Extent of Electronic Gadget Usage in Learning English and Reading Comprehension of Grade Six Pupils

Abstract

In an age where digital technology is deeply ingrained in our lives, children are becoming more immersed in electronic gadgets, often at the expense of traditional reading. Thus, this study sought to determine and understand how the proliferation of electronic gadget usage of the Grade 6 pupils of Loon South Central Elementary School impacts the level of their reading comprehension. With gadgets becoming a ubiquitous presence in their lives, this study aims to determine the significant relationship between the extent of electronic gadget usage of the respondents and the respondent’s level of reading comprehension in applied, literal and interpretive category. The descriptive survey research design was used within the study. Findings revealed that there is no significant relationship between the extent of electronic gadget usage and level of reading comprehension. This means that the amount of time children spent in using electronic gadgets does not affect the level of their reading comprehension. Thus, students are capable of maintaining their comprehension skills, regardless of their screen time.