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AsiaCALL Online Journal Received: 23/06/2022 

ISSN 1936-9859; https://asiacall.info/acoj  Revision: 01/08/2022 

Vol. 13, No. 4, 2022  Accepted: 06/08/2022 

pp. 55-79  Online: 06/09/2022 

 

CITATION | Vidal, M. P. (2022). Effectiveness of Multimedia and Text-Based Reading Approaches to Grade 10 

Students’ Reading Comprehension Skills. AsiaCALL Online Journal, 13(4), 55-79. DOI: 

https://doi.org/10.54855/acoj.221345 

Effectiveness of Multimedia and Text-Based Reading Approaches to Grade 10 

Students’ Reading Comprehension Skills 
Malyn Pahuyo Vidal 

1 Department of Education, Philippines 
* Corresponding author’s email: malyn.vidal@deped.gov.ph  
*      https://orcid.org/0000-0002-3908-9490 

       https://doi.org/10.54855/acoj.221345 

Abstract 

Reading Comprehension skill is essential for learners to achieve a certain standard level. It is 

multifaceted that it connects to all other skills like writing, listening, and speaking. Thus, the 

interconnectedness of reading and comprehension encapsulates the students’ overall reading 

abilities. The core of this study was to find out whether multimedia and text-based reading 

approaches are effective in improving Grade 10 students’ reading comprehension skills. The 

participants were 132 Grade 10 students in a public school in Misamis Oriental. Sixty-six (66) 

students were exposed to multimedia reading (experimental group) and sixty-six (66) students 

in text-based reading (control group). The study yielded the following findings: (1) Reading 

comprehension skills of both groups increased gradually in all reading comprehension 

components as revealed in the post-test data reflected in the overall mean; (2) there is a 

significant difference in all reading comprehension components Identifying vocabulary, 

Sequencing events, Identifying main idea and key details, and Making inferences; in the overall 

skills of both groups with the post-test having higher means; (3) both groups revealed a 

significant difference in the overall result increment. This study further claims that multimedia 

and text-based reading approaches contribute to the enhancement of the participants’ reading 

comprehension skills. For the suggestion, having a variety of techniques to teach reading will 

be quite beneficial to improve students’ reading comprehension skills, especially in this time of 

pandemic where alternative delivery modalities had been implemented. 

Keywords: Reading Comprehension Skill, Multimedia Reading, Text-based Reading 

 

Introduction 

Distance education is a type of education in which teachers and students are physically separated 

during instruction and various technologies are used to enable student-teacher and student-student 

communication. It is popular currently because of the pandemic, which makes face-to-face classes 

impossible. It has used a variety of methods to ensure learning continuity. Students can thus 

continue their education in remote settings using online/offline platforms and other varied 

modalities. It has been defined as a cutting-edge means of simultaneously delivering instruction to 

students in multiple locations.  

With this "new normal" in education, various alternatives have emerged to prepare the way for 

implementing recognized learning modes. However, there are still many students who are having 

academic difficulties in school. These students may not be eligible for advancement or may not be 

able to achieve mastery. As a result, even if promoted, students will continue to struggle in class 

to cope with their academic abilities and complete their academic responsibilities. 

According to the International Evaluation of Educational Achievement's recent release in 

December 2020, where they conducted a comparative assessment of student’s achievements, 

https://asiacall.info/acoj
https://doi.org/10.54855/acoj.221345
mailto:malyn.vidal@deped.gov.ph
https://orcid.org/0000-0002-3908-9490
https://doi.org/10.54855/acoj.221345


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Filipino students lagged compared to students in other countries in Reading, Mathematics, and 

Science, with a reading comprehension rating of 340 points, "significantly lower" than the average 

487 points from other countries. Reading was the main subject assessed and compared to all 

participating nations, and the Philippines scored below the average in Mathematics, Science, and 

Reading. Also, in December 2019, the Philippines scored the lowest in reading comprehension 

among 79 participating nations in the 2018 Programme for International Student Assessment 

(PISA). 

Among all PISA-participating countries and economies, the Philippines had a high proportion of 

low performers. That means that 80% of Filipino students did not meet the minimal reading 

competence requirement. The students' poor English, Mathematics, and Science performance can 

be attributed to a lack of essential reading and comprehension skills.  

As a result, the Department of Education (DepEd) has created the Hamon: Bawat Bata Bumabasa 

(3Bs Initiatives) to increase reading advocacy and commit to making every learner a reader at his 

or her grade level. Reading comprehension is a challenging process for Filipino students who have 

poor overall performance in reading. Since then, reading comprehension has been described as 

"one of the most challenging aspects of reading." The most extensively used of the four language 

skills is reading comprehension. 

The researcher discovered that the identified school used in the study has difficulty conducting the 

Brigada Pagbasa Assessment; difficulty in terms of how to implement the reading session due to 

pandemic challenge. So, a high number of students with frustration levels in their reading 

comprehension skills was revealed during the reading assessment. In fact, during the 

implementation of Brigada Pagbasa, the researcher conducted a reading assessment and realized 

that there was a need for intervention. Because of this, it enlightens the researcher to address the 

problem with the student's reading comprehension skills and to identify components that may 

affect student performances, particularly in their reading comprehension skills. 

Considering the challenges in the teaching and learning process, the Basic Education Learning 

Continuity Plan (BE-LCP) was designed in compliance with DepEd Order No.012 s.2020 to 

address the issue of students' low reading comprehension. In addition, it assures that learners 

access learning opportunities safely and securely through multiple learning modalities. 

Furthermore, as mandated by RA 9155, which mandates safeguarding and promoting the right to 

access to quality education, the BE-LCP emphasizes learning through diverse learning delivery 

modalities, preserving students' and instructors' safety, and implementing several innovations and 

approaches and programs (DepEd).  

Furthermore, Kintsch (2012) describes reading comprehension as the process of acquiring and 

constructing meaning. It is influenced by various factors, including reading styles and 

methodologies. The numerous reading methods and procedures that center around distinct 

theories, i.e., traditional reading theories, cognitive and metacognitive perspectives, are vital to 

address reading comprehension skills (Kintsch, 2012, 1998, van Dijk and Perfetti 2013 cited 

Kintsch (1983). The impact of multimedia and text-based reading approaches on students' reading 

comprehension skills is explored, including its reading styles, methodologies, and procedures. The 

identification of reading theories, and the techniques used in text-based reading approaches has 

yet to be defined as to whether or not they are genuinely beneficial; the same can be said about the 

multimedia reading approach. As a result, it is critical to determine whether multimedia or text-

based reading approaches is helpful in improving students' reading comprehension skills.  



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The relevance of this topic in the development of this study stems from the developing problem of 

today’s literacy crisis, namely, poor reading comprehension performance. It would somehow show 

the ability of the student to increase their reading comprehension skills in some way. This research 

study aimed to help school administrators, language department, language teachers and students 

to build consciousness on the recurring reading comprehension problem. Furthermore, this study 

would show whether or not students might improve their reading performance using various 

reading approaches, such as multimedia and text-based reading approaches. 

Statement of the problem 

This quasi-experimental study sought to explore the effectiveness of multimedia and text-based 

approaches in improving the reading comprehension skills of grade ten Junior High School 

students of a public school in Misamis Oriental, the school year 2021-2022. Specifically, it sought 

to answer the following: First, what is the participants’ level of Reading Comprehension skills 

before and after the interventions in terms of: 1.1 Identifying Vocabulary; 1.2 Sequencing Events; 

1.3 Identifying the main idea and key details; and 1.4 Making Inferences or predictions. Second, 

how do the participants in each group differ in their reading comprehension skills rating before 

and after the interventions? and lastly, is there a significant difference in the reading 

comprehension rating increments of the two groups? 

Theoretical/ Conceptual Framework 

This study claims that multimedia and text-based reading methods benefit students' reading 

comprehension skills. Both approaches are advantageous to the alternative delivery modality in 

this pandemic, where various modality was used because face-to-face reading assessment is still 

not viable. As assumed in this study, one of the approaches to developing the Reading 

Comprehension Skills is the Multimedia Reading Approach. Tran (2013) cited Fenrich 

1997defines that multimedia is the exciting combination of computer hardware and software that 

allows for integrating video, animation, audio, graphics, and testing resources to create effective 

presentations on a low-cost desktop computer. It is anchored on Mayer and Moreno's (1999) 

Cognitive Theory of Multimedia Learning which states that deeper learning could occur when 

information is presented in both text and graphics than by text alone. This theory proposes three 

main assumptions when it comes to learning with multimedia; the first is Information Processing 

which includes dual channels (auditory/verbal and visual/pictorial processing) sometimes referred 

to as Dual-Coding theory); the second is that each channel has a limited (finite) capacity (similar 

to Sweller's notion of Cognitive Load) where information leads to one of three different types of 

processing in the brain. The third is learning is an active process of filtering, selecting, organizing, 

and integrating information based on prior knowledge (Mayer, 2014). 

Also, the principles of multimedia learning, particularly the redundancy principle, states that 

"People learn better from graphics and narration than some graphics, narration, and printed text" 

(Wiley Education, 2021). It suggests that multimedia messages are most effective when learners 

encounter just words and graphics. It also employs the Modality Principle which postulates that 

"People learn more deeply from pictures and spoken words than from pictures and printed words."  

Finally, this study utilizes the multimedia principle which states that “people learn better from 

words and pictures than from words alone."  

This notion has been backed by Mayer (2008) as cited in Sandoval (2016) which regarded 

multimedia learning as learning from pictures in dynamic or static forms, and words can be written 

or spoken. Using multimedia like pictures, text, sound, and video in one place delivers multimedia 

instructions. In addition, the elements of multimedia utilized by Samat and Aziz (2020) are audio, 

picture, and video. Further, teachers can use multimedia to combine text, graphics, animation, and 



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other materials into one package to offer comprehensive information to their students to meet 

course objectives. Multimedia allows for the interactive, animated demonstration of complex 

processes and the natural and intuitive interconnection of instructional content with other related 

topics (Crosby & Stelovsky, 1995 cited in Yamauchi, 2008). 

This research study is anchored in the utilized multimedia tools of Samat and Aziz (2020) such as 

links, videos, pictures, text, sound, and online applications crafted and designed by the teacher in 

an online environment before delivering multimedia reading instructions to students. Furthermore, 

the Research and theory in multimedia learning focus on how people learn from words and pictures 

in computer-based environments.  

More so, identifying the Multimedia environments that include online instructional presentations, 

interactive lessons, e-courses, simulation Games, virtual reality, and computer-supported, in-class 

presentations (Mayer, 2005). 

Another approach assumed in this study to develop the Reading Comprehension Skills is the Text-

based Reading Approach. It is anchored on Text-based instructional strategies utilized in text-

based reading that rely on written directions and information rather than visual or other instructions 

(Boyd, 2021). 

Furthermore, Boyd (2021) stated that text-based learning entails teaching reading by basing 

lessons in a variety of texts. In Text-based learning, there are two levels of instruction that can 

occur. First, it engages the student's ability to discover differences and similarities, as well as 

mastering the approach to understanding different types of texts and their content (text-based cited 

by Boyd 2021); and second, learning occurs through the interaction of texts with text-based 

learning of content. Print-based materials demonstrated improved comprehension skills in terms 

of metacognitive learning (Jeong, 2012). In addition, reading the texts available to students hinges 

on the idea that when teachers make the meaning of a text, they can better support students (A 

Text-Based Approach to Planning Close Reading). Although students could recall the basic ideas 

regardless of text type,  

Similarly, Singer and Alexander (2016) discovered that when reading print, they were better able 

to recall critical aspects related to the core idea and other pertinent concepts. 

The nature of text-based reading in its printed texts have always played an important part in 

education. It makes text reading easier; they have traditionally been an important part of education. 

The beginning and end of a written text can be traced back to the beginning and end. A printed 

text is tangible material with a beginning and an end. It is also hierarchical, designed for personal 

reading, and gives the reader a linear and static reading experience. In a printed text material, "the 

reader has little choice but to follow the authors' storyline or explanatory structure. The reader can 

rearrange what they read by flipping between pages when reading printed information intended to 

be read sequentially (Nur Asima Sidabutar et al., 2022). Since the pandemic, all public schools 

have implemented alternative delivery modalities; thus, printed texts have been used to support 

learning.  

Moreover, this reading approach is known to be a linear process by which readers decode a text 

word by word, linking the words into phrases and sentences. The emphasis on reading as a word-

recognition response to the printed words. In other words, textual comprehension involves adding 

the meanings of words to get the meanings of clauses (Anderson, 2018) 

The reading approach takes several processes from identifying the purpose of reading, its form or 

type of text to the general features of the text locating the topic sentence, supporting details 



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conclusion purpose, making predictions then finally, attempting to form summary, conclusion 

inference of what was read (Pardede, 2008). 

According to NSW Education, in reading, students can read silently with comprehension and 

independently with text-based material, allowing students to read conveniently. As a result, the 

text-based reading approach and the theories mentioned earlier, and perspectives provide this 

research study with a framework for composing the reading materials to be used. Unlike 

multimedia, where numerous multimedia techniques will be used, the material is explicitly written 

in words and printed for students to read and answer. 

As anchored in the study of Garcia, Rigo & Jimenez (2017), they concluded that a text-based 

reading approach alone does not improve the student's ability to succeed, same to say with a 

multimedia reading approach alone. Therefore, this study seeks to investigate the approaches and 

the ability to succeed in answering reading comprehension questions. 

Reading comprehension is considered the dependent variable in the study. Kintsch (2012), as cited 

in Samiel and Ebadi 2021, mentioned reading comprehension as the process of acquiring and 

constructing meaning from written text. It is a dynamic process between the recognition of words 

and concepts.  

In addition, Cetin 2018 cited that reading is a complex process that consists of different operations 

in the brain, such as seeing, understanding, vocalization, comprehension, and construction. 

Therefore, it requires a high-level cognitive process (Perfettu & Stafura, 2014) cited by 

(Rochmiyati et al., 2021). They are supported by Rites 2013 defined reading comprehension as a 

multi-component, complex process that involves interactions between the reader and text.  

The student's reading comprehension is the ability to process text, understand its meaning, and 

integrate it with what the reader already knows. Students' performance on reading comprehension 

is most strongly related to the components of reading comprehension (Perfetti, 1985 cited by 

McNamara et al., 2014) 

As The Department of Education (2019) highlights the components of reading comprehension in 

the implementation of reading activities such as identifying the main idea and key details, 

sequencing events, answering questions, making inferences or predictions, and identifying 

Vocabulary (Rites 2013; Iris Center, Ascend learning center 2019; Honig et al. 2013 cited in 

reading Naturally 2021) 

Moreover, there are various effective methods of assessing reading comprehension according to 

Signal 2020, like creating journals, portfolios, reading logs, checklists, multiple-choice questions, 

recall protocols and summaries, vocabulary tests, and question and answer. Hence, this research 

study targets effective methods in assessing students reading comprehension through various 

methods like question and answer, vocabulary tests, and multiple-choice questions.  

Language is the most common form of oral and written communication (DepEd, 2016); this 

Research focuses on Component 3: Making Meaning via Language, which attempts to increase 

students' reading comprehension. Some reading comprehension components to aim include 

identifying the main idea and key details, sequencing events, making inferences or predictions, 

and identifying unfamiliar Vocabulary (DepEd, 2016; DepEd 3Bs Initiative 2019; Rites 2013; 

Ascend, 2019; Iris Center 2021; Honig et al. 2013 cited in reading Naturally 2021).  

Further, reading is a commonly used activity in the educational process. It is a difficult task 

(Crawley & Mountai, 1995). Hence, reading comprehension is a reading activity that tries to 

provide information.  



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Further, the process of understanding the author's thoughts or messages is known as reading 

comprehension (May & Rizzardi, 2002). Reading comprehension also entails connecting one 

concept to another.               

A critical reader will connect to see if a term in the text is difficult to interpret when used in 

sentences and paragraphs. Reading is a complex cognitive activity and a complicated process 

(Perfetti & Stafura, 2014). In addition, the source of knowledge, cognitive processes, and 

intelligence are all factors in reading comprehension (The Development of Personal-Cooperative 

Model in Building the Reading Comprehension Skills 2021). 

One of the reading comprehension components is Vocabulary development, which is the act of 

learning new words to use in everyday life as a foundation for language learning. It also helps 

activate and create background information to connect with the text, and vocabulary knowledge 

can improve reading comprehension (Weiser, 2013). Furthermore, knowing the definition of a 

term indicates the possibility of being able to read and interpret it in context. There is a constant 

need to expand the stock of vocabulary that can be comprehended and used in context. Word 

meanings account for 70 percent to 90 percent of "vocabulary development" as a consequence of 

comprehension and as a precursor of comprehension (Bromley, 2007 cited in Tomas et al., 2021). 

Additionally, youngsters can quickly add them to their word bank. This method of indirect 

vocabulary learning is incredibly successful for children who have already been exposed to a large 

and diverse vocabulary before starting school. The explicit teaching of Vocabulary is vital for 

those children who have a restricted vocabulary and limited access to vocabulary resources (Beck 

& McKeown, 2007 cited in Tomas et al., 2021). 

According to Honig et al. 2013 cited in the Read Naturally 2021 page on Essential Components of 

Reading, the development of Vocabulary is linked to comprehension. Therefore, it is easier to 

understand the material if the reader has a vast vocabulary.  

The national reading panel of the National Institute of Child Health and Human Development 

recognized three critical factors that supported the development of reading comprehension skills: 

vocabulary instruction, active reading, and strategy instruction preparation (National Institute of 

Child Health and Human Development 2004 cited in Bintz 2011). 

Next, the reading comprehension component is Sequencing Events in reading, which is essential 

in developing students' reading comprehension skills. A well-sequenced text provides order, flow, 

and context to the reader. It puts together text structure to better understand it and develop reading 

comprehension skills.  

The order in which events happen helps students gain a clear understanding of what they are 

reading (Mac Donnchaidh, 2021; Gouldthorp, 2018; Kittelstad n.d; Carrie n.d; Reading Rockets 

n.d; Storyboard) 

Another key concept being expressed, or the central theme, is the most important information 

about the concepts. In understanding the idea of reading material, identifying the main idea is the 

gist of the larger conceptual framework of a reading text. At the same time, the details support the 

main idea. The text's main idea can be comprehensible to students through the help of supporting 

details. (Cuesta College 2021; Columbia College 2021; Slideshare 2014, Venzon et.al 2010, 

Stevens & Vaughn 2019, Literacy Ideas 2021, Vener 2002; ReadNaturally 2021). Houston 

Community College highlighted in their TSI Assessment Preparation that the sentence's main idea 

makes the central point about the topic or subject of a paragraph (Fleming 2014, 2011). 



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Furthermore, SanGiacomo (2021) cited that the main idea of a passage and its supporting details 

helped improve reading comprehension skills. He pointed out that in reading, identifying the text's 

main idea better understanding the overall point. Furthermore, recognizing the supporting details 

meant to describe or expand the concept leads to identifying its main idea. 

Moreover, making inferences is essential in assessing reading comprehension skills; it is about 

something that is not explicitly stated in the text; students must learn to draw on prior knowledge 

and recognize clues in the text itself; while predicting something about the text, they are about to 

read (ReadNaturally 2021, LiteracyIdeas n.d; TeacherVision Staff n.d; Squarespace n.d; Jones 

n.d). Finally, inference skills require higher-order thinking skills that help students become aware 

of what the text is all about (Marzano, 2010, cited in ReadingRockets, 2021). 

In addition, inferring or predicting more often brings students a greater chance of being right, and 

supporting with various diagrams, charts, symbols, and drawings through graphic organizers 

boosts students reading comprehension skills (Oczkus n.d; Jones n.d).  

Therefore, the Comprehension strategy draws readers to read between the lines, make connections, 

and draw a conclusion about the texts' meaning and purpose (Lumen Learning n.d). In addition, 

building a mental representation of the text and integrating new information helps readers 

comprehend the text better (Reed 2019, Mac Donnchaidh 2021).  

In this study, the researcher utilizes the results of the pre-test and post-test given to the participants 

through a reading comprehension test from multimedia and text-based group. With the theories 

mentioned above and the concepts presented, the researcher argued that when teachers utilize 

multimedia reading and text-based reading approaches have a significant effect on students' 

understanding of reading materials and improve reading comprehension skills. 

Related Literature and Studies 

Reading comprehension as defined by Kintsch, 2012 cited in the study of Samiel and Ebadi 2021 

is the act of acquiring and creating meaning from written text. It is a dynamic process in which 

words and concepts are recognized. According to Cetin (2018), reading is a complex process 

involving multiple brain functions such as seeing, understanding, vocalization, comprehension, 

and constructs. Therefore, it necessitates a high-level cognitive process (Perfettu & Stafura, 2014; 

National Reading Panel 2000; Victoria State Government n.d.), as Rochmiyati et al. 2021. 

Moreover, students' reading comprehension is their capacity to analyze literature, comprehend its 

meaning, and integrate it with prior knowledge. Since reading is an interactive process in which 

readers use suitable reading methods to develop a meaningful representation of a text, it plays an 

essential role in enhancing students' reading comprehension skills (Sabouri, 2016). As a result, to 

boost reading comprehension skills, this research study adopts multimedia and text-based 

approaches.  

The following paragraphs will go over the four reading components of reading comprehension 

skills utilized in this study, namely: Identifying Vocabulary., Sequencing Events, Identifying the 

main idea and key details, and Making Inferences. 

According to Honig 2013, Learning Vocabulary is fundamentally about learning the definition of 

words. Many Teachers believe that defining words before reading a text is an effective 

instructional strategy. Decoding and Vocabulary-building in reading comprehension are 

fundamental skills needed to increase students understanding of the text (Pressley n.d). There are 

types of vocabulary: listening, speaking, reading, and writing.  

"Vocabulary knowledge is knowledge," writes Steven Stahl (2005), "the knowledge of a word not 

only implies a definition but also implies how that word fits into the world." Vocabulary 



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knowledge is not something that can ever be fully mastered; it is something that expands and 

deepens over a lifetime.  

Moreover, vocabulary instruction entails much more than looking up words in a dictionary and 

using them in a sentence. Vocabulary is learned inadvertently through indirect word exposure and 

consciously through explicit training in specific terms and word-learning procedures.  

A successful vocabulary program, according to Michael Graves (2000), has four components: (1) 

vast or extensive solo reading to broaden vocabulary; (2) particular word education to improve 

comprehension of literature containing such terms; (3) independent word-learning methodologies 

teaching, and (4) to encourage and increase learning through word awareness and word-play 

activities. 

It plays a fundamental role in the reading process and refers to the words that students must 

understand to communicate effectively (Reading Rockets, 2021). Comprehending a new and 

unfamiliar word includes deliberately practicing various strategies like exploring its 1. Word parts 

(morphology); 2. Word families, 3. Word histories (etymology; 4. Spelling (orthography); 5. 

Multiple meanings; 6. Synonyms and antonyms; 7. Connecting to context (Quigley 2018; BBC 

2021).  

Masri's study on Vocabulary and Reading Comprehension in 2019 found that both the breadth and 

depth aspects of vocabulary knowledge are substantially connected with reading comprehension 

abilities.  

Furthermore, Rousoulioti and Mouti (2016) found that teaching vocabulary tactics and practice to 

students validate its value and how it helps students improve their skills. Expanded comprehension 

is aided by increased language knowledge (Glende, 2013). H.M. and H.Ab. Sidek In their research 

findings, Rahim (2015) shows that a reader's vocabulary knowledge is one of the factors that 

influences reading comprehension performance in that language.  

Moreover, a critical finding from research suggests that vocabulary learning never stops (Smith, 

1998); it is a natural and lifelong phenomenon. In addition, vocabulary learning continually 

encounters new words in meaningful and comprehensible contexts (Harmon et al., 2009) cited in 

Bintz, 2011. 

Gouldthorp et al., (2017) discovered that sequencing ability is significant for understanding their 

investigation of the impact of sequencing on reading comprehension of students who were found 

to produce more accurate sequences. As a result, they have concluded that sequencing is a crucial 

skill for reading comprehension and has implications for their reading education and intervention 

programs. 

The core idea is what the reading passage is all about, according to Postel 2016 of Dalton State 

College. It is the most general sentence, encompassing all reading aspects. Essential Strategies in 

Making Inferences are 1. Build Knowledge, 2. Study Genre, 3. Model your Thinking, 4. Teach 

Specific Inferences, 5. Plan Inferential Questions (Dewitz, 2017).  

In addition, Reed 2019, in her study about Effective Literacy Lesson: Making and Evaluation 

Predictions to Support Comprehension, highlighted that supporting students in making meaning 

from the text is to teach students how to effectively generate and monitor predictions about what 

they are going to read (Reed 2019).  

Thoughts on Inferences "The Art of Predicting" components such as thinking at a higher level, 

being able to infer good readers from struggling readers, gathering information from different 



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sources to make connections about what the text means, reading between the line, finding clues to 

understand the text better. (Oczkus, pg.83 n.d) 

Multimedia Reading Approach 

Using multimedia technologies to provide a variety of ways to display information can help 

students better understand complex texts. Luu et al., 2021 cited that technology is expected to 

improve language both inside and outside of the classroom, with no limitations. The teaching 

method and learning process have elevated to a new level - thanks to the recent integration of 

multimedia. Additionally, various interventions and extra activities, such as digital text, should be 

used to fit the requirements and interests of students. Furthermore, multimedia reading aids such 

as connected movies, animation, and music, among others, might lead to the ultimate aim of 

reading and understanding (Brann et al., 2009). 

The Turkish Language Society (TLS) defines multimedia as "the platform where 

text, graphs, audio, and simulation are mixed with a material (www.tdk.gov.tr). Multimedia, 

according to Mayer (2001), is the presentation of topics using images with text as the synthesis 

of digital platforms such as text, audio, graph, animation, visuals, and video (Dinc 2000, Alkan 

et al., 2001). Moreover, Multimedia reading materials, according to the Center for Technology 

Implementation 2014, provide students with several flexible support options. It also assists 

students in becoming more comfortable with multimedia. 

Samat and Aziz's study from 2020 demonstrates the use of multimedia learning in teaching reading 

comprehension, with numerous aspects of media serving as a good combination for 

comprehending the text. Furthermore, Saed et al. (2018) looked at the influence of multimedia 

tools via video technology on developing reading comprehension skills and found that they had a 

substantial impact on reading comprehension. 

In addition, Ahmad and Khoo 2019 stated that interactive multimedia should be used as an 

instructional tool in teaching and learning. Students' reading abilities are reinforced and 

strengthened through a modified multimedia reading strategy. According to Ilhan and Oruc (2018), 

multimedia techniques improved students' academic progress compared to traditional methods. 

Other reading instruction approaches are considerably superior, with higher increases in students' 

overall reading comprehension skills than traditional or text-based reading approaches, according 

to Kawaguchi, Janet (2011) and Tambunan et al. (2017). 

According to Sandoval (2016), multimedia tools improve high school pupils' reading 

comprehension skills. It was also proposed that displaying visual material with descriptive audio 

instead of written text is more effective (Mayer & Moreno 1998 as cited by Clark & Mags 2008). 

Text-based Reading Approach 

According to the National Reading Panel report (NRP; NICHD, 2000), an individual must develop 

phonemic awareness, phonics, vocabulary, fluency, and comprehension of connected text to 

generate and grasp reading (Koppenhaver, 2000). Reading that follows standard conventions in 

terms of form, content, and use in order to generate and comprehend text-based reading; that 

promotes phonemic awareness, phonics, vocabulary, and text comprehension (National Reading 

Panel n.d; Erickson & Koppenhaver n.d). They generally believed that reading should be 

approached straightforwardly, whereas text-based reading is accustomed to using print-based 

materials to promote reading comprehension skills. In addition, the text-based reading approach, 

according to Brown 2001 stated that the methods and techniques of understanding are applied 

while reading text-based material in print. Text-based employs the use of different genres of text 

genres to enhance language development while focusing on reading to improve other language 

http://www.tdk.gov.tr/


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skills. This method is especially beneficial for students who prefer to learn a language through text 

rather than other methods (Darrin, 2016). 

Methods 

This study employed a quasi-experimental research design method. It analyzed data collected from 

pre-test and post-test in both multimedia reading approach and text-based reading approach 

groups. Aussems, Boomsma, and Snijders (2011) described the quasi-experimental design as an 

intervention effect that investigates by comparing the performance of two groups. These groups 

were identified prior to the implementation of the treatment before the course of the 

experimentation. Based on findings from a pre-test provided before the study and a post-test given 

after the experiment, these two reading approaches were used to investigate the effectiveness of 

improving reading comprehension skills. A minimum of six weeks of instructional implementation 

was allotted for the experimentation and treatment of the study.  

The study was conducted on the Grade ten students in a public school in Misamis Oriental. The 

participants met applicable criteria, such as accessibility and willingness to participate. They were 

the researcher's students in the same institution. There were 132 participants, divided into two 

groups of 66 grade ten students, randomly selected from a total of four regular classes in one 

teaching load for S.Y. 2021-2022. 

The instrument was a researcher-modified reading comprehension test lifted from the standardized 

material from The Philippine Informal Reading Inventory (PHIL-IRI) 2018 and Division Reading 

Assessment Reading Material. a 40-item multiple-choice test subdivided into the four components 

of reading comprehension skills. The number of questions was divided by ten items per component 

that outline the four reading comprehension components: 10 items for Identifying Vocabulary; 10-

items for Sequencing Events; 10 items for Identifying the Main idea and Key Details, and ten items 

for Making Inferences or predictions. 

The following statistical tools were used to organize the data in this study: For Problem Number 

1, a descriptive statistical method, namely: frequency distribution, percentage distribution, mean 

distribution, and standard deviation, was used according to the components of the reading 

comprehension skill based on the result of each group's performance during pre-test and post-test. 

For Problem Number 2, t-tests for paired samples were employed to determine if there were any 

significant differences in the performance of both groups' reading comprehension test results 

before and after the treatment exposure. For Problem Number 3, a t-test for the independent 

samples was used to determine if the two groups differ significantly in their performance 

increment. 

Discussion of Results 

This part presents the analysis and interpretation of the data collected during the study.  

Problem 1: What is the student's level of Reading Comprehension skills before and after the 

interventions in terms of: 1.1 Identifying Vocabulary; 1.2 Sequencing Events; 1.3 Identifying 

the main idea and key details; and 1.4 Making Inferences or predictions 

Table 1 presents the frequency, percentage, and mean distributions of the reading comprehension 

skill results considering the Identifying Vocabulary component. Data revealed that the group's 

performance exposed to multimedia reading was good in the pre-test (M=6.16). After the 

intervention, their performance was very good (M=7.77). The table further revealed that in the 

group exposed to multimedia approach, the number of participants in the outstanding category 



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increased from 18.8 percent in the pre-test to 46.97 percent in the posttest, which shows that almost 

half of the students were able to answer the reading material correctly after the intervention 

Table 1. Frequency, percentage, and mean distributions of the participants' reading 

comprehension skill before and after the interventions 

(Identifying vocabulary) 

 

 

Range 

 

 

Interpretation  

MULTIMEDIA APPROACH  TEXT- BASED APPROACH  

Pretest Posttest Pretest Posttest 

F % F % F % F % 

9 – 10 Outstanding 12 18.18 31 46.97 9 13.64 25 37.88 

7 – 8 Very Good 20 30.30 17 25.76 16 24.24 18 27.27 

5 – 6 Good 17 25.76 11 16.67 10 15.15 16 24.24 

3 – 4 Fair 13 19.70 7 10.61 21 31.82 5 7.58 

1 – 2 Poor 4 6.06 0 0.00 10 15.15 2 3.03 

Total  66 100.0 66 100.0 66 100.0 66 100.0 

Overall Mean 6.16 7.77 5.29 7.37 

 Interpretation Good Very Good Good Very Good 

Standard Deviation 2.26 2.17 2.82 2.26 

The findings indicate that the use of Multimedia Reading Materials has a moderate effect on 

students' reading comprehension skills. The intervention must have worked since no participant is 

categorized in the poor category after the intervention.  

In the group using the text-based reading approach, vocabulary skill was described as good at the 

pre-test (M=5.29) and very good (M=7.37) during the post-test. Given the increase in scores and 

the overall mean, the intervention appears to affect students' vocabulary skills. In addition, the 

number of students in the poor category (15.15 percent) was decreased to only 3.03 percent.  

As observed by the researcher during the vocabulary instruction, the results implied that various 

multimedia tools encouraged students to unlock unfamiliar words during the class session easily.  

In addition, video as supplementary material to learn the fundamental concept of the lesson made 

the students easily catch up and understand the terms. Thus, this result of the reading 

comprehension component dramatically impacts the performance of the student's reading 

comprehension skills before and after the intervention.  

The findings are supported by previous studies by Webb (2007) and Widhiarso (2015) and further 

assert the importance of vocabulary skills in developing lexical knowledge among language 

learners. However, other findings suggest that finding alternative platforms to deliver vocabulary 

instructions will be difficult, as the results and movement of scores for both strategies used in the 

study appear rigid. Same with the findings of Talibong & Abdulfattah (2019), which revealed a 

better vocabulary competence when exposed to interactive reading. According to this study's 

findings, multimedia and text-based reading can be classified as interactive. In multimedia, 

interaction takes place through various multimedia tools supported by the reading material, 

whereas in text-based interaction, instruction is self-directed and understandable through printed 

text material. 

Table 2 presents the frequency, percentage, and mean distributions of the reading comprehension 

skill results considering the Sequencing Events component. Data reveal that the group's 

performance exposed to the multimedia reading approach was very good in the pre-test (M=7.06). 

Their performance improved to outstanding (M=8.22) after the intervention. Furthermore, a 



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number of participants improved their high performance from 25.76 percent in the pre-test to 59.09 

percent in the post-test. 

Table 2. Frequency, percentage, and mean distributions of the participants' reading 

comprehension skill before and after the interventions  

(Sequencing events) 

 

Range 

 

Interpretation  

MULTIMEDIA APPROACH  TEXT-BASED APPROACH  

Pretest Posttest Pretest Posttest 

F % F % F % F % 

9 – 10             Outstanding 17 25.76 39 59.09 16 24.24 32 48.48 

7 – 8 Very Good 23 34.85 14 21.21 22 33.33 19 28.79 

5 – 6 Good 23 34.85 8 12.12 14 21.21 8 12.12 

3 – 4  Fair 3 4.55 5 7.58 8 12.12 4 6.06 

1 – 2  Poor 0 0.00 0 0.00 6 9.09 3 4.55 

Total  66 100.0 66 100.0 66 100.0 66 100.0 

Overall Mean 7.06 8.22 6.66 7.75 

Interpretation Very Good Very Good Good Very Good 

Standard Deviation 1.75 1.95 2.48 2.11 

The data in table 2 show that in the multimedia group, the number of participants whose 

performance is classified under the outstanding has increased from 25.76 percent in the pretest to 

59.09 percent in the post-test. The same is true with the students exposed to the Text-based 

Reading Approach; the number of participants in the outstanding category increased from 24.24 

percent in the pre-test to 48.48 percent in the post-test. 

The group exposed to the text-based reading approach in the sequencing event component was 

described as good during the pre-test (M=6.66) and their performance increased to very good 

(M=7.75) after the intervention. Almost a 25 percent increase of the participants got outstanding 

scores after the intervention.  

A minimal number of 1-2 (poor) scores during the pre-test decreased after the intervention, which 

is evident in the post-test result of the text-based reading approach.  

These findings may indicate that the kind of instruction during the intervention affects the results. 

Both groups were exposed to real-life or day-to-day experiences that highlighted the chronological 

order of events through a different approach: in the experimental group, a video animation was 

provided to showcase the events or scenario from Day 1 to the following days, and in the control 

group, a printed copy of the events in order was provided.  

More accurate sequences were produced in all conditions of the sequencing tasks (Gouldthorp et 

al., 2017), promoting reading comprehension skills. In addition, these findings show that students 

in both groups responded positively to the interventions and were primarily interested in 

sequencing events. Reading comprehension of students discovered that sequencing ability is 

significant in understanding the material and producing more accurate sequences (Gouldthorp et 

al., 2017).  

Table 3 presents the frequency, percentage, and mean distributions of the reading comprehension 

skill results considering Identifying the Main Idea and key detail. Data revealed that the group's 

performance exposed to multimedia reading was described as fair in the pre-test (M=4.18), and 

after the intervention, their performance was described as good (M=5.90).   



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Table 3. Frequency, percentage, and mean distributions of the participants' reading 

comprehension skill before and after the interventions 

(Identifying main idea) 

 

 

Range 

 

 

Interpretation 

MULTIMEDIA APPROACH  TEXT- BASED APPROACH  

Pretest Posttest Pretest Posttest 

F % F % F % F % 

9 – 10 Outstanding 0 0.00 0 0.00 2 3.03 6 9.09 

7 – 8 Very Good 6 9.09 20 30.30 4 6.06 18 27.27 

5 – 6 Good 22 33.33 38 57.58 18 27.27 26 39.39 

3 – 4 Fair 27 40.91 8 12.12 26 39.39 12 18.18 

1 – 2 Poor 11 16.67 0 0.00 16 24.24 4 6.06 

Total 66 100.0 66 100.0 66 100.0 66 100.0 

Overall Mean 4.18 5.90 4.02 5.80 

Description Fair Good Fair Good 

Standard Deviation 1.62 1.29 1.92 1.96 

During the pre-test, the performance of the group exposed in text-based reading approach was 

described as fair (M=4.02) but improved to good (M=5.80) after the intervention. An increase in 

scores that reveal the use of a text-based reading approach in terms of identifying ideas posed an 

overall mean and understanding that only very few students reach the outstanding level from 3.03 

percent to 9.09 percent. Also, the highest percentage of 24.24 percent of poor performance during 

the pre-test drastically decreased to 6.06 percent during the post-test. 

The performance of the group under multimedia reading had higher scores increased 5-6 (good) 

from 33.33 percent to 57.58 percent, with no score falling under 1-2 (poor) after the intervention. 

On the other hand, the performance of the group under the text-based reading approach, described 

as fair to good in their overall mean during the pre-test and post-test, managed to increase 

performance.  

The data in table 3 show that the group under multimedia reading has no outstanding scores, while 

in the text-based reading approach outstanding score in the pre-test was 3.03 percent, and it goes 

up to 9.09 percent after the post-test.  

These findings show that this reading comprehension component significantly reveals the students' 

reading comprehension skills. The exploration of various materials posed a variety of meanings, 

as revealed throughout the intervention in both groups. Hence, the performance of both groups 

shows "good” results in the post test. For this reason, it may perhaps entail that student have 

tendencies to analyze information differently, and they are frequently unable to pay attention to 

the supporting facts that would enable them to identify the material's essential point. As a result, 

the problems in determining the main ideas and their supporting details and assessing the entire 

material may be challenging (Yuvirawan et al., 2021, Dahlan, 2021). This result is also consistent 

with the findings of Sitohang et al. (2021), who stated that identifying the main idea of material is 

complex.   

As a result, the researcher concludes that the focus should be on mastering the concept of 

recognizing the main idea and its supporting details, as evidenced by the findings of both groups. 

They show how to identify this component and comprehend the material's purpose. However, the 

main topic may be provided in an abstract form or be positioned elsewhere in the paragraph at 

times.  



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Therefore, prioritizing tactics for enhancing this component must be highlighted. Topics, Key 

Ideas, and Support supported in Toonder & Sawyer's 2021 findings imply that intervention 

instructions may be a helpful technique for increasing students' identification of the main idea: 

indicating a considerable improvement of the participants' reading comprehension skills (Ilter, 

2018). 

Table 4 presents the frequency, percentage, and mean distributions of the reading comprehension 

skill results considering the Making Inferences component. The group exposed to multimedia 

reading performed fair (M=4.69) before the intervention and good (M=6.63) after that.  

Table 4. Frequency, percentage, and mean distributions of the participants' reading 

comprehension skill before and after the interventions  

(Making inferences) 

 

 

Range 

 

 

Interpretation  

MULTIMEDIA READING  

APPROACH 

TEXT-BASED READING 

APPROACH 

Pretest Posttest Pretest Posttest 

F % F % F % F % 

9 – 10             Outstanding 0 0.00 5 7.58 2 3.03 8 12.12 

7 – 8 Very Good 13 19.70 35 53.03 9 13.64 21 31.82 

5 – 6 Good 22 33.33 18 27.27 20 30.30 23 34.85 

3 – 4  Fair 21 31.82 8 12.12 28 42.42 13 19.70 

1 – 2  Poor 10 15.15 0 0.00 7 10.61 1 1.52 

Total  66 100.0 66 100.0 66 100.0 66 100.0 

Overall Mean 4.69 6.63 4.64 6.06 

Description Fair  Good Fair  Good 

Standard Deviation 1.88 1.49 1.83 1.93 

During the pre-test, the group’s performance using the text-based reading approach was described 

as fair (M=4.64) but improved to good (M=6.06) after the intervention. The data revealed that the 

group under multimedia reading had higher scores of 7-8 (very good) from 19.70% to 53.03%, 

with no score falling into scores 1-2 (poor) after the intervention as reflected in the post-test data.  

On the other hand, the text-based group, had a performance described as generally good during 

the post-test. The number of participants increased from 13.64 percent in the pretest to 31.82 

percent in the post test.  

Table 4 shows that the 7-8 score range was very good in both groups and considerably improved, 

which the researcher attributed to the kind of instruction given. Making an inference entails 

leveraging what students already know or have been exposed to in order for them to make educated 

guesses about what they do not know or read between the lines.  

In multimedia reading, where multimedia tools were used, students could easily make inferences 

by combining the cues offered by photos, videos, and other media, rather than simply text alone, 

with their personal experiences that could be related. Furthermore, by providing supporting 

materials, students can figure out what is not immediately stated, making the learning process 

memorable. Finally, the ability to reread the contents when the reading material is delivered text-

based can be ascribed to why many students improved their results following the intervention. 

The components of reading comprehension skills reveal significant findings before and after the 

intervention. Reading comprehension necessitates a multi-step process involving multiple brain 

functions like vision, comprehension, vocalization, comprehension, and construction (Cetin, 2018; 



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Perfettu & Stafura, 2014; Rochmiyati et al., 2021). Furthermore, students' ability to analyze and 

interpret the meaning and integrate prior knowledge improves their reading comprehension skills 

(Sabouri, 2016).  

Table 5 presents the summary result of the reading comprehension skill components. According 

to the findings, the group exposed to multimedia reading had a total performance of 22.11 in the 

pre-test and 28.55 in the post-test. 

Table 5. Summary table of the overall results of the participants’ reading comprehension 

skill  

Components of Reading 

Comprehension Skills 

MULTIMEDIA 

APPROACH 

TEXT-BASED 

APPROACH 

Pre-test Post Test Pre-test Post Test 

Identifying Vocabulary 6.16 7.77 5.29 7.37 

Sequencing Events 7.06 8.22 6.66 7.75 

Identifying the main idea 

and key details 
4.18 5.90 4.02 5.80 

Making Inferences or 

predictions 
4.69 6.63 4.64 6.06 

OVERALL READING 

COMPREHENSION 

SKILL 

22.09 28.52 20.61 26.98 

On the other hand, the group exposed to text-based reading scored 20.61 in the pre-test and 

improved to 27.00 in the post-test, indicating a moderate boost in overall performance for both 

groups from pre-test to post-test. However, it may be inferred that there is a need to examine and 

consider other viable ways for improving reading comprehension skills in Identifying Unfamiliar 

Vocabulary, Sequencing Events, Identifying the main idea and key details, and Making Inferences 

or predictions. 

 It is probable that these components demand higher-level language thinking skills because they 

entail analyzing, understanding, comprehending, and effectively recalling prior knowledge to 

provide beneficial results for students' reading comprehension skills. This echoes the finding of 

Tomas et al. (2021) that the majority of the students need improvement of their reading 

comprehension skills which can be attributed to some of the components revealed. Such a 

predicament reflects the students’ reading comprehension skills that showcase the magnitude of 

the problem that students in Grade 10 level may need to be supported, and language teachers must 

be ready to address.  

Problem 2. How do the participants in each group differ in their reading comprehension 

skills rating before and after the interventions? 

Ho1: There is no significant difference in the participants' reading comprehension skills 

ratings before and after the interventions. 

Table 6 reveals a significant difference in the participants' reading comprehension skills ratings 

before and after the interventions. The significant differences in the overall reading comprehension 

skill for the multimedia reading approach (t=13.81**, p=.000) and text-based reading approach 

(t=8.78*, p=.039) means that the null hypothesis can be rejected because there is a significant 

difference in the pretest and post-test results. Both approaches reveal a significant difference in 



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the participants' performance before and after the interventions, both in the overall performance 

and in each of the components. 

Table 6. Result of the test of difference in the participants' performance 

before and after the interventions 

Components of 

Reading 

Comprehension Skills 

MULTIMEDIA APPROACH TEXT-BASED APPROACH 

Pre 

Test 

Post 

Test 
t value p 

Pre 

Test 

Post 

Test 
t value P 

Identifying Vocabulary 6.17 7.77 9.45** .000 5.29 7.38 4.76** .000 

 

Sequencing 

Events 

7.06 8.23 7.05** .000 6.67 7.76 2.77* .007 

 

Identifying the main 

idea and key details 

4.18 5.91 9.26** .000 4.02 7.76 10.39** .000 

 

Making Inferences or 

predictions 

4.70 6.64 11.60** .000 4.64 6.06 9.41** .000 

 

OVERALL READING 

COMPREHENSION 

SKILL 

22.11 28.55 13.81** .000 20.61 27.00 8.78** .000 

**significant at 0.01 level     *significant at 0.05 level 

In the multimedia group, the effectiveness may be attributed to the overall atmosphere of reading 

instruction and other aspects of students' reading comprehension skills, which confirms the 

findings of Samat Aziz's (2020) and Sandoval (2016) that revealed multimedia as effective in 

enhancing the reading comprehension skills of students. 

For the group exposed to the text-based reading approach, the t-test revealed a significant 

difference in their performance before and after the treatment in all the components of reading 

comprehension.   

In this study, both approaches developed the reading comprehension skills of the students. The 

effectiveness of both approaches is in consonance with the findings of Siswandi (2021) and Nur 

Asima Sidabutar et al., (2022) that both digital and printed materials have helped the participants 

develop their reading comprehension skills. In addition, the use of technology in multimedia 

resonates to learning English which brings a strong potential to enhance students’ language skills 

(Van et al., 2021). Also, the research findings of Pham (2022) reveal that a wide range of IT tools 

or multimedia tools have shown a great help in promoting students' autonomy which improves 

their language skills. 

The effects may be attributed to the use of the digital and printed materials used in this study, the 

multimedia, where there was technical support and digital materials; and in the text-based, where 

printed materials were provided. 

In other words, the results show that multimedia and text-based reading approaches help and 

promote reading for better reading comprehension and enhance students' reading comprehension 

skills based on post-test results. Specifically, the effectiveness of both interventions in enhancing 



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the skills in making predictions may be due to additional reading strategies of discussion, teacher 

questions, visual content support, modeling, and creative language use.    

Making predictions can be developed when the readers are enabled to activate their experience 

and background or world knowledge to understand the text. This finding was similar to what 

Suraprajit (2019) found that background knowledge plays a vital role in readers' prediction skills. 

Furthermore, constructing a goal of reading, and self-monitoring are helpful strategies to predict 

the text (Block, 1986; Sheorey & Mokhtari, 2001).    

This positive performance of the students exposed to multimedia and text-based reading can be 

attributed to the strategy's unique approach to delivering reading instruction in class.  

As observed by the researcher during the intervention, the student in the multimedia reading group 

participated actively and enthusiastically as they moved through the mechanics and progress of 

the class session. Moreover, the presentation of various multimedia files like videos, audio, 

animations, and pictures made the virtual classroom filled up with a fun and exciting experience. 

As a result, the students forget their inhibitions and apprehensions to engage actively in the activity 

with their classmates. These findings on the positive benefits provided by the multimedia reading 

approach further support the previous findings of studies conducted by Samat and Aziz (2020, 

Saed et al. (2018), Ahmad and Khoo (2019), Sandoval (2016), Kawaguchi (2011) and many other 

studies with similar findings.   

Furthermore, the implications of this study can inspire language teachers and learners to utilize 

multimedia and text-based reading approaches in teaching and learning reading. 

Problem 3. Is there a significant difference in the reading comprehension rating increment 

of the two groups? 

Ho2. There is no significant difference in the reading comprehension rating increment 

between the two groups. 

Table 7 shows the difference in reading comprehension test result increments between the two 

groups of participants. The results demonstrated significant differences in the two groups' reading 

comprehension skill increments in the following components which are Identifying vocabulary 

(t=5.43, p = .000) and Sequencing events (t=4.63, p = .000) with the text-based approach group 

having higher mean increments (M=2.24 and M= 1.84 respectively). About 1.09 difference in the 

increase during the pre-test to post-test changes the results and shows an increase of students 

getting high scores from poor to excellent and outstanding results during the post-test.  

 

 

 

 

 

 

 

 

 

 



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Table 7. Result of the test of difference in the participants' increments in reading 

comprehension test results in the two groups 

Components of  

Reading Comprehension 

Skills 

MULTIMEDIA 

APPROACH 

TEXT-BASED 

APPROACH 

  

Mean 

Increment 
SD 

Mean 

Increment 
SD 

t value P 

 

Identifying Vocabulary 
1.68 1.41 3.45 2.24 5.43** .000 

 

Sequencing Events 
1.38 1.12 2.61 1.84 4.63** .000 

 

Identifying the main idea and 

key details 

1.80 1.50 1.89 1.49 .349 .727 

 

Making Inferences or 

predictions 

2.00 1.42 1.48 1.22 2.23* .027 

 

OVERALL READING 

COMPREHENSION SKILL 

6.71 3.77 7.26 4.60 .745 .458 

*significant at 0.05 level      **significant at 0.01 level 

A significant difference is also revealed in the increments of the two groups' skill in making 

predictions (t= 2.23, p =.027) with the multimedia approach group having a higher mean increment 

(M=2.0). Thus, the null hypothesis in these dimensions can be rejected. No significant differences 

were revealed in the component in Identifying the main idea and key details as well as in the 

overall reading comprehension skill.  

The significantly higher mean increments in identifying vocabulary and sequencing events by the 

text-based reading approach group indicate that students reading in print-text format performed 

much better on reading comprehension than students reading in multimedia, possibly because 

more modalities of text navigation were made available, and scrolling the text was not as difficult. 

They could go back to the text to check on unfamiliar vocabulary and review the order of the 

events as stipulated in the material.    

This research backs up the findings of Dundar and Akcayir (2012), who observed that the text-

based approach was easier to navigate, less stressful on the brain, and provided the reader with 

more free capacity for comprehension. Furthermore, Mangen, Walgermo, and Brnnick (2013) 

discovered that reading comprehension via technology was inferior to print because of the negative 

effects of navigation, display, and scrolling. 

In making predictions however, the multi-media reading group has a significantly higher mean 

increment. The findings in this study showed that the group exposed to multimedia readng 

surpassed the other group. The nature of the multimedia reading approach used in class is engaging 

and catchy, with the presentation of information provided instruction or content using various 

multimedia tools such as pictures, graphics, animation, audio, and videos, as opposed to text-based 

reading, where content is presented design comprehensibly in a self-learning material, all of which 

are from their generation, making the learning experience more relatable and engaging. This must 

have contributed to their skills in predicting outcomes. This result finds consonance with the 

findings in Samat and Aziz's (2020, Saed et al. (2018), Ahmad and Khoo (2019), Sandoval (2016), 



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and Kawaguchi's (2011) studies with similar research designs, confirming that using multimedia 

tools to facilitate reading instruction is far more effective than using a text-based approach.  

However, this is not true in the component on identifying the main idea and key details, as well as 

in the overall reading comprehension skills. The result showed no significant difference in the 

increments of the two groups. Evidence-based on the previous problem shows that multimedia and 

text-based reading approaches help students develop reading comprehension skills. These tools, 

which are used to supplement reading materials, help students improve their reading 

comprehension skills while demonstrating the flexibility of learning at this time.  

During this time of the pandemic, students are exposed to alternative ways of learning, such as 

synchronous learning, which allows students to learn virtually using a variety of multimedia 

platforms while also printing with self-directed material. Since the result is comparable in these 

dimensions, it can be inferred that both approaches can equally effectively facilitate reading 

comprehension skill development. Furthermore, the implementation of the treatment substantially 

affects the movement of the scores for all reading comprehension components.  

Conclusions 

In a nutshell, it can be inferred that the use of Multimedia and Text-based Reading approaches 

have essential roles in improving the student's reading comprehension skills. It resonates a critical 

and challenging message to language teachers, language instructors, and program developers. 

These approaches to reading can be used by teachers to facilitate the development of their students' 

reading comprehension. This is in consonance with the principle of Schema Theory that entails 

reading comprehension as an interactive process between the text and the reader's prior 

background knowledge (Adams/Collins 1979, Rumelhart 1980). In addition, the three main 

theories, namely traditional or bottom-up processing, cognitive or top-down processing and 

metacognitive view in reading have been taken into consideration to explain the nature of reading 

approaches that plays an essential part of this study.  

The following factors play a significant role in the development of students reading comprehension 

skills: (1) the quality of teachers' language teaching strategies and practices; (2) the amount of 

effort expended in the material preparation of instructional aid, and (3) appropriateness and 

practicality of the strategies used in carrying out instructions to a specific reading comprehension 

component skill.  

The study also concludes that both approaches are generally comparable in developing reading 

comprehension skills for students. In addition, the two approaches can improve students' 

performance to a certain extent. Hence, the result of the study further asserts the previous findings 

of other research about the benefits of multimedia reading in reading instruction and learning than 

upholding text-based vocabulary instruction. 

Teachers internalize the benefits of various reading techniques for delivering reading instruction 

to have a good impact on students' reading comprehension skills and keep up with the fast-

changing educational landscape of the twenty-first century. However, according to what is 

genuinely taking place inside the four walls of the learning spaces, what is created by studies may 

remain a concept not practiced in reality. Finally, this research study is expected to give valuable 

references for the next researchers interested in carrying out research in a similar discussion. 

Recommendations 

Based on the implications, results, and conclusions, the following recommendations are hereby 

made to first, the school administration and language department, so that they may consider 

improving the schools' technological groundwork improvement designed to present opportunities 



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for multimedia use. They have the potential to improve and strengthen teachers' technology 

expertise. They may take substantial steps to provide and secure relevant instructional materials 

for language instructors/teachers in order to improve language teaching. Encourage teachers to 

make the most of various useful, efficient, and practical technologies and applications that can 

help with language acquisition, especially vocabulary development. Following that, language 

teachers should investigate more in-depth use of multimedia resources to aid the reading process. 

Additionally, they should investigate various multimedia resources and technologies that might 

capture students' interests, resulting to hopefully increased reading comprehension skills. They 

should also think about maximizing the potential of using multimedia in all subject areas in their 

classroom. Last but not least, to Future Researchers in order for them to broaden the scope of their 

study to include more approaches or strategies to use in assessing the students' reading 

comprehension skills and pursue a further investigation on the effectiveness of other multimedia 

tools in carrying out reading instruction, particularly in the integration of necessary reading 

comprehension skills. 

References 

Ahmad, N., & Khoo, Y. (2019). Using interactive media to support reading skills. 

https://www.researchgate.net/publication/341735277_Using_Interactive_Media_to_Suppor

t_Reading_Skills_among_Underachieving_Children 

Allen, L., Snow, E., Crossley, S., Tanner Jackson, G. & McNamara, D. (2014). Reading 

comprehension components and their relation to writing. L’Année psychologique. 114, 

663-691. https://doi.org/10.4074/S0003503314004047 

Aussems, M.-C. E., Boomsma, A., & Snijders, T. A. B. (2009). The use of quasi-experiments in 

the social sciences: a content analysis. Quality & Quantity, 45(1), 21–42. 

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Biodata 

My name is Malyn P. Vidal, I am a graduate of Master of Arts in Education major in teaching 

English communication arts and Bachelor of Arts in English Language. I am a licensed teacher 

with a teaching certificate, with many years of specialized training and work experience in public 

offices, government, education, office procedures, operations, and teaching. For the past years, 

I have been employed as a secondary public-school teacher, specifically teaching the English 

Language to Junior High School students, I also have experience teaching in senior high school. 

In addition, I exemplified my teaching expertise to improve foreign national students' English 

skills as an English for the second language teacher. A meticulous, driven, organized teacher, 

capable of managing tasks efficiently; believing that continuous learning is the key to 

professional development. 

 


