Effects of Embedded Multimedia in Directed Reading Lessons on Student Engagement and Media Analysis

Abstract

This research examined the effects of embedded multimedia in Directed Reading Lessons (DRL) on student engagement and media analysis. The study utilized pre-post counterbalanced quasi-experimental design, which was implemented in two cycles with two Grade 6 classes as participants.

Assessments were given in three stages: (1) pre-intervention, (2) post-Cycle 1, and (3) post-Cycle 2. The major assessment instruments, namely Student Engagement Survey (SES) and Media Analysis Test (MAT), had three versions each based on the tool used by Arke and Primack (2009). The Student Engagement Observation Checklist (SEOC) filled out by the teacher-researcher together with his observation notes and the written comments of the students were also used to comprehensively examine the impact of the intervention. Data were analyzed by computing for the weighted means of each SES and SEOC item and using paired samples t-test through SPSS Statistics software.

Before and after the implementation of DRLs with and without embedded multimedia, results of the study showed that, (1) there were statistically significant differences in student engagement, (2) there were no significant differences in the media analysis skills of students, and (3) the weighted mean score of each SES and SEOC item, (4) and the patterns in the students’ comments and teacher-researcher’s observation notes were consistent with the findings in the SES.