Facilitating Technology-Based Approaches in Reading Proficiency Instruction Among Grade 5 Learners

The focus of this study was on technology usage in reading instruction and its relationship with the Grade 5 English performance. The study was conducted during the 2024-2025 schoolyear at four public elementary schools in City of Naga, Cebu. Fifty-eight subjects — 48 students and eight teachers participated. Surveys will collect data on general information of the participants, chapters/regulations in class regarding the kind of reading strategies employed (intensive, extensive and blended reading), pupils performance in English per using MELCs, and common seem challenges teachers face for teaching Reading. Results indicated that most teachers were in reasonable ages and had potential to perform their teaching ability. Instead, many still relied on comprehension focused activities rather than promoting independent and more expansive reading for students. This made them very hard for some of the pupils to understand, which there for decreased their self-confidence and interest in reading. But even after demonstrating that they could understand simple stuff, their level of English was still below the standard.