The Impact of Digitalization in Teaching Reading

Abstract

Digitalization has significantly transformed literacy instruction, reshaping how reading is taught and learned in contemporary classrooms. This study examined the impact of digitalization in teaching reading among teachers of Saint Joseph Academy of Candijay, Bohol, Inc., focusing on access to digital tools, teacher competence, perceived effects on students’ reading skills, and challenges encountered. A convergent parallel mixed-methods research design was employed involving 31 teacher-respondents selected through purposive sampling. Quantitative and qualitative data were collected and analyzed separately and later integrated. The quantitative component utilized a descriptive-correlational approach with data analyzed using frequency, percentage, mean, standard deviation, and correlational analysis, while qualitative data were gathered through open-ended responses. Findings revealed that teachers demonstrate a high level of access to and use of digital tools and strong competence in integrating technology into reading instruction. Digitalization positively influenced students’ reading comprehension, vocabulary development, and engagement, resulting in more interactive and learner-centered activities. However, challenges such as limited access to digital devices, unstable internet connectivity, student distractions, and insufficient training were identified. The study concludes that digitalization enhances reading instruction when supported by adequate infrastructure, continuous professional development, and effective classroom management, highlighting the need for balanced integration of digital and traditional approaches.