Technology-integrated literacy instruction: A quantitative study to provide practical insights for secondary education

Abstract

This study evaluates the effectiveness of technology integration in enhancing reading abilities among secondary students and comprehends the viewpoints and experiences of both students and teachers in technology-driven learning environments. The study used the descriptive method and was applied to a sample of 300 students from grades 9 to 12, evenly distributed by gender and grade level drawn from three public secondary schools by a convenience selection procedure. Surveys were employed to collect data on students' perceptions of technology, engagement with digital texts, and experiences with technology-enhanced literacy activities. Research indicates that the use of technology in literacy instruction positively influences reading comprehension and writing proficiency. Interaction with digital texts is recognized as a crucial determinant of writing proficiency. Differences in students' opinions of technology-integrated literacy instruction were seen across many grade levels.  The findings fill research gaps and offer practical insights for teachers and policymakers, contributing to the current body of knowledge. This research offers more data supporting the advantages of utilizing technology to enhance students' reading comprehension skills in secondary education. Teachers have to integrate technology-enhanced literacy exercises into their curricula to boost students' reading comprehension, writing skills and engagement with digital resources.