Publication Details
Abstract
This study aimed to determine the impact of interactive multimedia tools on the reading comprehension of Key Stage 2 learners at Campatud Elementary School, Loon South District, Bohol, during the School Year 2025–2026. Using a descriptive-correlational research design, the study assessed the demographic profiles of four female teachers and their pupils, the extent of tool utilization (televisions, laptops, and smartphones), and the resulting effects on learner engagement and motivation. Statistical analysis using the Pearson Product-Moment Correlation Coefficient revealed a significant relationship between the use of multimedia tools and reading comprehension levels, with a computed r-value of 0.85 and a p-value of 0.02, leading to the rejection of the null hypothesis. Key challenges identified by teachers included gaps in digital literacy and unreliable internet connectivity. The findings indicate that interactive multimedia tools significantly enhance cognitive scaffolding and pupil engagement. Based on these results, a set of multimedia-assisted reading exercises was developed to further improve literacy outcomes.The use of visual and auditory aids facilitated a deeper understanding of abstract concepts, while the interactive nature of the tools reduced boredom and increased motivation. Based on the findings, it is concluded that interactive multimedia is a potent instructional medium for improving reading comprehension. While technology does not replace the teacher, it acts as a critical supportive tool that makes learning more flexible, engaging, and accessible, particularly for students who struggle with traditional printed texts. It is recommended that the school administration and faculty prioritize the integration of interactive digital resources in early literacy programs. Continuous professional development should be provided to teachers to enhance their digital pedagogical skills. Furthermore, the school should invest in sustaining these technological aids to ensure all pupils, including those in rural settings, have equitable access to innovative learning tools.