Learning Reading Skills Independently Using Interactive Multimedia

Abstract

This article presents a need analysis survey result on improving reading skills using interactive multimedia. 46 participants were involved in this study and they were chosen using random sampling. Result shows that there is no significant difference between interactive multimedia and gender by t =-.839, p = .830 (p .05). Result also shows that there was no significant difference between interactive multimedia and school locations with the value of t = 1.05, p = .885 (p .05). This finding shows that teachers in urban and rural areas have similar views on developing interactive multimedia learning tools for students with specific learning difficulties. The result of the Pearson correlation test shows a significant r = .321∗ value (p .005). These results show that students with specific learning difficulties and needs for developing interactive multimedia tools are positive variables and it also shows a strong influence on the teaching and learning process. Thus, interactive multimedia tools will lead to a significant increase in reading skills among students with specific learning difficulties. Recommendations are made related to the needs of developing interactive multimedia learning tools for intervention program. By using interactive multimedia as instructional tools, students with specific learning difficulties will be able to learn independently in more fun environment. As conclusion, teachers need to move together towards evolution in education and implement a more enjoyable and meaningful learning in their instruction using interactive multimedia tools.