Computer-assisted instruction and reading comprehension among Grade 1 pupils

Abstract

Reading comprehension is a foundational literacy skill that supports learning across subject areas, particularly during the early elementary years. However, limited evidence exists on the use of computer-assisted instruction (CAI) for Grade 1 reading comprehension in rural Philippine schools. This study examined CAI utilization, perceived effectiveness, implementation challenges, and possible interventions for Grade 1 reading comprehension. A descriptive survey design was employed with 29 school heads and 47 Grade 1 teachers from public elementary schools in Tuao District, Cagayan. Data were gathered through questionnaires, interviews, and documentary analysis and analyzed using frequency, percentage, weighted mean, and t-test. CAI was utilized and perceived as very effective in vocabulary, comprehension, retention, and learner engagement. Technological challenges were very serious, while respondents strongly supported the proposed interventions. No significant differences were reported between the two groups. Schools are encouraged to strengthen technological resources, teacher training, and curriculum-aligned CAI materials.