Utilization Of Technology-Based Contextualized Storybooks & Reading Materials in Relation to The Literacy Performance of The Kindergarten Learners

AUTHOR(S)

KAREN IVY A. GELIG

ABSTRACT

— This study is conducted to determine the extent of the Utilization of Technology-Based Contextualized Storybooks & Reading Materials in relation to the Literacy Performance of The Kindergarten Learners in Matlang Central School, in Leyte Division. The findings of the study were the bases for the proposed Intervention Plan. This study employed a descriptive-correlational research design to determine the extent of the utilization of technology-based contextualized storybooks and reading materials in relation to the literacy performance of kindergarten learners in Matlang Central School, Leyte Division. The descriptive part focused on assessing the level and frequency of use of these digital materials, while the correlational aspect aimed to identify the relationship between their utilization and the learners’ literacy performance. Data were gathered using validated survey questionnaires for teachers, standardized literacy assessment tools for kindergarten pupils, and supplemented by classroom observations and relevant document analysis. The test of Relationship, which examines the correlation between the extent of the implementation of the Technology-Based Contextualized Storybooks and Reading Materials and the literacy performance of learners. The table shows the computed correlation coefficient (r), the t-value, the table value at the 0.05 level of significance, the decision on the null hypothesis (Ho), and the interpretation of the statistical result. The data show a correlation coefficient (r) indicating a very strong positive relationship between the implementation of the intervention and the literacy performance of the learners. The computed t-value is substantially higher than the critical table value leading to the rejection of the null hypothesis. This statistically confirms that there is a significant relationship between how well the technology-based contextualized reading materials were implemented and the literacy outcomes of the learners. The strength of the relationship suggests that as the implementation of the intervention improves, literacy performance among learners also increases significantly. This implies that the components of the program—such as structured guidelines, engaging techniques, appropriate resources, learner participation, and the perceived benefits—collectively contribute to the improvement in reading proficiency. The implications of these results are substantial. The strong correlation value and the significant t-test result imply that the intervention is an effective tool for enhancing early literacy. The result implies that a high level of implementation directly translates to improved literacy outcomes among learners. These findings reinforce the importance of fully integrating contextualized digital tools in the teaching-learning process to achieve better literacy performance and learner engagement. Keywords — Technology-Based Contextualized Storybooks, Literacy performance, Kindergarten