Improving Reading Comprehension Skills in English for Grade 4 Pupils through Microsoft Immersive Reader

Reading comprehension has been a persistent challenge for many learners, especially in public schools where resources and access to technology-based support are limited. The study aimed to improve the reading comprehension skills in English of twenty-two (22) Grade 4 pupils at Bawa Elementary School through the use of Microsoft Immersive Reader during the first quarter of the 2023-2024 school year. Participants were selected using simple random sampling. A two-group experimental research design, consisting of a control and an experimental group, was employed. Data from pretests, posttests, and surveys were analyzed using paired sample t-tests, independent sample t-tests, and means. Results indicated that although the experimental group's post-test mean score (20.27) was higher than the control group's (17.27), the difference was not statistically significant (p = .171) suggesting that the 30- day intervention and small sample size may have limitedmeasurable gains. Nevertheless, the experimental group's significant improvement and pupils’ positive behavioural perceptions suggest potential for technology-based interventions when implemented over a longer period.