TECHNOLOGY ENHANCED READING REMEDIATION: ASSESSING

THE ROLE OF DIGITAL TOOLS IN IMPROVING LITERACY

AMONG GRADE 7 STUDENTS

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 29
Issue 1
Pages: 73-89
Document ID: 2024PEMJ2741
DOI: 10.5281/zenodo.14524323
Manuscript Accepted: 11-25-2024
 Psych Educ, 2024, 29(1): 73-89, Document ID:2024PEMJ2741, doi:10.5281/zenodo.14524323, ISSN 2822-4353
Research Article

Technology Enhanced Reading Remediation: Assessing The Role of Digital Tools in Improving
Literacy among Grade 7 Students
Emily C. Andaya*
For affiliations and correspondence, see the last page.
Abstract
The study aimed to assess the role of digital tools in improving literacy among Grade 7 students in a technology-
enhanced reading remediation at Pedro Guevara Memorial National High School during the school year 2024-2025.
The respondents of the study were students in Pedro Guevara Memorial National High School. The researcher
purposively selects eighty (80) students. The respondents assessed the extent of the role of digital tools in a technology-
enhanced reading remediation in improving literacy among Grade 7 students in terms of engagement levels, progress
monitoring, experience and satisfaction, student motivation and attitude, and peer collaboration. Moreso, the
researcher utilized the pretest and posttest to determine the level of literacy assessment scores of Grade 7 students
before and after the utilization of digital tools in technology-enhanced reading remediation. The findings revealed that
the digital tools in technology-enhanced reading remediation are greatly efficient in improving the literacy among
Grade 7 students in terms of engagement levels, progress monitoring, experience and satisfaction, and peer
collaboration. Also, student literacy assessment scores have greatly increased after the utilization of digital tools in
technology-enhanced reading remediation. Grade 7 students’ pretest and posttest scores show substantial differences
utilizing the digital tools in technology-enhanced reading remediation. The literacy assessment scores of Grade 7
students significantly influenced by the utilization of digital resources in their instruction. As an outcome of the
findings and the conclusions, the following recommendations were enumerated such as administrators may offer
ongoing targeted professional development workshops to teachers focused on specific digital tools that can enhance
literacy instruction. Administrators may encourage teachers to adopt a student-centered approach when using digital
tools. Teachers may establish collaborative learning communities where teachers can share experiences, resources,
and best practices related to digital tool usage. Teachers may promote in using interactive digital tools such as gamified
learning platforms or collaborative writing apps to engage students actively in their literacy learning.
Keywords: role of digital tools, improving literacy, technology-enhanced reading remediation

Introduction
During the last several years, the educational environment in the Philippines has grown increasingly cognizant of the need of using
technology with children, especially for the purpose of improving their vocabulary and reading abilities. Research was carried out at
Pedro Guevara Memorial National High School to investigate the efficacy of a technology-based reading remediation program for
seventh-grade pupils. The study highlighted the significant role that technology plays in addressing reading issues. This aligns with the
Philippine government's mantra of enhancing the quality of education, which is enshrined in Republic Act No. 10533, also known as
the Enhanced Basic Education Act of 2013. This act states that the retention of knowledge, in conjunction with an improved mode of
instruction, is a way forward toward the improvement of learning outcomes.
Schools increasingly understand the significance of integrating students' complete being as a means of learning and growth, and
technology is a crucial instrument in this regard. This recognition was made possible by the Department of Education across grades K
through 12. This use of digital tools in paradigm in pace creation for reading not only tries to address the problem of inequ ality in
literacy levels among students, but it also brings with it the qualities of interaction and flexibility, which are very difficult to achieve
via the use of traditional techniques. The use of electronic forms of learning resources, such as e-books, educational software, and
online assessments, can once again be of great benefit at Pedro Guevara Memorial National High School. This is because interventions
are made one student at a time, which makes the recommended interventions a more effective method of enhancing access to education
for each and every student.
The use of digital technologies in the instruction of literacy has also been subjected to research that has shown its favorable impacts.
Research has shown that students' willingness to learn material is increased when they are given the opportunity to participate in
enjoyable activities, such as interactive reading surfaces and gamification interfaces and other similar activities. Students in seventh
grade, who may already be coping with a variety of challenges related to puberty, might benefit from these tools because they improve
reading comprehension and fluency in a manner that is more comfortable to them. The ability to construct lessons that incorporate the
interests of students while also ensuring that they are able to think critically and work in groups is something that instructors are able
to do in today's world.
One of the most important factors in the success of the digital learning projects at Pedro Guevara Memorial National High School is
the participation of the school's instructors, parents, and people of the community. When it comes to adopting technological solutions
in classrooms, this engagement receives support from the local stakeholders, which helps to tackle the issues that arise in terms of

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Research Article

resources and training in technology. This is necessary in order to provide assistance to instructors. Students are better prepared for
future developments in politics, economics, society, technology, and other areas when they participate in such teamwork since it makes
learning and invention easier.
These are some of the ways that existing and new technologies could really help the overall literacy skills of Pedro Guevara Memorial
National High School students, especially those in Grade 7. These technologies have made teaching and learning better. As a result,
the school not only helps to address the literacy challenges that are prevalent in today's society, but it also strives to advance the
objectives of the Philippine educational system via the use of technology in reading remediation. It is essential that these kids be
provided with equal possibilities to guarantee that they make the most of the technology that will, in turn, influence their future. This
is because the purpose of this endeavor is to determine whether or not it is possible to acquire relevant knowledge via the use of digital
resources.
Research Questions
This study aimed to assess the role of digital tools in improving literacy among Grade 7 students in a technology-enhanced reading
remediation at Pedro Guevara National High School during the school year 2024-2025. Specifically, this study sought to answer the
following sub-problems:
1. What is the extent of the role of digital tools in a technology-enhanced reading remediation in improving literacy among Grade
7 students in terms of:
1.1. engagement levels;
1.2. progress monitoring;
1.3. experience and satisfaction; and
1.4. peer collaboration?
2. What is the level of literacy assessment scores of Grade 7 students before and after the utilization of digital tools in technology-
enhanced reading remediation as revealed by their pretest and posttest scores?
3. Is there a significant difference on the level of literacy assessment scores of Grade 7 students before and after the utilization
of digital tools in technology-enhanced reading remediation as revealed by their pretest and posttest scores?
4. Is there a significant relationship between the extent of the role of digital tools in technology-enhanced reading remediation
and the level of literacy assessment scores of Grade 7 students before and after the utilization of digital tools in technology-
enhanced reading remediation as revealed by their posttest scores?
5. Based on the findings of the study, what plan may be proposed?
Literature Review
Role of Digital Tools in Improving Literacy
The role of digital technology in improving literacy skills of primary school students is inseparable from utilizing digital devices and
applications such as e-books, educational videos, learning apps and other interactive tools to enrich learning materials and support
more engaging and effective teaching methods. These technologies can easily access various learning resources, realize personalized
learning, and provide real-time feedback to comprehensively improve primary school students' reading, writing and information
comprehension skills. The study conducted in this research uses a literature research method. The results show that digital technology
provides wide access to various learning resources, such as e-books, educational videos, and interactive applications that can be
customized to the individual needs of students. These technologies not only enrich teaching materials, but also make teaching methods
more interesting and interactive, thus having a great impact on primary school students (Jasuli, 2024).
Digital literacy directs learners towards innovative, creative and transformational learning in the 21st century. It is one of the core
competencies in the Competency Based Curriculum. The objective of this study was to assess the availability of ICT infrastructure in
public primary schools to develop learners’ digital skills. Constructivist learning theory guided the study. Concurrent embedded mixed
method was used. A population of 5713 was targeted for study where a sample of 571 respondents composed of 8 head teachers, 78
teachers and 485 grade six learners were selected. Stratified random, simple random and purposive sampling procedures were used to
select the study sample. Data collection instruments included interviews, questionnaires, focused group discussion and observation
schedule. Descriptive statistics were used to analyze quantitative and qualitative data. Some of the key findings of the study were
majority of public primary schools in Kasipul lack internet connectivity and only 32.1% have computer labs. The results further
indicated that teachers have basic knowledge and skills in digital literacy. However, only 23.2% of teachers have been trained in digital
literacy. The study recommends that Ministry of education in collaboration with Ministry of Information and Communication
Technology enhance internet connectivity in all primary schools to support implementation of digital literacy to develop learners’
digital skills.
The era of digital development that dominates the world with the sophistication of today's internet networks, especially the impact of
the COVID-19 pandemic, has created a learning system using mobile phones with internet networks. On the one hand, there are negative
and positive impacts. The article aims to analyze earnings in the Digital Age Full of Hedonistic Cultural Values Among Elementary

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School Students. This research method is qualitative with a literature review approach. From the collected literature, this study shows
negative values with hedonistic behavior, which then becomes a habit that has a negative impact. It was inseparable from the cell
phones used by children as learning media. Still, at that time, parental control was not maximal over cell phone features, which became
a consumptive spectacle that impacted children's behavior. Therefore, this new insight becomes a new idea to support similar research
in the future (Aslan, 2023).
Likewise, Bacak (2022) stated that Children interact with digital devices for learning and entertainment at an early age. This study
examines elementary educators’ perceptions of student digital safety based on their interactions with others using technology in the
classroom. Through a qualitative interview study, we analyzed data collected from ten elementary educators, including classroom
teachers, media specialists, and instructional technology facilitators. Educators shared that their students interact with one another using
technology for a variety of social and learning purposes in the classroom. Additionally, teachers described negative interactions with
technology they have observed in their classrooms with elementary students, including incidents of cyberbullying and access to
inappropriate content online. Findings from this study support the design of instructional materials for elementary student digital safety
and have implications for teachers, parents, students, and administrators.
Hock, et al (2020) examined various studies on the integration of technology in literacy instruction. The authors highlight how digital
tools such as e-books, mobile applications, and online platforms facilitate differentiated instruction and engagement among students.
They argue that technology can enhance reading comprehension, vocabulary development, and motivation, particularly in struggling
readers. Recommendations for effective implementation and future research directions are provided. Also, Roskos (2020) synthesized
findings from intervention studies focusing on digital tools designed to promote early literacy skills. The analysis reveals significant
benefits in phonological awareness, print knowledge, and vocabulary acquisition when using interactive digital formats. The authors
advocate for the purposeful selection of technologies and teacher training to maximize the effectiveness of digital literacy interventions.
This study explores the effects of mobile-assisted language learning (MALL) on reading comprehension among middle school students.
Results indicate that students who utilized mobile applications to support their reading practice showed significant improvements in
comprehension scores compared to those who followed traditional methods. The authors discuss implications for integrating mobile
tools into literacy instruction (Lai, 2020).
According to the study of Kucirkova (2021) investigated the effects of personalized digital reading experiences on children's literacy
development. The authors argue that digital tools allow for greater customization of reading materials, catering to individual interests
and reading levels. Findings suggest that personalized reading experiences can lead to increased motivation and engagement, ultimately
enhancing literacy outcomes among young readers. Further, Jang (2021) examined the effectiveness of multimedia presentations in
teaching reading skills to struggling students. The findings indicate that integrating visual and auditory elements enhances students'
understanding and retention of reading materials. The authors emphasize the importance of multimedia tools in creating engaging
learning environments for students with reading difficulties.
Engagement Levels
One of the fundamental components of the United Nations’ sustainable development 2030 agenda is quality education. It aims to ensure
inclusive and equitable quality education for all. Digital technologies have emerged as an essential tool to achieve this goal. These
technologies are simple to detect emissions sources, prevent additional damage through improved energy efficiency and lower-carbon
alternatives to fossil fuels, and even remove surplus greenhouse gases from the environment. Digital technologies strive to decrease or
eliminate pollution and waste while increasing production and efficiency. These technologies have shown a powerful impact on the
education system. The recent COVID-19 Pandemic has further institutionalized the applications of digital technologies in education.
These digital technologies have made a paradigm shift in the entire education system. It is not only a knowledge provider but also a
co-creator of information, a mentor, and an assessor. Technological improvements in education have made life easier for students.
Instead of using pen and paper, students nowadays use various software and tools to create presentations and projects. When compared
to a stack of notebooks, an iPad is relatively light. When opposed to a weighty book, surfing an E-book is easier. These methods aid in
increasing interest in research. This paper is brief about the need for digital technologies in education and discusses major applications
and challenges in education (Haleem, 2022).
As the number of students identified with disabilities grows, schools moving towards inclusive classrooms are concerned with ensuring
engagement of all students. Research has shown that digital technology provides support for students with disabilities so that they can
participate in classroom activities. This research has been largely quantitative with a focus on student participation and improving
academic outcomes. Moreover, the qualitative research has defined engagement as increasing attention on learning tasks. However, we
do not know how and whether digital technology can generate interactions among these students and their peers or their teachers. This
paper used qualitative data from six Ontario, Canada school boards, including 27 classroom observations and interviews with teachers,
to explore the role that digital technologies (i.e. robotics, smartboards, iPads) play in facilitating greater engagement among students
with disabilities. In particular, this study confirms that digital technologies can play a major role in boosting engagement through
support and greater access to classroom content and learning processes. It add to the literature by postulating that digital technologies
enhance classroom rituals and interactions by giving students a literal and figurative voice, and through changes in interactions among
students with disabilities, their peers, and teachers. Additionally, students with disabilities who are adept at using digital technology

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can generate a form of capital that displays a type of credibility with their teachers and peers (Rizk, 2022).
Advances in digital technologies are dramatically altering the texts and tools available to teachers and students. These technological
advances have created excitement among many for their potential to be used as instructional tools for literacy education. Yet with the
promise of these advances come issues that can exacerbate the literacy challenges identified in the other articles in this issue. Rather
than seeing technology as something to be fit into an already crowded education agenda, Biancarosa and Griffiths argue that technology
can be conceptualized as affording tools that teachers can deploy in their quest to create young readers who possess the higher levels
of literacy skills and background knowledge demanded by today’s information-based society. Biancarosa and Griffiths draw on
research to highlight some of the ways technology has been used to build the skills and knowledge needed both by children who are
learning to read and by those who have progressed to reading to learn. In their review of the research, Biancarosa and Griffiths focus
on the hardware and software used to display and interface with digital text, or what they term e-reading technology. Drawing on
studies of e-reading technology and computer technology more broadly, they also reflect on the very real, practical challenges to
optimal use of e-reading technology. The authors concluded by presenting four recommendations to help schools and school systems
meet some of the challenges that come with investing in e-reading technology: use only technologies that support Universal Design for
Learning; choose evidence-based tools; provide technology users with systemic supports; and capitalize on the data capacities and
volume of information that technology provides (Biancarosa, et al., 2022).
Digital technologies have brought changes to the nature and scope of education and led education systems worldwide to adopt strategies
and policies for ICT integration. The latter brought about issues regarding the quality of teaching and learning with ICTs, especially
concerning the understanding, adaptation, and design of the education systems in accordance with current technological trends. These
issues were emphasized during the recent COVID-19 pandemic that accelerated the use of digital technologies in education, generating
questions regarding digitalization in schools. Specifically, many schools demonstrated a lack of experience and low digital capacity,
which resulted in widening gaps, inequalities, and learning losses. Such results have engendered the need for schools to learn and build
upon the experience to enhance their digital capacity and preparedness, increase their digitalization levels, and achieve a successful
digital transformation. Given that the integration of digital technologies is a complex and continuous process that impacts different
actors within the school ecosystem, there is a need to show how these impacts are interconnected and identify the factors that can
encourage an effective and efficient change in the school environments. For this purpose, we conducted a non-systematic literature
review. The results of the literature review were organized thematically based on the evidence presented about the impact of digital
technology on education and the factors that affect the schools’ digital capacity and digital transformation. The findings suggest that
ICT integration in schools impacts more than just students’ performance; it affects several other school-related aspects and stakeholders,
too. Furthermore, various factors affect the impact of digital technologies on education. These factors are interconnected and play a
vital role in the digital transformation process. The study results shed light on how ICTs can positively contribute to the digital
transformation of schools and which factors should be considered for schools to achieve effective and efficient change (Timotheou,
2022).
Engagement with reading falls around the age of 11 or 12, and there is widespread concern with levels of literacy amongst adolescents.
Most research examines how digital tools facilitate preschoolers’ reading or reading motivation outside school. Less research is
conducted in the school context, particularly with older pupils. The empirical evidence is examined, definitions of effectiveness, and
facilitators and barriers are identified. Findings show the evidence base is varied, but robust; digital tools are effective in motivating
adolescents’ reading interest and improving their reading skills and test scores; teachers are key facilitators in the process. Findings are
in line with research with younger age-groups suggesting the transferability of research across a wide age-range. Implications for
practice and suggestions for developing research in this area are identified. Overall, the research reviewed for this study supports the
argument that digital tools are able to facilitate adolescents’ reading engagement, particularly for those students who are struggling to
read or make slow progress in reading. The main findings of the included studies are also consistent with research with younger pupils
which demonstrates that the use of digital tools can support reading by improving their reading skills and reading test scores, including
those of poorer readers. These studies also identified teachers as important facilitators who can help children increase reading
motivation by combining technology with pedagogy, also by providing engaging classroom activities as well as appropriate feedback
and support. Hence, the results of this systematized review align with existing research conducted with younger pupils. This
confirmation of the transferability of research findings from studies with younger pupils to adolescent populations provides support for
the use digital tools with this older age group and expands the evidence base which teachers should feel able to draw on in developing
their practice. The positive impact of digital tools used to support adolescents’ reading in schools identified in this systematized review
provides guidance for educational practitioners in how they might deal with the issue of literacy drop-off. The adoption of digital tools
in school is likely to support teenagers to engage more in reading activities. Meanwhile, reading skills could also be improved due to
increased interest in reading, which is identified in four of the included studies (Walton et al., 2019). Apart from using digital tools to
help adolescents read, the role of teachers has consistently been found to be important. Teachers can act either as facilitators or barriers
depending on the appropriateness of their pedagogical approach and their knowledge and understanding of digital tools. This suggests
that training opportunities for teachers to develop their skills in digital tools will be important if these are to be used by more than those
who have a particular personal interest in education technology. From the reviewed findings, recommended teaching methods including
identifying students’ different needs and providing corresponding feedback and aids, combining digital tools and classroom activities
in class, and leaving students with opportunities to independently read and select information. Teachers’ collaboration with colleagues

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and university researchers is also helpful in effectively using digital tools in class.
Finally, this study has reported on a systematized review which did not have quality inclusion criteria. Nevertheless, the included
studies were all found to be of a reasonably high standard. The diversity in methodological approaches is likely to reflect a diversity in
disciplinary background of researchers and the balance found suggests that both subjective experience and objectively measurable
improvements are being taken equally seriously. Where future research uses a mixed methods approach, we would recommend giving
equal attention to the rigor with which qualitative measures are applied, analyzed and reported (Chen, 2022).
Progress Monitoring
Reading comprehension is essential for children's school success and adult engagement in most fields. Many computer-assisted training
packages are intended for education, according to the literature. The findings show improved reading comprehension using materials
other than those used in training. Few research examined the effectiveness in children with particular reading comprehension
impairments, and none examined the possibilities of coaching at home under professional supervision. These latter traits distinguish
Cloze from other literature. Cloze is built on a rehabilitation online platform that enables children to do individualized training exercises
many times a week without leaving home, while clinicians may assess progress and control activity parameters. This approach improves
the number of weekly training sessions, saves time getting to the rehabilitation facility, and lowers intervention expenses. These
findings suggest that clinicians and teachers should consider children's starting resources and, if necessary, combine distance
rehabilitation programs with personal intervention sessions to teach strategies and promote metacognitive reading comprehension.
However, this study's shortcomings must be acknowledged. The trial started without a control group, therefore results should be
interpreted cautiously. However, normative data and historical test results support our conclusions. As a passive control group,
normative data measures reading comprehension in normally developing youngsters without instruction. Despite having comparable
reading comprehension difficulties, the treated group was diverse because children were in various grades and had varied diagnoses.
The small number of respondents prohibited the development of grade and diagnostic groups, making it difficult to analyze these
aspects as between-subject factors. Future research should explore a more homogenous population or a bigger sample of children to
determine training effectiveness in diverse kid groups. The therapy ended with the post-training examination, therefore there was no
follow-up to evaluate the technique and maintenance effects. Despite its limitations, this research shows that computer-assisted training
programs can improve high-level abilities like comprehension and inference creation. Struggling readers who require help with higher-
level reading comprehension may benefit from such technologies (Capodieci, 2020).
Progress monitoring is a process of collecting ongoing samples of student work and tracking performance of individual students over
time. Progress monitoring involves administering parallel sets of items to the same student on a regular basis (at least monthly) that are
sensitive to changes in the student’s understanding based on instruction. The sets of items administered over time should be parallel in
difficulty so that differences in performance can be attributed to differences in the student’s understanding as opposed to variability in
item difficulty across sets. In this manuscript, we describe an approach to designing items that controls item-level variability by
constraining the item features that may elicit different cognitive processing. This approach adapts the principles of Automated Item
Generation (AIG) and includes carefully designing test specifications, isolating specific components of the content that will be assessed,
creating item models to serve as templates, duplicating the templates to create parallel item clones, and verifying that the duplicated
item clones align with the original item model. An example from an operational progress monitoring system for mathematics in
Kindergarten through Grade 6 is used to illustrate the process. It also proposed future studies to empirically evaluate the assertion of
parallel form difficulty. The study demonstrated the value of using an adapted AIG process to facilitate rapid development of a progress
monitoring system in mathematics. Content-related validity evidence supported the claims that both content and structure of the items
were consistent across forms. Additional empirical evidence is needed to substantiate these claims. (Geller, 2022).
Moreso, Educational inequalities – i.e., the achievement gaps between pupils from disadvantaged backgrounds and their peers from
advantaged backgrounds – are present in many OECD countries. This is particularly problematic in reading, which is a predictor of
future academic and social success. To reduce this reading achievement gap, recent meta-analyses point toward progress monitoring:
regularly measuring pupils’ mastery levels and differentiating instruction accordingly. However, the research recommendations only
slowly make their way to teaching habits, particularly because teachers may consider progress monitoring difficult and cumbersome
to implement. To avoid such difficulties, partnerships between teachers and researchers have been recommended. These allow teachers’
complex realities to be considered and, consequently, tools to be designed that are meaningful and feasible for practitioners. Five
teachers in the French-speaking part of Belgium co-constructed four tools during four focus groups. The transcribed discussions were
analyzed using an interactional framework containing three areas of knowledge: shared, accepted, and disputed. The results indicated
three shared needs: perceived usefulness, flexibility of the tools, and a desire to limit the workload. In addition, teachers accepted that,
between them, needs varied regarding the goal for progress monitoring and the format of the evaluation. They had lengthy discussions
on balancing workload and perceived utility, leading them to conclude that there were two groups of teachers. The first group
questioned the added value of the progress monitoring tools in relation to their habitual practice. The second group on the other hand
described the added value for the teacher, certainly when aiming to grasp the level and difficulties of struggling pupils. This second
group had fewer years of teaching experience and described their classroom practice as less organized compared to the teachers from
the first group. Theoretical and practical implications of these findings are discussed below (Francotte, 2023).

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Student progress monitoring helps a teacher to define a student's current performance level on skills to be learned in a particular year,
identifies his year-end achievement goals, and establishes the progress rate at which he has to work to achieve the goal. A teacher is
also able to create and strategize effective teaching approaches to cater for a student’s level of readiness and learning needs and fulfill
appropriate stretch goals for further learning. While there are many existing assessment tools for teachers and the school system to use
at monitoring a student’s proficiency in Mathematics, this article has chosen to share findings related to the application of the easy and
simple to use Expected Target Result approach in one of the districts in Malaysia. Using average school grades in the Year Five
examination as Take-Off Value, the approach was able to provide information on the progress of all students and all schools according
to subject and type of school. Based on the benchmarks generated for each subject by this approach, teachers are able to define effective
teaching methods to cater for continuous progress in students’ work (Yaziz, 2020).
Experience and Satisfaction
The rise of technology has altered the way in which pupils acquire knowledge. The purpose of this research is to assess the general
degree of digital literacy among students as well as their level of contentment with online education. The research was carried out with
the participation of 210 undergraduate students from San Isidro College who were chosen at random. In this study, a correlational
research strategy was used, and a questionnaire that was based on the digital literacy skills framework as well as an online learner
satisfaction survey were utilized. Step two of the process. In general, they are pleased with the online learning they have received. On
the other hand, there is only a minor association between the degree of literacy and the level of happiness with taking classes online.
the relationship between digital literacy and satisfaction with online learning, according to the findings of the research. Based on the
findings of the research, it can be concluded that the learners' level of digital literacy is elementary. Moreover, the findings of the
research indicate that the learners are most content with their contacts with other students, while they are the least content with their
interactions with other teachers. Within the context of online learning interaction, they report a high level of overall satisfaction. The
students' degrees of digital literacy do influence their overall pleasure with online learning; nevertheless, the students' digital literacy
does not have a major impact on their overall contentment. There is also the possibility that we will carry out research to investigate
the various points of view about digital literacy and online education (Taja-on, 2023).
The COVID-19 pandemic has unexpectedly affected the educational process worldwide, forcing teachers and students to transfer to an
online teaching and learning format. Compared with the traditional face-to-face teaching methods, teachers’ professional role, career
satisfaction level, and digital literacy have been challenged in the COVID-19 health crisis. To conduct a systematic review, we use
critical appraisal tools from the University of the West of England Framework We removed the irrelevant and lower-quality results to
refine the results and scored each selected paper to get high-quality studies with STARLITE. The number of finally included studies is
21. We used the PICO mnemonic to structure the four components of a clinical question, i.e., the relevant patients or population groups,
the intervention (exposure or diagnostic procedure) of interest, as well as against whom the intervention is being compared and
considered appropriate (outcomes). We formulated five research questions regarding teachers’ professional role, satisfaction, digital
literacy, higher educational practice, and sustainable education. The study found that teachers’ professional roles changed
complicatedly. Moreover, they were assigned more tasks during the online teaching process, which also implicated a decline in
teachers’ satisfaction. After the COVID-19 pandemic, it is necessary to conduct a blended teaching model in educational institutes.
Teachers should have adequate digital literacy to meet the new needs of the currently innovative educational model in the future. In
addition, the study reveals that teachers’ digital literacy level, career satisfaction, and professional role are significantly correlated. We
measured to what degree the three factors affected the online teaching and learning process. Ultimately, the study may provide some
suggestions for methodological and educational strategies (Li, 2022).
Online technology is important, and digital scientific research is growing. Researchers are urged to employ digital technologies. Thus,
these new ICT-based instructional tools are welcome and may assist overcome some of the issues with in-depth literature reviews.
Technology is everywhere, including education. Technology has given us the tools to make education more engaging and inventive.
Education systems have faced changing pressures throughout the decades. Labor market workers need technical, methodological,
social, and personal skills. Modern education attempts to develop a new paradigm that prepares future workers for new difficulties.
This transformation is accompanied by new pedagogic ideas like blended learning, which mixes face-to-face and online learning with
digital teaching tools to create needed capabilities. The epidemic has increased the use of digital technologies in teaching dramatically,
necessitating rules. This paper emphasizes the necessity for students and instructors to improve digital skills by introducing digital
technologies into education. This will help teachers and administrators use these technologies post-pandemic. Future education systems
will encounter digitization issues. Our goal is to provide a complete overview of digital technologies in education and their integration.
This study highlights the potential of digital tools to enhance the teaching-learning process and have "side 'effects' that can contribute
to the continuous improvement of learners' competencies since they have not yet been fully integrated. Digital technologies can help
kids develop active problem-solving, communication, and critical thinking skills. Keep in mind the pupils' ages while using the tools
to guarantee proper skill development. Digital technologies in education help pupils grasp science (Dancsa, 2023).
Peer Collaboration
The greatest degree of group work is collaboration, when people solve an issue. Information and communication technology aids
cooperation. As a participative, communicative instrument for collaboration and knowledge co-construction, digital technology may

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improve learning experiences. Collaboration is a highly effective yet difficult teaching and learning strategy. Many students shun
teamwork for many reasons. This examination identified three skill-level groupings of pupils. Further investigations demonstrated that
students with varied digital abilities differ in their experiences in collaborative online learning, but not in their attitudes on the
phenomena, technology, or computer hardware. Differences are greatest between low and high skill groups. There are also disparities
between low, moderate, and high skill groups. These results support the need to individualize teaching and learning and emphasize the
need of digital competency for all learners. This article's research has limitations. The study focused on subjective skill evaluation, not
competencies. The appraisal may be affected by self-confidence, self-esteem, self-efficacy, social approbation, or personality. Including
them in future initiatives is beneficial. Using precise or neutral tools is also crucial. It is evident that the provided study does not address
all digital skills challenges in collaborative learning. More research could examine how well collaborative learning works as a teaching
method, the relationship between digital skills and IT tools, cooperation models to make these activities more organized and easier,
and the nature and growth of communication and interaction in collaborative learning. Further study should monitor the teaching of
digital skills in collaboration in adult courses and academic education, especially in schools, where these abilities are developed early
in life. Teacher preparation is crucial to teaching and developing students' abilities (Kwiatkowska, 2022).
Also, technological advancements in information flow have created the digital world, which most pupils struggle to understand. The
environment's information resources need information literacy abilities. The difficult process of learning information literacy requires
student cooperation. Learning via collaboration lets students work together to attain a goal. The paper is literature-based research that
discusses the information literacy skills students need to adapt to the digital environment, collaborative platforms to improve their
acquisition, the importance of student collaboration, and its challenges and strategies to improve student collaboration. Allowing pupils
to choose their own norms may improve their collaboration's shortcomings. Find out what kids need from their classmates. Using
student-to-student discussions to engage students in the learning process might help accomplish collaborative objectives among team
members. A diversity of interaction during big group conversations enhances learning. The article argues that pupils need information
literacy abilities to navigate the digital world successfully. However, learning the necessary abilities requires teamwork among students
due to its complexity. By learning from peers, students may enhance their information literacy abilities and effectively use internet
resources (Ojobor, 2021).
Since COVID-19, internet teaching tools are required in schools. The research examines EFL students' views on online and face-to-
face peer cooperation and communication. With the rising interest in digital platforms, many educational institutions were considering
online courses, but the COVID-19 pandemic hastened the process and made it an essential need for schools and colleges. This abrupt
transformation offers institutions and students possibilities and difficulties. Online classrooms may make it difficult to teach foreign
languages and encourage student cooperation. A qualitative research approach was used to examine the phenomena from inside. The
participant group is studying English at a public institution in hybrid mode. As they experience both face-to-face and online education,
students should be able to compare peer communication and cooperation. Semi-structured interviews were used to uncover EFL
learners' perspectives, and content analysis was used to analyze qualitative data. The qualitative results showed that EFL students
preferred face-to-face lessons because they felt more true and honest communication was possible. However, students also mentioned
several possibilities afforded by online programs and made some excellent recommendations for improving them (Sarac, 2022).
The technology-supported education systems seamlessly integrated throughout the globe in response to the demands of post Covid-19
pandemic. The swift developments of the digital tools with Artificial Intelligence (AI) support are also readily diffused among the
educational communities. This research paper investigates the synergistic impact of digital literacy, the incorporation of AI tools, and
Peer Supported Collaborative Learning (PSCL) on the learning perceptions of university students. The research aims to discern the
implications of these technological and social facets on students' attitudes towards AI assisted learning process. Structured
questionnaire-based survey among the University students were done for this descriptive research. It is found that the students’ Digital
Literacy, Use of AI tools and PSCL on AI assisted learning were positively correlated. The partial mediatory path through the PSCL
and AI tool usage has a significant positive influence on students learning process. The insights gathered from this study can inform
educators, policymakers, and institutions on optimizing the amalgamation of digital literacy, AI tools and PSCL to enhance the
contemporary learning environment. As universities navigate the digital age, this research provides a nuanced understanding of the
dynamics shaping students' perceptions, offering valuable insights into the multifaceted aspects of AI influencing the educational
landscape (Genimon, 2024).
Level of Literacy Assessment Scores
Science is the methodical organization of information into testable universe descriptions and projections. Several nations want to make
scientific literacy the focus of education. This quantitative research examined Lahore government secondary school science students'
scientific literacy. Proportionate stratified random and purposive sampling selected 16 government secondary schools in Lahore, seven
boys' and nine girls. Five percent of the population chose the schools. The Bybee Scale was used to develop the exam with two to ten
contextual circumstances and four scientific literacy levels. The research used percentage, mean, t-test, and ANOVA. Results showed
that secondary school science students had the lowest nominal and functional scientific literacy. Girls outperformed boys in all scientific
literacy levels. No difference in student results based on moms' education or skill level. Students scored differently based on their dads'
education, skill level, and scientific study time (hours per day, at school and at home). To improve scientific literacy, secondary school
science textbooks should include scientific literacy principles and exercises. Government schools should lengthen science classes.
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These strategies should be used by all instructors, particularly males, to foster critical thinking (Shahzadi, 2020).
The importance of cultivating creativity in language education has been widely acknowledged in academic literature. In this respect,
digital technologies can play a key role in achieving this endeavor. The socio-cultural conceptualization of creativity stresses the role
of communication, collaboration and dialogical interaction of creative expression in language education. The objective of this paper is
to study literature focusing on cases of collaborative creativity and technology embedded in language education. Results show that the
features of digital technology unfold a range of learning opportunities in language education and can play three different roles in
promoting collaborative creativity as a tutoring device that guides the implementation of key co-creation skills; as a tool that enables
and shapes the development of co-creative thinking skills; and as a medium that creates rich and resourceful environments to stimulate
the emergence of collective creative processes. The paper also reveals that these three roles can be performed using a wide range of
interactive technologies that encourage students to participate in a rich, co-creative language learning experience and equip learners
with key competences to approach complex problems in a globalized and hyper-connected world. Finally, this paper may contribute to
developing future language technology-enhanced learning projects capable of promoting key collaborative and creative processes
(Sastre, 2022).
The work environment has changed considerably over the past few decades, with the development of information and communications
technology (ICT). This has led to organizational transformation and the democratization of teleworking and hybrid work. Employee
work dynamics have changed to accommodate these new practices, and because of the transformation of ICT activities, students now
need specific skills to become part of the knowledge society. The development of information and communication technologies has
changed our way of working, emphasizing the need for individuals to develop collaborative skills. The present systematic review aimed
to investigate the degree to which digital tools can foster the development of these skills. However, the effects differ significantly based
on the specific tools, methods, and measures employed. It also revealed that most studies conducted were in the social sciences,
primarily among students, with half of them focusing on short interventions. Another finding was that little is known about the features
of the digital tools that contribute to these effects. Research on the role of digital tools in enhancing collaborative skills is still in its
early stages, necessitating more rigorous methods and measures (Cherbonnier, 2024).
Within the context of secondary school teachers planning for their students' use of digital tools for collaboration and communication,
this paper explores the variables that influence teachers in this regard. Interviews were conducted with six social studies instructors in
Oslo to learn about the ways in which they promote digital working relationships and communication. collaboration is shown by the
findings, which show that professors do, to some degree, promote collaboration, both in the form of students working together on
writing assignments and exchanging files with one another. Nevertheless, there is a limited amount of connection between students via
the use of digital resources as an integral component of the instructional process. In the absence of being specifically questioned about
it, none of the educator’s cited communication via the use of digital means as a component of basic competency. According to the
findings of the interviews, it is very probable that the limitations of time and the students' lack of digital competence are the obstacles
that prevent them from using digital technologies for the purposes of cooperating and effectively communicating. Since all the students
are present at the same location at the same time, it is seen to be unnecessary to spend time on things like supporting digital
communication and collaboration. The results of the study suggest that it would be beneficial to enable work that is both methodical
and planned, including digital skills, including communication and engagement (Midtlund, 2021).
The rapid expansion of digital connectivity has provided youth with wide-ranging access to digital platforms for communication,
entertainment, and education. In light of this profound shift, there have been growing concerns about online safety, data privacy, and
cybersecurity. A critical factor influencing the ability of youth to responsibly navigate digital platforms is digital literacy. While digital
literacy programs have been implemented in various regions worldwide, significant disparities remain not only in overall digital literacy
levels, but also the assessment of digital literacy initiatives. To address these challenges, an environmental scan and literature review
were conducted to identify existing digital literacy programs in Canada developed specifically for youth, as well as digital literacy
assessment tools, respectively. Given the growing importance of digital competencies, a youth-focused program and assessment tool
are crucial for understanding and addressing digital literacy among this vulnerable cohort. This program's adaptability allows for
customization across sociodemographic target groups, including culturally diverse and geographically remote communities—an aspect
that has the potential to enhance digital literacy across settings. Implementing digital literacy programs can better prepare youth for an
increasingly digital world, while minimizing potential risks associated with technology use (Buchan, 2024).
Synthesis
ICT-facilitated teaching and learning has gradually become part of the teaching and learning process, particularly in teaching literacy
to students. Research consistently demonstrates that technology has a significant impact on improving the literacy levels of individuals
across all age groups. Interactive e-books and educational applications empower educators to create a more effective and engaging
learning environment, thereby enabling every student to achieve success.
Hock and Lembke (2020) support the idea of using technology in literacy lessons to improve students’ learning experience. In their
review, they point out that the facility of using e-books and other forms of software in education supplements the process of reading
by also enhancing motivation among students. For students who face, for example, reading difficulties, these tools offer more
approachable content and activities and make reading less of a chore. According to the authors, overall literacy benefits are derived
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from increased motivation and student engagement with the texts read.
Another important line of research is early literacy development, with a focus on the use of interactive e-books. Roskos and Neuman
(2020) conducted a meta-analysis which revealed that these digital resources significantly enhanced sons' phonemic awareness and
vocabulary compared to print-based resources. The features, such as the read-aloud and the bright illustrations that characterize the e-
books, help to engage the young learners. Such points assist children in achieving appropriate literacy while making it engaging and
fun, which in turn sustains the child's love for reading.
Another category of mobile-based learning, a sub-aspect of digital learning tools, includes mobile applications designed to facilitate
literacy learning. Liu et al. (2021) focused their research on understanding the efficiency of learning applications designed for young
learners. Their studies suggested that applications that target phonics and vocabulary especially enhance the students’ abilities in
literacy. Children can learn literacy skills beyond classroom practice thanks to the mobility and usability of applications, allowing them
to continuously practice what they learn in a learning institution.
The use of information and communication technology (ICT) to improve literacy is a multifaceted approach, as shown by a large
number of research. The use of interactive e-books, educational software, and mobile apps makes it simpler to deliver a variety of
lessons that not only have the potential to captivate the attention of students but also provide the learner with the opportunity to practice
and improve on certain abilities. Aside from that, the tools in question not only assist in the development of reading and writing abilities,
but also in the development of a good attitude toward reading and writing. This attitude plays a vital role in the development of a
lifelong learner and reader, in addition to the achievement of excellent academic performance. Consequently, as we go further into the
period of technological growth, it will be of the utmost importance to expand on these more inventive methods of making literacy
instruction more accessible.
Methodology
Research Design
The study adopted descriptive research design. Descriptive research aimed to accurately and systematically describe a population,
situation, or phenomenon. It can answer what, where, when, and how questions, but not why questions. A descriptive research design
can use various research methods to investigate one or more variables (Fraenkel, Wallen, & Hyun 2019). And since the primary focus
of this study was to assess the role of digital tools in improving literacy among Grade 7 students in a technology-enhanced reading
remediation at Pedro Guevara Memorial National High School during the school year 2024-2025.
Furthermore, the researcher used this kind of research to obtain firsthand data from the respondents to formulate rational and sound
conclusions and recommendations of the study.
Also, the researcher considered this kind of research design because this approach was quick and practical in terms of the financial
aspect and is advantageous due to its flexibility, which can use for quantitative data, giving the researcher greater options in selecting
the instrument for data-gathering. And lastly, a descriptive research design can be used in various research methods to investigate one
or more variables.
Respondents
The general population of this study refers to the selected students of Grade 7 at Pedro Guevara Memorial National High School. To
determine the sample respondents, the study employed non-probability sampling utilizing the purposive sampling technique in
determining the respondents of the study.
The respondents of the study were students at Pedro Guevara Memorial National High School. The researcher purposively selects
eighty (80) students. The respondents assessed the extent of the role of digital tools in a technology-enhanced reading remediation in
improving literacy among Grade 7 students in terms of engagement levels, progress monitoring, experience and satisfaction, student
motivation and attitude, and peer collaboration. Moreso, the researcher utilized the pretest and posttest to determine the level of literacy
assessment scores of Grade 7 students before and after the utilization of digital tools in technology-enhanced reading remediation.
Instrument
In gathering the needed data, the researcher utilized a researcher- made questionnaire – checklist as the major instrument of the study.
Part 1 – This section determined the demographic profile of the respondents. Part 2 – This part determined the extent of the role of
digital tools in a technology-enhanced reading remediation in improving literacy among Grade 7 students in terms of engagement
levels, progress monitoring, experience and satisfaction, and peer collaboration; Part 3 determined the level of literacy assessment
scores of Grade 7 students before and after the utilization of digital tools in technology-enhanced reading remediation as revealed by
their pretest and posttest scores.
The survey questionnaire that was used in the research was given to the adviser to gain preliminary feedback and ideas for improving
the questionnaire checklist. Following the modification of the instrument, the researcher's questionnaire checklist was evaluated by
specialists with a suitable background in test building and on the subject to remark on its content for the finalization of the questionnaire

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checklist items. Professors from the University of Perpetual Help System Dalta and supervisors and instructors from the Division of
Laguna assessed the questionnaire checklist. The researcher selects them specifically since they were all active in the program.
Procedure
The study was carried out in accordance with the Gantt chart. Permission to conduct the research was obtained from the Office of the
Schools Superintendent of Laguna and Office of the School Head at Pedro Guevara Memorial National High School, Division of
Laguna.
The researcher verified the questionnaire with the help of experts and those informed about the competence and job satisfaction of
teachers in public schools. When the questionnaire was finalized, it was distributed to people who took part in the research. The
questionnaire was then obtained, and the gathered data were analyzed using an appropriate statistical tool. The interpretation and
conclusions drawn from the collected data had consequences which may support or contradict the results of earlier research on the
same subject. Similarly, the researcher provided a summary of the study's findings and conclusions, as well as some suggestions based
on the findings and conclusions. Finally, the remaining chapters of the study, as well as preparation for the researcher's final oral
defense, were finished.
Data Analysis
In order to systematically interpret the data gathered from the study, the following statistical tools were utilized:
To determine the extent of the role of digital tools in a technology-enhanced reading remediation in improving literacy among Grade
7 students; weighted mean was used.
To determine the level of literacy assessment scores of Grade 7 students before and after the utilization of digital tools in technology-
enhanced reading remediation as revealed by their pretest and posttest scores; frequency and percentage distributions and mean were
used.
To find out if there is a significant difference in the level of literacy assessment scores of Grade 7 students before and after the utilization
of digital tools in technology-enhanced reading remediation as revealed by their pretest and posttest scores; t-test was applied.
To find out if there is a significant relationship between the extent of the role of digital tools in a technology-enhanced reading
remediation and the level of literacy assessment scores of Grade 7 students before and after the utilization of digital tools in technology-
enhanced reading remediation as revealed by their posttest scores; Pearson-r correlation was used.
Ethical Considerations
Ethical issues are therefore important to consider every time research is conducted with learners in Thai secondary schools on the
effects of using brain-based learning practices on their science achievements. In the first place, there is a need to have the consent of
students and their guardians through informed consent. In this category, the researcher must clearly explain the study's objectives, the
procedures to follow, and the potential risks or benefits of participation. To this end, students must be free to participate in the research
voluntarily, and they should also have the freedom to withdraw from study at any time without any repercussions.
Moreover, researchers should ensure that the identification of participants and their academic performance details do not expose them
to any stigma or bias resulting from their participation in this research. In addition, researchers should be conscious of the fair treatment
of participants and must be aware that the introduction of brain-based learning practices will not lead to a disadvantage for students.
Socio-economic status, learning disability, and language are important predictors of how students experience these instructional
methods. Consequently, more enhancement is crucial for children to participate successfully in the program that employs the brain-
based learning concept. Finally, researchers should utilize and report the results to enhance education and enrich practice, while also
considering the implications of the illustrations. They should also positively apply these findings to patrols in order to enrich culturally
relevant practice and ensure sufficient learning outcomes. Some of these ethical questions include the following: To ensure that all
learners receive equal and high-quality resources for their learning, the current research can provide clear answers to these ethical
questions.
Results and Discussion
The findings, analysis, and interpretation of the data collected in light of the research's challenges are briefly discussed in this chapter.
Problem No. 1: What is the extent of the role of digital tools in technology-enhanced reading remediation in improving literacy
among Grade 7 students in terms of engagement levels, progress monitoring, experience and satisfaction, and peer
collaboration?
Table 1.1 presents the extent of the role of digital tools in technology-enhanced reading remediation in improving literacy among Grade
7 students in terms of engagement levels.
It can be gleaned from the table that assessment of the respondents on the extent of the role of digital tools in technology-enhanced

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reading remediation in improving literacy among Grade 7 students in terms of engagement levels is “Greatly Efficient” with a mean of
3.88. All the indicators are greatly efficient such as The use of digital technologies enables students in the seventh grade to access
information that is both interactive and rich in multimedia, which makes reading more interesting and pleasurable for them (M=3.93);
Students are able to maintain their interest and remain motivated to develop when they use digital platforms since these platforms often
contain elements that give rapid feedback on reading exercises (M=3.89); The use of digital tools through discussion forums and shared
projects may foster peer cooperation, which will increase student engagement by providing them with the opportunity to learn from
one another (M=3.89); The use of digital technologies makes it possible for instructors and students to constantly communicate with
one another, which enables teachers to provide students with individualized advice and assistance that helps students remain engaged
in their reading journey (M=3.89); and The use of digital technologies by educators allows for the creation of individualized learning
experiences that are tailored to the specific reading levels and interests of each student, so encouraging a higher degree of involvement
in the students' literacy development (3.83).
Table 1.1. Mean of the Respondents’ Assessment on the Extent of the Role of Digital Tools in Technology-Enhanced
Reading Remediation in Improving Literacy Among Grade 7 Students in terms of Engagement Levels
Indicators Mean VI
1. The use of digital technologies enables students in the seventh grade to access information that is both 3.93 GE
interactive and rich in multimedia, which makes reading more interesting and pleasurable for them.
2. The use of digital technologies by educators allows for the creation of individualized learning experiences 3.83 GE
that are tailored to the specific reading levels and interests of each student, so encouraging a higher degree
of involvement in the students' literacy development.
3. Students are able to maintain their interest and remain motivated to develop when they use digital 3.89 GE
platforms since these platforms often contain elements that give rapid feedback on reading exercises.
4. The use of digital tools through discussion forums and shared projects may foster peer cooperation, which 3.89 GE
will increase student engagement by providing them with the opportunity to learn from one another.
5. The use of digital technologies makes it possible for instructors and students to constantly communicate 3.89 GE
with one another, which enables teachers to provide students with individualized advice and assistance
that helps students remain engaged in their reading journey.
Mean 3.88 GE
Legend: 3.26-4.00- Greatly Efficient; 2.51-3.25-Efficient; 1.76-2.50 –Slightly Efficient; 1.00-1.75 – Not Efficient

It may imply that the use of digital tools has been shown to greatly increase student engagement in reading activities. When students
interact with multimedia content and gamified learning platforms, they are more likely to participate actively in their learning process.
Consequently, this heightened engagement can lead to improved motivation, resulting in better literacy outcomes.
The finding goes with the study of Jasuli (2024) emphasized that the role of digital technology in improving literacy skills of primary
school students is inseparable from utilizing digital devices and applications such as e-books, educational videos, learning apps and
other interactive tools to enrich learning materials and support more engaging and effective teaching methods. These technologies can
easily access various learning resources, realize personalized learning, and provide real-time feedback to comprehensively improve
primary school students' reading, writing and information comprehension skills. The results show that digital technology provides wide
access to various learning resources, such as e-books, educational videos, and interactive applications that can be customized to the
individual needs of students.
Table 1.2 presents the extent of the role of digital tools in technology-enhanced reading remediation in improving literacy among Grade
7 students in terms of progress monitoring.
Table 1.2. Mean of the Respondents’ Assessment on the Extent of the Role of Digital Tools in Technology-Enhanced
Reading Remediation in Improving Literacy Among Grade 7 Students in terms of Progress Monitoring
Indicators Mean VI
1. Teachers are able to gather data in real time on the reading habits of their pupils via the use of digital 3.55 GE
technologies, which assists them in more effectively identifying areas of growth and areas of
improvement.
2. Teachers are able to develop individualized examinations by using digital tools that are in line with the 3.63 GE
specific requirements of each student, which enables more precise monitoring of the students' progress in
reading skills.
3. Students are encouraged to create literacy objectives via the use of goal-setting capabilities that are often 3.51 GE
included in digital tools. This assists students in self-monitoring and reflecting on their own development.
4. Teachers are able to have conversations about the development of their students with the help of digital 3.41 GE
technologies, which enables them to conduct collaborative evaluations and share their thoughts, which
ultimately leads to enhanced literacy results.
5. Teachers are able to monitor the levels of student involvement via the use of digital technologies, such as 3.44 GE
the amount of time spent on reading activities and participation rates. This helps teachers evaluate the
degree of student motivation in addition to literacy abilities.
Mean 3.53 GE
Legend: 3.26-4.00- Greatly Efficient; 2.51-3.25-Efficient; 1.76-2.50 –Slightly Efficient; 1.00-1.75 – Not Efficient

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It can be manifested from the table that assessment of the respondents on the extent of the role of digital tools in technology-enhanced
reading remediation in improving literacy among Grade 7 students in terms of progress monitoring is “Greatly Efficient” with a mean
of 3.53. All the indicators are greatly efficient such as Teachers are able to develop individualized examinations by using digital tools
that are in line with the specific requirements of each student, which enables more precise monitoring of the students' progress in
reading skills (M=3.63); Teachers are able to gather data in real time on the reading habits of their pupils via the use of digital
technologies, which assists them in more effectively identifying areas of growth and areas of improvement (M=3.55); Students are
encouraged to create literacy objectives via the use of goal-setting capabilities that are often included in digital tools. This assists
students in self-monitoring and reflecting on their own development (M=3.51); Teachers are able to monitor the levels of student
involvement via the use of digital technologies, such as the amount of time spent on reading activities and participation rates. This
helps teachers evaluate the degree of student motivation in addition to literacy abilities (M=3.44); and Teachers are able to have
conversations about the development of their students with the help of digital technologies, which enables them to conduct collaborative
evaluations and share their thoughts, which ultimately leads to enhanced literacy results (3.41).
It implies that the digital tools provide real-time data that educators can utilize to monitor students' progress effectively. This capability
allows for timely interventions tailored to individual learning needs, ensuring that students receive the support necessary to enhance
their reading skills. The efficiency of these tools enables teachers to track improvements and adjust instructional strategies as needed,
fostering a responsive teaching approach.
The result is in parallel to the study of Geller (2022) said that progress monitoring is a process of collecting ongoing samples of student
work and tracking performance of individual students over time. Progress monitoring involves administering parallel sets of items to
the same student on a regular basis (at least monthly) that are sensitive to changes in the student’s understanding based on instruction.
The study demonstrated the value of using an adapted AIG process to facilitate rapid development of a progress monitoring system in
mathematics. Content-related validity evidence supported the claims that both content and structure of the items were consistent across
forms.
Table 1.3 presents the extent of the role of digital tools in technology-enhanced reading remediation in improving literacy among Grade
7 students in terms of experience and satisfaction.
It can be associated from the table that assessment of the respondents on the extent of the role of digital tools in technology-enhanced
reading remediation in improving literacy among Grade 7 students in terms of experience and satisfaction is “Greatly Efficient” with
a mean of 3.89. All the indicators are greatly efficient such as the use of digital platforms enables the provision of real-time feedback
on reading activities, which assists students in rapidly comprehending their progress and in identifying areas in which they may develop,
so increasing their overall pleasure (M=3.91); The use of digital technologies promotes students' pleasure of the learning process by
facilitating cooperation via the use of discussion forums and group projects. This gives students the opportunity to share their
perspectives and experiences with one another (M=3.90); The incorporation of multimedia components that capture the attention of
students and make reading more pleasurable is one of the ways that digital technologies contribute to the creation of a more engaging
learning environment (M=3.89); Digital tools often incorporate progress monitoring capabilities that visibly portray students' successes,
increasing motivation and providing a feeling of fulfillment as they witness their development (M=3.89); and Teachers are able to
make use of digital resources in order to carry out individualized reading interventions based on individual student evaluations, which
ultimately results in a more enjoyable educational experience (3.85).
Table 1.3. Mean of the Respondents’ Assessment on the Extent of the Role of Digital Tools in Technology-Enhanced
Reading Remediation in Improving Literacy Among Grade 7 Students in terms of Experience and Satisfaction
Indicators Mean VI
1. The incorporation of multimedia components that capture the attention of students and make reading
more pleasurable is one of the ways that digital technologies contribute to the creation of a more engaging 3.89 GE
learning environment.
2. Teachers are able to make use of digital resources in order to carry out individualized reading
interventions based on individual student evaluations, which ultimately results in a more enjoyable 3.85 GE
educational experience.
3. The use of digital platforms enables the provision of real-time feedback on reading activities, which
assists students in rapidly comprehending their progress and in identifying areas in which they may 3.91 GE
develop, so increasing their overall pleasure.
4. The use of digital technologies promotes students' pleasure of the learning process by facilitating
cooperation via the use of discussion forums and group projects. This gives students the opportunity to 3.90 GE
share their perspectives and experiences with one another.
5. Digital tools often incorporate progress monitoring capabilities that visibly portray students' successes,
3.89 GE
increasing motivation and providing a feeling of fulfillment as they witness their development.
Mean 3.89 GE
Legend: 3.26-4.00- Greatly Efficient; 2.51-3.25-Efficient; 1.76-2.50 –Slightly Efficient; 1.00-1.75 – Not Efficient

It implies that the study indicates that students report higher levels of satisfaction when using technology for reading remediation. A
positive user experience stems from the interactive and personalized nature of digital tools, which cater to various learning styles and

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preferences. This satisfaction is crucial, as it encourages students to engage more deeply with reading materials and fosters a lifelong
love for reading.
According to Taja-on (2023) said that the rise of technology has altered the way in which pupils acquire knowledge. The purpose of
this research is to assess the general degree of digital literacy among students as well as their level of contentment with online education.
Based on the findings of the research, it can be concluded that the learners' level of digital literacy is elementary. Moreover, the findings
of the research indicate that the learners are most content with their contacts with other students, while they are the least content with
their interactions with other teachers.
Table 1.4 presents the extent of the role of digital tools in technology-enhanced reading remediation in improving literacy among Grade
7 students in terms of peer collaboration.
It can be manifested from the table that assessment of the respondents on the extent of the role of digital tools in technology-enhanced
reading remediation in improving literacy among Grade 7 students in terms of peer collaboration is “Greatly Efficient” with a mean of
3.70. All the indicators are greatly efficient such as the teachers have the ability to design reading challenges that require groups of
students to work together in order to achieve shared literacy objectives. This encourages kids to work together while also promoting
healthy competition (M=3.93); The use of digital technologies makes it possible for students to communicate with one another in a
seamless manner, enabling them to debate learning materials, exchange ideas, and provide help to one another in real time (M=3.68);
Students are held more accountable and are encouraged to establish objectives for their future reading habits when digital platforms
generally offer tools that allow them to report on their collaborative experiences (M=3.68); Teachers may offer group reading
assignments via digital platforms, enabling students to collaborate and build a feeling of community while also improving their
comprehension of the book (M=3.61); and Students are able to readily exchange articles, e-books, and other resources with one another
via the use of digital technologies, which assists in the promotion of collective learning and assists students in discovering varied
viewpoints on reading materials (3.61).
Table 1.4. Mean of the Respondents’ Assessment on the Extent of the Role of Digital Tools in Technology-Enhanced
Reading Remediation in Improving Literacy Among Grade 7 Students in terms of Peer Collaboration
Indicators Mean VI
1. The use of digital technologies makes it possible for students to communicate with one another in a 3.68 GE
seamless manner, enabling them to debate learning materials, exchange ideas, and provide help to one
another in real time.
2. Teachers may offer group reading assignments via digital platforms, enabling students to collaborate and 3.61 GE
build a feeling of community while also improving their comprehension of the book.
3. Students are able to readily exchange articles, e-books, and other resources with one another via the use 3.58 GE
of digital technologies, which assists in the promotion of collective learning and assists students in
discovering varied viewpoints on reading materials.
4. Teachers have the ability to design reading challenges that require groups of students to work together in 3.93 GE
order to achieve shared literacy objectives. This encourages kids to work together while also promoting
healthy competition.
5. Students are held more accountable and are encouraged to establish objectives for their future reading 3.68 GE
habits when digital platforms generally offer tools that allow them to report on their collaborative
experiences.
Mean 3.70 GE
Legend: 3.26-4.00- Greatly Efficient; 2.51-3.25-Efficient; 1.76-2.50 –Slightly Efficient; 1.00-1.75 – Not Efficient

It implies that technology enhances opportunities for students to work together, share resources, and support each other's learning.
Collaborative tools allow students to engage in discussions, provide feedback, and co-create projects, thereby fostering a sense of
community and shared responsibility for learning.
According to Kwiatkowska (2022) it said that the greatest degree of group work is collaboration, when people solve an issue.
Information and communication technology aids cooperation. As a participative, communicative instrument for collaboration and
knowledge co-construction, digital technology may improve learning experiences. These results support the need to individualize
teaching and learning and emphasize the need for digital competency for all learners. The appraisal may be affected by self-confidence,
self-esteem, self-efficacy, social approbation, or personality.
Table 1.5 presents the summary of the extent of the role of digital tools in technology-enhanced reading remediation in improving
literacy among Grade 7 students.
As presented in the table on the summary of the extent of the role of digital tools in technology-enhanced reading remediation in
improving literacy among Grade 7 students in terms of engagement levels (M=3.88); progress monitoring (M=3.53); experience and
satisfaction (M=3.89); and peer collaboration (M=3.70). This was supported with an overall mean value of 3.75 interpreted as greatly
efficient.
It implies that the implications of this study advocate for the continued integration of digital tools in literacy programs. Such integration
can lead to meaningful improvements in student literacy outcomes while simultaneously preparing them for a technologically advanced
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world. It suggests that these tools are not only beneficial but also significantly enhance the overall educational experience. Their
capacity to engage students, monitor progress effectively, provide satisfying user experience, and foster collaboration underscores their
role as essential components in modern literacy education.
Table 1.5. Summary of the Mean of the Respondents’ Assessment on the Extent
of the Role of Digital Tools in Technology-Enhanced Reading Remediation in
Improving Literacy Among Grade 7 Students
Indicators Mean VI
engagement levels 3.88 GE
progress monitoring 3.53 GE
experience and satisfaction 3.89 GE
peer collaboration 3.70 GE
Mean 3.75 GE
Legend: 3.26-4.00- Greatly Efficient; 2.51-3.25-Efficient; 1.76-2.50 –Slightly Efficient; 1.00-1.75 – Not Efficient

This goes with the findings of Jasuli (2024) emphasized the role of digital technology in improving literacy skills of primary school
students is inseparable from utilizing digital devices and applications such as e-books, educational videos, learning apps and other
interactive tools to enrich learning materials and support more engaging and effective teaching methods. These technologies can easily
access various learning resources, realize personalized learning, and provide real-time feedback to comprehensively improve primary
school students' reading, writing and information comprehension skills. The results show that digital technology provides wide access
to various learning resources, such as e-books, educational videos, and interactive applications that can be customized to the individual
needs of students.
Problem No. 2: What is the level of literacy assessment scores of Grade 7 students before and after the utilization of digital
tools in technology-enhanced reading remediation as revealed by their pretest and posttest scores?
Table 2 illustrates the level of literacy assessment scores of Grade 7 students before and after the utilization of digital tools in
technology-enhanced reading remediation as revealed by their pretest and posttest scores.
Table 2. Mean and Standard Deviation of the Level of Literacy Assessment
Scores of Grade 7 Students Before and After the Utilization of Digital Tools
in Technology-Enhanced Reading Remediation as Revealed by their Pretest
and Posttest Scores
Test N Minimum Maximum Mean Std. Deviation
Pretest 80 5.00 15.00 10.6000 2.38455
Posttest 80 24.00 30.00 27.3625 1.35239

The results showed a notable improvement in the level of literacy assessment scores of Grade 7 students before and after the utilization
of digital tools in technology-enhanced reading remediation as revealed by their pretest and posttest scores with a pretest mean of 10.60
and posttest mean of 27.3625. The notable increase implies that students are becoming more proficient in applying their vocabulary
knowledge in context, thus fostering better communication skills in using digital tools in technology-enhanced reading remediation.
The significant improvement in literacy assessment scores of Grade 7 students after the implementation of digital tools for technology-
enhanced reading remediation highlights the potential of these tools to transform educational outcomes. This positive shift not only
demonstrates the effectiveness of integrating technology into reading instruction but also suggests that digital tools can engage students
more actively, thereby fostering a deeper understanding of reading material.
The best results are produced by four types of competences, such as instructional delivery, classroom management, formative
assessment, and personal competencies, according to studies on education practices that make a difference (Howe & Watson, 2021;
Bozkus, 2021; Kasani, et al. 2020; Siri, et al. 2020). Furthermore, the research reveals that these competences might be utilized to
organize the many different skills and knowledge needed for effective teacher growth (Hanushek et al., 2019).
Problem No. 3: Is there a significant difference on the level of literacy assessment scores of Grade 7 students before and after
the utilization of digital tools in technology-enhanced reading remediation as revealed by their pretest and posttest scores?
Table 3 presents the significant difference on the level of literacy assessment scores of Grade 7 students before and after the utilization
of digital tools in technology-enhanced reading remediation as revealed by their pretest and posttest scores.
The findings revealed that there is a significant difference on the level of literacy assessment scores of Grade 7 students before and
after the utilization of digital tools in technology-enhanced reading remediation as revealed by their pretest and posttest scores, since
the p-value is less than 0.05 level of significance, thus the null hypothesis is rejected, and it is found to be significant. The significant
difference in literacy assessment scores of Grade 7 students before and after the utilization of digital tools in technology-enhanced
reading remediation underscores the positive impact of these resources on student learning outcomes. This finding indicates that the
integration of digital tools not only addresses reading deficiencies but also enhances overall engagement and motivation among
students. As evidenced by the pretest and posttest scores, the effective use of technology in the classroom can lead to substantial
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improvements in literacy skills, suggesting that schools should consider incorporating such innovative approaches into their curriculum
to better support students' reading development and academic success.
Table 3. Difference on the Level of Literacy Assessment Scores of Grade 7 Students Before and After the Utilization of
Digital Tools in Technology-Enhanced Reading Remediation as Revealed by their Pretest and Posttest Scores
Test Paired Differences t df Sig. (2- Decision Interpretation
Mean Std. Std. Error 95% Confidence Interval of the tailed) Ho
Deviation Mean Difference
Lower Upper
Pretest - 3.23448 .36163 -17.4823 -16.0427 - 79 .000 R S
Posttest 16.76250 46.353

The study of Hock, et al (2020) examined various studies on the integration of technology in literacy instruction. The authors highlight
how digital tools such as e-books, mobile applications, and online platforms facilitate differentiated instruction and engagement among
students. They argue that technology can enhance reading comprehension, vocabulary development, and motivation, particularly in
struggling readers. Also, Roskos (2020) synthesized findings from intervention studies focusing on digital tools designed to promote
early literacy skills. The analysis reveals significant benefits in phonological awareness, print knowledge, and vocabulary acquisition
when using interactive digital formats. Results indicate that students who utilized mobile applications to support their reading practice
showed significant improvements in comprehension scores compared to those who followed traditional methods (Lai, 2020).
Problem No. 4: Is there a significant relationship between the extent of the role of digital tools in technology-enhanced reading
remediation and the level of literacy assessment scores of Grade 7 students after the utilization of digital tools in technology-
enhanced reading remediation as revealed by their posttest scores?
Table 4 presents the significant relationship between the extent of the role of digital tools in technology-enhanced reading remediation
and the level of literacy assessment scores of Grade 7 students after the utilization of digital tools in technology-enhanced reading
remediation as revealed by their posttest scores.
Table 4. Relationship Between the Extent of the Role of Digital Tools in Technology-Enhanced Reading
Remediation and the Level of Literacy Assessment Scores of Grade 7 Students After the Utilization
of Digital Tools in Technology-Enhanced Reading Remediation as Revealed by their Posttest Scores
Extent of the Role of Digital Tools in Technology- Test Pearson r Sig Ho VI
Enhanced Reading Remediation
Role of Digital Tools Posttest -1.91 .050 R S
Legend: FR-Failed to Reject; R-Rejected; NS-Not Significant; S-Significant

The findings revealed that there is significant relationship between the extent of the role of digital tools in technology-enhanced reading
remediation and the level of literacy assessment scores of Grade 7 students after the utilization of digital tools in technology-enhanced
reading remediation as revealed by their posttest scores since the p-value is less than 0.05 level of significance, thus the null hypothesis
is rejected, and it is found to be significant.
The observed relationship between the extent of the role of digital tools in technology-enhanced reading remediation and the level of
literacy assessment scores of Grade 7 students suggests that a greater integration of these tools correlates with higher posttest scores.
This finding implies that the effectiveness of reading remediation programs may be significantly influenced by the degree to which
educators utilize digital resources in their instruction. Consequently, it highlights the importance of not only adopting technology but
also maximizing its potential through strategic implementation to further enhance student literacy outcomes. As such, educational
stakeholders should focus on providing training and support for teachers to effectively integrate digital tools into their teaching
practices, thereby promoting improved literacy skills among students.
According to the study of Kucirkova (2021) investigated the effects of personalized digital reading experiences on children's literacy
development. The authors argue that digital tools allow for greater customization of reading materials, catering to individual interests
and reading levels. Findings suggest that personalized reading experiences can lead to increased motivation and engagement, ultimately
enhancing literacy outcomes among young readers. Further, Jang (2021) examined the effectiveness of multimedia presentations in
teaching reading skills to struggling students. The findings indicate that integrating visual and auditory elements enhances students'
understanding and retention of reading materials.
Conclusions
As can be deduced from the findings, below are the conclusions drawn from the study:
Digital tools in technology-enhanced reading remediation are greatly efficient in improving the literacy among Grade 7 students in
terms of engagement levels, progress monitoring, experience and satisfaction, and peer collaboration.
Student literacy assessment scores have greatly increased after the utilization of digital tools in technology-enhanced reading

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remediation.
Grade 7 students’ pretest and posttest scores show substantial differences utilizing the digital tools in technology-enhanced reading
remediation.
The literacy assessment scores of Grade 7 students significantly influenced by the utilization of digital resources in their instruction.
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Affiliations and Corresponding Information
Emily C. Andaya
Pedro Guevara Memorial National High School
Department Of Education – Philippines

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