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Exploring Teachers’ Preparedness and Attitudes Toward Multimedia-Based Reading Instruction |
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| รหัสดีโอไอ | |
| Creator | Marie Mae P. Alcoy |
| Title | Exploring Teachers’ Preparedness and Attitudes Toward Multimedia-Based Reading Instruction |
| Contributor | Ann Shazny E. Balane, Dazel Mae S. Cabo, Reyvan A. Guinita, Rivika Alda |
| Publisher | Phetchaburi Rajabhat University |
| Publication Year | 2568 |
| Journal Title | Interdisciplinary Research Review (IRR) |
| Journal Vol. | 20 |
| Journal No. | 6 |
| Page no. | 1-14 |
| Keyword | Attitudes, Integration, Multimedia tools, Preparedness, Reading instruction |
| URL Website | https://ph02.tci-thaijo.org/index.php/jtir |
| Website title | Interdisciplinary Research Review (IRR) |
| ISSN | 2697-536X |
| Abstract | This study examined the preparedness and attitudes of junior high school teachers in private schools in Cebu, Philippines, in integrating multimedia-based reading instruction. As new media technologies continue to transform classroom practices, understanding how teachers adopt and apply multimedia tools in reading lessons has become increasingly important. Thirty-one junior high school reading teachers selected through purposive sampling participated in the study. Data were collected through a validated researcher-made questionnaire consisting of items measuring teachers’ preparedness, attitudes, and perceived factors influencing multimedia integration. Descriptive statistics, including frequency, percentage, mean, and standard deviation, were used to analyze the data. Results show that teachers demonstrate a high level of preparedness and confidence in using multimedia tools to enhance student engagement, comprehension, and motivation. They also hold positive attitudes toward multimedia as a means of enriching reading instruction and supporting diverse learners. However, several challenges were identified, particularly limited access to functional devices, insufficient professional development, and inconsistent technical support. These barriers hinder the optimal use of multimedia tools in reading instruction. Overall, the findings highlight the need for sustained professional development, improved access to technological resources, and stronger institutional support to maximize the potential of multimedia-based reading instruction in improving students’ reading performance. |
