos and films to increase learners'

reading comprehension abilities by activating learners' background knowledge.

Teachers and practitioners should also think about utilizing technology to assist

them update instructional aids, approaches, and strategies. This can help with

language acquisition and overcome some of the issues that arise in EFL

language teaching and learning, particularly in the area of reading

comprehension.

In addition, another study by Ertem (2010), entitled “The Effect of

Electronic Storybooks On Struggling Fourth-graders’ Reading Comprehension.”

The quantitative study looked at how the medium of presentation affected

struggling readers' comprehension of storybooks. Each student was randomly

allocated to one of three conditions: (1) computer-assisted storybook animation;

(2) computer-assisted storybook without animation; or (3) traditional print

 21

storybooks. 77 fourth-grade students were chosen from among those who were

reading below grade level and did not reach the Sunshine State Standard as

evaluated by the Florida Comprehensive Assessment Test (Reading Level one

or Reading Level two).

The findings are presented in a one-way ANOVA that indicates significant

differences in reading comprehension scores on retelling (F=5.475, df=2/74,

p<.05) between students reading electronic storybooks with animation, electronic

storybooks without animation and traditional print storybooks. For the reading

comprehension scores on retelling, a higher level of comprehension score was

reported in the reading electronic storybooks with animation condition (M=6.88,

SD=2.00), followed by electronic storybooks without animation condition

(M=5.46, SD=2.16) and traditionally print storybooks condition (M=4.81,

SD=2.62). According to the findings, electronic storybooks can help struggling

readers better understand storylines and animation features, which has the

potential to increase struggling reader comprehension.

Finally, a study by Kuhail (2017) in his study entitled “The effectiveness of

Using Interactive Digital Videos on Developing Sixth Graders’ English Reading

Skills and Vocabulary learning and Retention”, he investigated the effectiveness

of using Interactive Digital Videos to improve sixth-grade students' English

reading skills as well as vocabulary learning and retention. This research used an

experimental design and enlisted the help of eighty-two EFL male students at Al-

Motasem Bellah Elementary School for Boys. The study sample was drawn from

6th graders in two of the school's four groups, with one class serving as the
 22

experimental group (41 students) and the other as the control group (41

students). The first two variables in the analysis are independent variables:

interactive digital videos and the conventional method.

The findings indicated that there were significant differences in the mean

scores of the experimental group and that of the control group in the reading

comprehension test, the vocabulary test and the delayed vocabulary retention

test in favor of the experimental group, which was attributed to the effectiveness

of IDV. The T. computed value is larger than T. table value in the test, which

means that there are significant differences at (α ≤ 0.01) in the total average

score of the test between the experimental and control group in favor of the

experimental group. The mean of the test in the experimental group reached

(13.805), whereas the mean of the control group was (7.366). Concerning the

means of domains, the highest value was (3.902) whereas the lowest one was

(1.268), the means of the other domains came between these two values. This

result indicates that using interactive digital videos is more effective than the

traditional method in developing the students' reading comprehension skills

The qualitative evidence from this research study demonstrates that

students and teachers both need tools and research. Students were able to use

the resources in this curriculum to improve their reading comprehension skills. As

a result, the teacher was able to spend more time with the students, get better

grades on the weekly tests, and improve the students' learning abilities. Students

must have access to a variety of resources in order to improve their

understanding.
 23

Altogether, several studies were collected for the included for the analysis

since they contain relevant information and lead the researcher into more

resources. These related studies guide the researchers in maneuvering the

study. This will solidify the study for the researchers to acquire foundational and

supplementary knowledge in conducting this research.

 24

Chapter 3
RESEARCH METHODOLOGY

This chapter presents the methods that were used in meta-analysis and

review of the research. This shows the research design, and data gathering,

inclusion of criteria and quantitative data synthesis to be used. In addition, the

description of each stage was done in this chapter.

Research Design

The study is a systematic review and meta-analysis type of research. This

is to determine the most preferred and suitable learning method between ICT

integration and conventional in enhancing the reading comprehension of the

students. A systematic review attempts to gather all empirical evidence that will

be suited to the answer to a specific question. It employs a direct scientific

method to minimize bias to be able to provide reliable results thus the

conclusions can be drawn.

Meta-analysis is a statistical method that gathers and combines the results

of various studies. This is utilized when there are multiple scientific studies that

address the same phenomenon with respect to a particular criterion determined.

According to Cohen, Manion, and Morrison (2007) as cited by Ayden (2019)

meta-analysis is, in simple terms, the “analysis of analyses”.

Data Gathering Procedure

The study was conducted by following the consecutive procedures: the

researchers searched through different literary works, journals and literature; the
 25

researcher categorized the related studies based on the data extraction and

lastly, a meta- analysis tool is used to synthesize the works.

Inclusion and Exclusion Criteria

The included studies were carefully chosen by the researchers to meet the

study's objectives. The secondary data were categorized using the following

criteria: the author, the year, the intervention used, and the data. This Meta-

analysis included research on ICT integration in helping the students improve

their comprehension skills.

During the process of gathering scientific studies, Google scholar,

Research gate as well as ERIC and other resources available online were

utilized to collect relevant studies. The related studies gathered were from the

year 2010 to present. While categorizing the different studies, researchers used

these terms as keywords when searching, including ICT integration, reading

comprehension, education, conventional learning and traditional learning, the

term ICT integration in enhancing reading comprehension and skills will also be

used.

The researchers gathered more or less 50 related studies from different

parts of the world. Then, manually checked if the studies can be included and are

relevant, thus the irrelevant and duplicated should be excluded. The studies that

were relevant but cannot be accessed fully as texts should be excluded as well

as the studies that are lacking information and data. Applications of these criteria

resulted in nine studies left.

 26

Quantitative Data Synthesis

This study used Meta-Analysis in analyzing the data. Specifically,

RevMan 5 was employed for the said purpose. RevMan 5 is an online

platform recommended for flexible reviews and meta-analysis; the researchers

gave specific attention to the Mean, Standard Deviation, and sample size from

each study and input these values into the software. After running the meta-

analysis, the researchers looked for the study weight, heterogeneity, and overall

effect of all the studies combined. The researcher also examined the forest plot

for visual presentation of the result.

 27

Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of the relevant

statistical results gathered from the included studies and the overall effect of the

intervention being studied. Answers to the four research questions of the study

are also discussed in this chapter.

1. What conceptual perspective guides the reviewer’s selection,

evaluation, and interpretation of the studies?

Mayer's Cognitive Theory of Multimedia Learning as the foundation and

conceptual perspective of this study. According to Malone (2005) people learn

more deeply from words and pictures rather than from words alone. This

meta-analytic study is supported by theory that explain most about cognitive

theory of multimedia learning that will serve as a framework for constructing

the findings of the current study on enhancing English reading

comprehension of the students through the use of ICT integration and

conventional learning. Cognitive Theory of Multimedia Learning by Richard

Mayer attempts to explain that the human information processing system has

two channels: one for visual processing and one for auditory processing in

which learners begin processing information supplied to their eyes and

delivered to their ears.

 28

2. What are the sources and types of data employed for the review?

The electronic databases that were used in searching the studies were

Eric.edu.gov an online library that provides variety of educational information

with scholarly studies across publishing formats and disciplines, Google

Scholar, Scholarly, Academia.org, Research Gate and Academia Journal.

Studies included were searches using the key words "ICT integration in

enhancing the learners reading comprehension" "ICT integration VS.

Conventional Learning in Enhancing the learners reading comprehension",

using these key words in eric.edu.gov that resulted in an initial data set and

published from 2010 to present.

3. How are data evaluated, analyzed, and synthesized in the review?

There are plenty of data gathered regarding the effect of ICT Integration in

enhancing student’s reading comprehension some of these studies contains data

and information that can help in the study but some of these were rejected

because they do not repot necessary information to get the study and other

literatures do confer to the reference date. In analyzing the included studies,

study characteristics of the included studies are described and the association of

reading comprehension skill, including both overall and specific aspects of object

recognition skills is reported with the average correlation (effect size), confidence

intervals of this mean effect size and the heterogeneity of effect size across

studies.

The researchers followed the inclusion and exclusion criteria while choosing

the studies to be included in this meta-analytic study. The following are the
 29

inclusion criteria: the study must be about how ICT integration improves student's

reading comprehension as compared to conventional learning methods, and it

must have been published between 2010 to the present. The exclusion criteria

were applied after the studies that passed the inclusion criteria were gathered.

The following criteria were used to reject studies that could not be accessed in

full text, as well as duplicated and incomplete data. This resulted in the analysis

of nine studies in this study.

Review Manager 5 software was used by the researchers in calculating the

overall summary measures of the included studies as the core of meta-analysis.

In using Review Manager 5 software, the researchers entered the required data

on the given table of the varying results on the included studies. After entering

the mean, standard deviation and sample size, the result will be automatically

calculated. The result of the calculation is presented by a std mean difference,

overall effect, heterogeneity, and represented graphically called forest plot.

4. What are the major results, limitations, and implications of the

review?

Rev-Man was used to examine five research including ICT integration and

conventional methods for improving student reading comprehension. The forest

plot in Figure 2 summarizes the overall effect when ICT is integrated compared

when it is not.
 30

Table 1. Results of the Meta-Analysis

Based on the table 1. It shows that there are nine studies represented by

the authors and the year of the publication. Following that, each published

study's means, standard deviation, and total number of respondents for the

experimental and control groups are listed. The meta-analysis includes a total of

nine studies. Crum (2017) 's research had the most impact on the overall

conclusion, with a weight of 14.4%. On the other hand, there is a total standard

deviation of 0.92(0.62, 1.22) that indicates the extent of the difference between

the two groups' averages. While the total effect (z= 6.08, P< 0.00001) indicates

that the studies are significant when compared to one another. Then, the results

showed moderate level of heterogeneity (i² = 60%, P=0.01) which means that the

treatment effects of the included studies among other studies. Therefore, reading
 31

comprehension is enhanced when ICT is integrated than using the conventional

method of teaching.

Figure 2. The Forest Plot of the Comparison of the Two Variables

Figure 2 shows a forest plot that depicts the intervention's overall effect.

The size of the green square is proportional to the weight in percent, indicating

the impact of a single study on the overall outcome. In general, the higher the

percentage weight, the larger the sample size and the narrower the confidence

intervals (CI); and the larger the box, the more influence the study has on the

pooled result.

The p-value for the test of significance of the overall estimate was

0.00001. As shown by the graph in favor of the experimental group, the outcome

of this study agrees with the findings of the other research indicating ICT

integration improves reading comprehension when compared to traditional

 32

teaching-learning methods. The total p-value result indicates that the

corresponding study has a very high significant effect.

Chapter 5
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions and

recommendations. The conclusions were drawn from the data that has been

gathered.

Summary of Findings

In this study, the focus is to determine the effectiveness of ICT integration

when compared to conventional learning in enhancing students’ reading

comprehension skills.

The researchers were able to generate the mean, Standard Deviation, and

Sample size from each study after extracting the data from the nine studies

included in this study together with the study's purpose. These values were then

entered into the meta-analysis software "Review Manager 5 or RevMan5", which

yielded the following results.

The study with the most weight had the largest impact on the overall effect

by Crum (2017) with 14.4%. A heterogeneity score of 60% suggests a moderate

amount of variation between research. This means that most of the meta-

analysis' studies were consistent (Deeks, Altman and Bradburn (2001). Based on

the heterogeneity present in the studies the random effects model was
 33

implemented. While the total effect (z= 6.08, P< 0.00001) indicates that the

studies are significant when compared to one another.

Conclusion

The researchers conclude that integrating ICT is a more effective strategy

for increasing students' reading comprehension skills than the conventional

method of using books and printed materials. This conclusion is consistent with

Soroudi's (2015) conclusion, which acknowledges the usefulness of IT-based

instruction because the experimental group outperformed the control group,

demonstrating the effectiveness of instruction in enhancing students' reading

comprehension abilities.

Recommendations

The current researchers believe that future researchers will be able to

utilize this work as a model for their own research in the same subject. Although,

based on the findings of this study, more research is needed to assess the value

of incorporating ICT in improving students' reading comprehension skills. Finally,

future researchers should look into and incorporate more related studies, as the

sample strength will increase as more studies are included.

34
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95
APPENDICES
 APPENDIX A

A. Data Extraction Table

 CURRICULUM VITAE

Jonas D. Bactol

Crossing, Libona Bukidnon 8706

jnashbactol@gmail.com

I. PERSONAL INFORMATION

Age: 34 years old

Sex: Male

Birthday: January 29, 1987

Religion: Roman Catholic

Civil Status: Single

II. EDUCATIONAL BACKGROUND

Elementary: Crossing Central Elementary School

Crossing, Libona Bukidnon

Graduated 2000

Secondary: Libona National High School

Crossing, Libona Bukidnon

Graduated 2004

Tertiary: Northern Bukidnon State College

Kihare, Manolo Fortich Bukidnon

2018- Present
 CURRICULUM VITAE

Michelle C. Bingcula

Crossing, Libona Bukidnon 8706

michellebingcula11241999@gmail.com

I. PERSONAL INFORMATION

Age: 21 years old

Sex: Female

Birthday: November 24, 1999

Religion: Roman Catholic

Civil Status: Single

II. EDUCATIONAL BACKGROUND

Elementary: Crossing Central Elementary School

Crossing, Libona Bukidnon

Graduated 2012

Secondary: Libona National High School

Crossing, Libona Bukidnonl

Graduated 2018

Tertiary: Northern Bukidnon State College

Kihare, Manolo Fortich Bukidnon

2018- Present
 CURRICULUM VITAE

John Michael A. Cellan

Crossing, Libona Bukidnon 8706

Dotagods@gmail.com

I. PERSONAL INFORMATION

Age: 22 years old

Sex: Male

Birthday: June 10, 1998

Religion: Messianic Judaism

Civil Status: Single

II. EDUCATIONAL BACKGROUND

Elementary: Plantation Elementary School

Camp Phillips, Agusan Canyon, Manolo

Fortich,Bukidnon

Graduated 2010

Secondary: Libona National High School

Crossing, Libona Bukidnon

Graduated 2014

Tertiary: Northern Bukidnon State College

Kihare, Manolo Fortich Bukidnon

2018- Present
 CURRICULUM VITAE

Diane C. Lofranco

Sitio Miranda, Damilag, Manolo Fortich,

Bukidnon 8703

dayancuyos@gmail.com

I. PERSONAL INFORMATION

Age: 21 years old

Sex: Female

Birthday: July 28, 1999

Religion: Roman Catholic

Civil Status: Single

II. EDUCATIONAL BACKGROUND

Elementary: Plantation Elementary School

Camp Phillips, Agusan Canyon, Manolo

Fortich,Bukidnon

Graduated 2012

Secondary: Libona National High School

Crossing, Libona Bukidnon

Graduated 2018

Tertiary: Northern Bukidnon State College

Kihare, Manolo Fortich Bukidnon

2018- Present
 CURRICULUM VITAE

Delani M. Rapirap

Crossing, Libona Bukidnon 8706

delanirapirap07@gmail.com

I. PERSONAL INFORMATION

Age: 22 years old

Sex: Female

Birthday: February 12, 1999

Religion: Roman Catholic

Civil Status: Single

II. EDUCATIONAL BACKGROUND

Elementary: Crossing Central Elementary School

Crossing, Libona Bukidnon

Graduated 2012

Secondary: Libona National High School

Crossing, Elementary School

Graduated 2018

Tertiary: Northern Bukidnon State College

Kihare, Manolo Fortich Bukidnon

2018- Present