World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue VI (June 2026), pp.269-278
Curit, Jhoan P.
Dicap, Deserie Joy G.
Magpatoc, Nicole C.
Surigao Del Norte State University, Claver Campus
Abstract
The purpose of this study was to examine the influence of multimodal glossed texts on the reading skill levels of 216 Grade 8 students at Claver National High School, sampled from a population of 520 across ten sections using a quantitative descriptive-correlational design. Grounded in Mayer’s (2009) Cognitive Theory of Multimedia Learning and Paivio’s (1986) Dual Coding Theory, the study measured exposure to paper-based and digital glossed materials alongside reading proficiency determined by the Philippine Informal Reading Inventory (PHIL-IRI).
The findings showed high exposure to both paper-based (M = 3.65) and digital (M = 3.60) formats. PHIL-IRI results placed the majority of students at the Instructional Level (67.1%), followed by the Independent Level (21.8%) and the Frustration Level (11.1%). Spearman’s rank correlation revealed a statistically significant, positive relationship between paper-based exposure and reading skill level (\rho = 0.148, p = .030). Conversely, digital exposure showed a positive but non-significant relationship (p = .066).
The study concludes that traditional paper-based multimodal text features remain an essential asset for local literacy development. It is recommended that students actively utilize glossed materials, teachers design balanced reading selections, and administrators allocate targeted resources for reading interventions.
Keywords: Multimodal Glossed Texts, Reading Skill Level, Paper-Based Texts, Digital Texts, Technological Education
https://doi.org/10.65494/pinagpalapublishing.365
PUBLICATION GUIDELINES
Publication Ethics and Publication Malpractice Statement
PROCESSING FEES AND INCLUSIONS
