www.rsisinternational.org
Page 677
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN APPLIED SCIENCE (IJRIAS)
ISSN No. 2454-6194 | DOI: 10.51584/IJRIAS |Volume X Issue X October 2025
Enhancing Grade 6 Learners' Informational Text Comprehension
through Interactive Ebook Reading: A Focus on Noting Details Skills
Jayvee E. Gamutan
1
, Rodelie S. Egbus
2
, Genelyn R. Baluyos
3
1,3
College of Education, Misamis University
2
Ozamis City, Central School
DOI: https://dx.doi.org/10.51584/IJRIAS.2025.1010000053
Received: 01 October 2025; Accepted: 07 October 2025; Published: 03 November 2025
ABSTRACT
Reading comprehension is a foundational skill in the Philippine K–12 Basic Education Curriculum, yet many
learners continue to struggle with identifying essential details in texts a key component of comprehension. This
action research investigates the effectiveness of using interactive ebooks to enhance the "noting details" skill in
informational text comprehension among Grade 6 learners in a public elementary school in Ozamiz City,
Misamis Occidental, Philippines. The study was prompted by a low mean score of 6.2 in the Regional Unified
Quarterly Assessment (RUQA), indicating a pressing need to improve learners' detail-recognition abilities.
Grounded in reading comprehension theories and digital literacy frameworks, the study employed a one-group
pretest-posttest design. It utilized interactive ebooks aligned with the three-phase reading model (pre-reading,
during-reading, and post-reading) to provide an engaging, multimodal learning experience. A purposively
selected group of Grade 6 students at the Novice High proficiency level (based on ACTFL guidelines)
participated in the intervention. Findings revealed that prior to the intervention, the learners' ability to note
details in informational texts was below expectations. However, after the implementation of the interactive
ebook strategy, their performance improved significantly and was assessed as very satisfactory. Statistical
analysis confirmed a significant difference between pretest and posttest scores, indicating that the use of
interactive ebooks positively impacted learners' comprehension skills. This study offers empirical support for
integrating digital tools into reading instruction and provides practical insights for educators and policymakers
aiming to enhance literacy outcomes through technology-enhanced pedagogical strategies.
Keywords: interactive ebooks, noting details, informational text comprehension, grade 6 learners, reading
comprehension
CONTEXT AND RATIONALE
The Philippine K-12 Basic Education Curriculum prioritizes the development of robust reading comprehension
skills, particularly the ability to extract and analyze information from informational texts. However, a critical
gap exists in Grade 6 learners' proficiency in "noting significant details of informational texts," a foundational
component of comprehension.
Data from the Second Quarter Test Analyses of the Regional Unified Quarterly Assessment (RUQA) for Grade
Six Section Loyalty revealed a concerning mean score of 6.2 in this specific skill. This quantitative evidence,
derived from a standardized measure employing both objective and performance-based instruments
(Department of Education Region X, 2024), substantiates the persistent struggle among Grade 6 learners to
discern and recall key details from informational texts. This deficiency underscores the urgent need for
evidence-based pedagogical interventions to enhance informational text comprehension. The ability to
accurately note details is not merely a discrete skill but a critical component of higher-order reading
comprehension, impacting students' ability to synthesize information, evaluate sources, and engage in critical
analysis.
www.rsisinternational.org
Page 678
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN APPLIED SCIENCE (IJRIAS)
ISSN No. 2454-6194 | DOI: 10.51584/IJRIAS |Volume X Issue X October 2025
Reading proficiency frameworks, like the American Council on the Teaching of Foreign Languages (ACTFL)
Proficiency Guidelines, (2012), emphasize a hierarchical progression of reading abilities. The ability to note
details aligns with foundational comprehension skills that underpin higher-level proficiency.q
Research consistently highlights the critical role of detail recognition in reading comprehension. Ciullo et al.
(2020) identified effective strategies for improving informational text comprehension for students with
learning disabilities, emphasizing the importance of targeted interventions. Taboada Barber (2021)
demonstrated the benefits of integrating informational texts with content-area instruction to enhance
comprehension and vocabulary acquisition.
Furthermore, the ability to note details is intricately linked to source evaluation and information synthesis.
Macedo-Rouet et al. (2013) and Neumann et al. (2020) underscore the necessity of discerning relevant details
for assessing source reliability and integrating information from multiple sources. Muhid et al. (2020) reinforce
that accurate detail extraction is a core component of effective reading comprehension strategies.
The dependent variable, "noting details," is a measurable construct reflecting the effectiveness of instructional
interventions. Studies by Boyle and Weishaar (2001) and Khan et al. (2020) demonstrate the direct correlation
between strategic note-taking and enhanced recall and conceptual understanding. Barnwal (2021) emphasizes
the role of multimodal analysis, where detailed processing influences reading patterns, writing, and oral
fluency. Recent research by Zhang et al. (2024) utilizing advanced technologies further highlights the micro-
level importance of detail recognition in overall comprehension.
Interactive storytelling, facilitated through digital platforms such as interactive ebooks, has emerged as a
promising pedagogical approach for enhancing reading comprehension. Research by Shahid and Khan (2022)
and Zhang, Akoto, and Li (2023) demonstrates the efficacy of digital storytelling and multimodal learning in
promoting meaningful engagement with content.
Studies by Fu, Yang, and Yeh (2022) and AlRawi and AlKahtani (2022) show how interactive storytelling can
encourage deeper thinking and improve comprehension outcomes in various learner groups, including those
with intellectual disabilities.
Furthermore, research indicates that interactive storytelling can enhance critical thinking skills. Studies (2022,
2023) have shown that digital storytelling interventions improve analytical thinking, motivation, and critical
comprehension abilities.
The integration of interactive ebooks aligns with the growing body of research on digital literacy. Day et al.
(2024) and López-Escribano et al. (2021) found that "choose-your-own-adventure" ebooks and interactive
features significantly enhance vocabulary, science concept understanding, and accessibility for struggling
readers.
The utilization of interactive digital tools, as demonstrated by Aparicio et al. (2022) and the principles of
Concept-Oriented Reading Instruction (CORI) by Laia (2020), underscores the value of engaging and
interactive content in fostering reading comprehension. Research by Khan and Khusro (2021) shows how
important digital tools are for different learners, including those with visual impairments. Nevo and Vaknin-
Nusbaum (2020) and Hasbaini (2020) show that informational text and narrative text have different and
complementary benefits. This research aims to investigate the efficacy of interactive ebook reading as an
instructional intervention to enhance the "noting details" skills of Grade 6 learners in the Philippines.
This study will show how interactive storytelling affects understanding of informational texts. It will add to the
existing knowledge on literacy programs that work. The results will offer practical tips for teachers. They will
be able to use proven strategies to boost reading comprehension, critical thinking, and student engagement in
Grade 6. This study will also help us understand how digital tools can improve learning results in developing
countries. Future research can further explore the adaptability of these strategies across diverse learning
contexts and age groups, ensuring their practical implementation in various educational settings.
www.rsisinternational.org
Page 679
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN APPLIED SCIENCE (IJRIAS)
ISSN No. 2454-6194 | DOI: 10.51584/IJRIAS |Volume X Issue X October 2025
Strategy
To enhance learners' ability to extract and retain factual details from informational texts, this action research
project will implement an ebook intervention targeting detail identification skills. The study will analyze the
intervention's effectiveness within the three-phase reading comprehension model, encompassing pre-reading,
during-reading, and post-reading activities (Duke & Pearson, 2002).
Pre-Reading Phase. The pre-reading phase is crucial for activating prior knowledge and establishing a purpose
for reading (Harvey & Goudvis, 2017). Strategies such as previewing the text, engaging in discussions about
related concepts, and posing predictive questions are essential for preparing learners to identify and note
critical details. This refers to the recommendations of comprehensive literacy resources, such as those provided
by Reading Rockets (Reading Rockets, n.d.), which emphasize the importance of pre-reading strategies in
facilitating comprehension. Specifically, activating schema through pre-reading activities allows students to
create mental frameworks that aid in the integration of new information.
During-Reading Phase. During reading, interactive elements within ebooks play a pivotal role in promoting
active monitoring of understanding (McNamara, 2004). Embedded questions, prompts, and interactive features
encourage students to attend to specific details, thereby enhancing comprehension. As demonstrated by Day et
al. (2024), immediate feedback provided through embedded comprehension questions in ebooks significantly
improved students' learning outcomes. This aligns with the concept of self-regulated learning, where learners
actively monitor and adjust their comprehension through metacognitive strategies (Zimmerman, 2002).
Post-Reading Phase. The post-reading phase is essential for consolidating understanding and reinforcing the
details noted during reading (Keene & Zimmermann, 2007). Activities such as summarizing the text,
discussing key points, and answering comprehension questions facilitate the retention and recall of important
information. Engaging students in discussions and reflective exercises allows them to solidify their
understanding and integrate new knowledge with existing schema. This approach is supported by strategies
outlined by Reading Rockets (Reading Rockets, n.d.), which advocate for post-reading activities to solidify
comprehension. Furthermore, post-reading activities that involve summarizing and paraphrasing information
promote higher-level thinking skills.
The integration of interactive ebooks within these three reading phases provides a dynamic and practical
approach to enhancing learners' comprehension of informational texts, particularly in the development of
detail-noting skills. By using the interactive features of ebooks and implementing activities before, during, and
after reading, educators can create engaging learning experiences. These activities help promote deeper
understanding and better recall of information.
Action Research Questions
This action research aimed to enhance Grade 6 learners' informational text comprehension through interactive
ebook reading. Situated within the context of an elementary school in Misamis Occidental during the 2024-
2025 academic year, this study aims to address the identified challenge of detail retrieval, a critical component
of informational text comprehension. By employing interactive ebooks, this research explores a potentially
engaging pedagogical strategy to improve learners' detail-noting skills. The following research questions will
provide a framework for this investigation
1. What is the level of Informational Text Comprehension among Grade 6 Learners before the implementation
of Interactive Ebook Reading?
2. What is the level of Informational Text Comprehension among Grade 6 Learners after the implementation of
Interactive Ebook Reading?
3. Is there a significant difference in the informational text comprehension levels of Grade 6 learners before
and after the implementation of interactive ebook reading?
www.rsisinternational.org
Page 680
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN APPLIED SCIENCE (IJRIAS)
ISSN No. 2454-6194 | DOI: 10.51584/IJRIAS |Volume X Issue X October 2025
Research Design
This study will employ a within-subjects, pre-experimental, one-group pretest-posttest design within a
quantitative framework. This design will be selected to examine the effectiveness of an interactive ebook
reading intervention, explicitly focusing on interactive storytelling, in enhancing Grade 6 learners' ability to
note details within informational texts. Participants will serve as their own control, allowing for a direct
comparison of their performance before and after the intervention.
Site
This study will be conducted in the largest public elementary school in the division of Ozamiz City, Misamis
Occidental, Philippines. During the academic year 2024-2025, the school's total enrollment is 3,248 learners,
served by a faculty of 107 teachers. The school employs a departmentalized instructional approach, facilitating
specialized instruction across various subject areas.
Respondents
This study will employ a purposive sampling strategy to select a cohort of Grade Six learners from the
researcher's six English classes. Participants will be identified as demonstrating a Novice High level of reading
proficiency, aligning with the criteria established in the American Council on the Teaching of Foreign
Languages (ACTFL) Proficiency Guidelines 2012: Reading (Swender, Conrad, & Vicars, 2012). Specifically,
the selection criteria focused on learners who exhibited the ability to comprehend key words, cognates, and
formulaic phrases within highly contextualized texts. Furthermore, participants demonstrated the capacity to
interpret predictable language and messages, such as those found in familiar informational texts like train
schedules or signage, where vocabulary acquisition had occurred. As defined by the ACTFL guidelines,
Novice High readers are typically capable of extracting meaning from short, non-complex texts that provide
basic information supported by contextual or extralinguistic cues.
Instruments
Reading comprehension data will be collected using a standardized multiple-choice test. This instrument,
adapted from the Philippine Informal Reading Inventory Manual (2018), will serve as the primary measure of
participants' comprehension levels. Item responses will be analyzed to identify areas of difficulty. Quantitative
analysis of the test scores will be conducted using a scoring rubric adapted from Arikunto (1989), as employed
in the study by Saraswati, N. K. R., Dambayana, P. E., & Pratiwi, N. P. A. (2021). This adaptation will allow
for the categorization of participants' reading comprehension performance according to established criteria.
The Interactive Ebook-Based Reading Assessment was administered during both the pretest and posttest
phases of the study, enabling the researcher to evaluate improvements in Grade 6 learners' informational text
comprehension, specifically their ability to note significant details, and to determine the effectiveness of the
intervention. In determining the test performance, the following rubric was used.
Score
Interpretation
17-20
Outstanding
16
Very Satisfactory
14-15
Satisfactory
12-13
Fairly Satisfactory
1-11
Did not meet expectation
www.rsisinternational.org
Page 681
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN APPLIED SCIENCE (IJRIAS)
ISSN No. 2454-6194 | DOI: 10.51584/IJRIAS |Volume X Issue X October 2025
Lesson Plan
The researcher created a lesson plan specifically designed to improve sixth-grade students' understanding of
informational texts, focusing on the use of interactive ebook reading to highlight key details. The cooperating
teacher carefully examined and adjusted the lesson plans to ensure they aligned with the curriculum standards
and learning objectives before implementation. The completed lesson plans were then used with sixth-grade
students at a Misamis Occidental public elementary school.
Data Collection & Procedure
The data gathering procedures for this study were structured across three distinct phases: pre-implementation,
implementation, and post-implementation, each designed to systematically collect quantitative and qualitative
data.
Pre-Implementation Phase
During the pre-implementation phase, ethical considerations were paramount, initiated with formal requests for
research clearance from institutional stakeholders, including the Dean of the College of Education, the Schools
Division Superintendent, the school principal, and the participating teacher. Informed consent was obtained
from parents, and child assent was secured from student participants, adhering to ethical research protocols.
Baseline data on students' detail-noting skills were gathered through a pretest, establishing a pre-intervention
benchmark. Furthermore, instructional materials, including lesson plans, activities, and assessments, were
developed based on existing teacher resources, ensuring alignment with the curriculum.
Implementation Phase
Pre-Reading: Students will complete a 5-minute previewing worksheet, noting the title, headings, and images.
They will then participate in a 10-minute group discussion using provided prompts. Their contributions will be
assessed using a rubric that measures relevance and depth. Students will also write down three predictive
questions. These questions will be collected and analyzed for relevance to the text's content.
During-Reading: Students will read the ebook, which includes comprehension questions after each section.
The number of correct answers will be recorded. The ebook's analytics will track the frequency of highlighting
and note-taking.
Post-Implementation Phase
Students will write a one-paragraph summary of the text, following a rubric. They will then participate in a 15-
minute discussion, and their contributions will be assessed. Finally, they will complete a 10-question post-
reading quiz. Pre and post-testing will be used to measure learning gain.
Post-Implementation Phase The post-implementation phase focused on data analysis and dissemination. This
included the systematic tallying and analysis of collected data, interpretation of findings, and the drafting of a
research report. Recommendations were formulated based on the analyzed data. Rigorous proofreading and
editing processes were undertaken to ensure the accuracy and clarity of the research findings. Finally, the
research results were disseminated to relevant stakeholders. Throughout all phases, adherence to ethical
research standards, including informed consent and data privacy, was prioritized. Participants were fully
informed of the study's objectives, potential benefits, and the importance of their contribution. The
confidentiality and anonymity of participants were rigorously maintained, with explicit reference to the Data
Privacy Act of 2012, ensuring ethical accountability and data protection.
Ethical Considerations
Ethical standards were upheld in the study by adhering to
www.rsisinternational.org
Page 682
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN APPLIED SCIENCE (IJRIAS)
ISSN No. 2454-6194 | DOI: 10.51584/IJRIAS |Volume X Issue X October 2025
Republic Act No. 10173, the Data Privacy Act of 2021, emphasizes protecting personal information and
privacy rights. Measures included anonymizing participant data through unique codes, secure data storage with
restricted access, and presenting results to ensure participant anonymity. Researchers maintained unbiased and
accurate documentation of data collection methods and any changes, ensuring transparency and replicability.
All communication during the research was conducted with honesty and transparency.
Data Analysis
With the use of Minitab statistical software and Hyper RESEARCH software, the following statistical tools
and thematic analysis were utilized:
Frequency and Percentage were used to determine the students' retention level.
Mean and Standard Deviation were used to determine the students' retention level on the concepts of angles
before and after manipulating tangible objects.
A t-test was used to explore the significant difference in the performance of students before and after the
manipulation of real objects.
Thematic analysis was employed to analyze the qualitative data by thoroughly reading the data set and
identifying patterns to uncover themes. Thus, HyperRESEARCH software was used to conduct qualitative
analysis on observation and interview data, enabling researchers to code and analyze the data effectively
(Gibbs, 2018).
RESULTS AND DISCUSSION
Learners' Ability Level in Noting Details from Informational Texts Before the Implementation of Interactive
Ebook Reading
Table 1 shows the pretest and posttest performance levels of Grade 6 students in understanding informational
text, namely, in the subskill of marking details, prior to and after interactive ebook reading. The pretest mean
score (M = 6.543; SD = 2.787) indicates a relatively low level of understanding. This implies that before the
intervention, most students had difficulty extracting and remembering particular information from
informational texts, a crucial subskill in reading comprehension.
Conversely, the posttest mean score also substantially improved to (M = 13.196; SD = 4.375), showing
significant improvement in the learners' capacity to spot and remember critical details following exposure to
the interactive ebook. Though some variation in performance persisted (noted from the rise in standard
deviation), the general upward movement in scores illustrates that the intervention positively impacted the
learners.
These results suggest that conventional approaches to reading instruction may not have been sufficient to
motivate learners or enhance their understanding of nonfiction texts. Before the incorporation of the interactive
ebook, students might have been unmotivated, visually disengaged, or lacking strategies for memorizing
factual information. This is in line with earlier studies highlighting the difficulties learners experience when
working with dense, unfamiliar informational material without appropriate scaffolds (Valerio et al., 2020).
The employment of interactive ebooks must have filled these gaps by offering multimodal components like
images, animations, and in-text questions that could have enabled deeper involvement and improved
information retention. Interactive elements can assist learners in actively navigating texts, strengthening
comprehension, and promoting repeated exposure to material (de Jong & Bus, 2021).
Finally, the rise in mean scores after the intervention proves that reading an interactive ebook can be an
effective teaching strategy to improve specific reading skills, such as identifying details. The change in
performance of learners reinforces the belief that digital, interactive resources can become a key element in
www.rsisinternational.org
Page 683
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN APPLIED SCIENCE (IJRIAS)
ISSN No. 2454-6194 | DOI: 10.51584/IJRIAS |Volume X Issue X October 2025
improving comprehension of informational texts, especially among learners who otherwise find it challenging
to deal with conventional, text-based materials.
Table 1: Grade 6 Learners’ Ability Level in Noting Details in Informational Text Before the Implementation of
Interactive Ebook Reading
Variable
M
SD
Pretest Total
6.543
2.787
Posttest Total
13.196
4.375
Note Scale: 26-30 (Outstanding); 23-25 (Very Satisfactory); 21-22 (Satisfactory); 18-20 (Fairly Satisfactory);
1-17 (Did not Meet the Expectations)
Learners' Ability Level in Noting Details from Informational Texts After the Implementation of
Interactive Ebook Reading
Table 2 summarizes the grade level of Grade 6 students in observing details from information texts following
the intervention of interactive ebook reading. The findings reveal a diverse range of performance levels,
highlighting variations in improvement among students. The class has a 28.26% (n = 13) Outstanding level of
performance, indicating that the intervention was significant to a considerable percentage of the class.
Further, 15.22% (n = 7) of students achieved a Very Satisfactory level, and the same percentage also achieved
the Satisfactory level. These statistics indicate that many students who previously struggled with
comprehension skills have been able to advance to higher performance categories. At the same time, 10.87%
(n = 5) were at the Fairly Satisfactory level, while 30.43% (n = 14) of the class struggled. Notwithstanding the
persisting difficulties for some students, the presence of higher-achieving students indicates that the interactive
ebook intervention helped bring about significant reading comprehension gains for a significant portion of the
class.
The performance differential highlights the efficiency of interactive ebooks in stimulating student participation
and ensuring understanding. Although other students continued to dip below the standard, the accomplishment
of almost half the class, at least at the Satisfactory level, indicates the intervention's positive effect.
Understanding informational texts, particularly the ability to take note of details, tends to be problematic for
students, especially when conventional reading instruction does not offer sufficient scaffolding or motivation
(Delacruz & Ramos, 2020). Without interactive, student-focused resources, students may struggle to grasp
individual facts or retain information from dense, nonfiction texts.
The employment of interactive ebooks overcame the above barriers by providing multisensory features like
graphics, in-text questions, and hyperlinks that improve understanding and maintain attention (Moreno &
Mayer, 2019). The features facilitated improved information retention, particularly for students who learn
effectively through visual and interactive methods. Additionally, the heightened motivation and interest
instilled by the ebook experience were likely to result in better comprehension results. Interactive ebooks make
material available in an accessible and engaging format, and this can ensure a more enabling environment
where even struggling readers can feel empowered to join in and succeed (Gomez & Lee, 2022).
In summary, the results from Table 2 illustrate that interactive reading of ebooks can have a strong positive
effect on students' capacity to understand informational texts, especially in recording essential details.
Although additional support may be needed for those who did not meet expectations, the overall findings
confirm the value of incorporating digital reading tools in reading instruction to facilitate comprehension
development and academic success.
www.rsisinternational.org
Page 684
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN APPLIED SCIENCE (IJRIAS)
ISSN No. 2454-6194 | DOI: 10.51584/IJRIAS |Volume X Issue X October 2025
Table 2: Grade 6 Learners' Ability Level in Noting Details in Informational Text After the Implementation of
Interactive Ebook Reading
Ability Level
Frequency
Percentage
Outstanding
13
28.26
Very Satisfactory
7
15.22
Satisfactory
7
15.22
Fairly Satisfactory
5
10.87
Did not Meet the Expectations
14
30.43
Overall Performance
46
100.00
Note Scale: 26-30 (Outstanding); 23-25 (Very Satisfactory); 21-22 (Satisfactory); 18-20 (Fairly Satisfactory);
1-17 (Did not Meet the Expectations)
Significant Difference in Grade 6 Learners' Ability to Note Details in Informational Texts Before and
After the Implementation of Interactive Ebook Reading
Table 3 presents the statistical difference in Grade 6 students' informational text comprehension, specifically
their attention to detail, before and after the use of interactive ebook reading. Results reveal a statistically
significant increase in posttest performance (M = 13.196, SD = 4.375) compared to the pretest (M = 6.543, SD
= 2.787), with a mean difference of -6.652. This significant gain demonstrates the effectiveness of the
intervention in enhancing learners' comprehension.
The interactive ebook's design likely contributed to this improvement by offering multimedia elements, guided
prompts, and visual aids—features that support comprehension better than traditional print. These tools may
have particularly helped students retain information and focus on key details, a critical skill in reading
nonfiction. This outcome aligns with research underscoring the benefits of digital learning tools for
informational texts (Domingo & Salamancia, 2021; Mendoza & Cruz, 2020). Furthermore, students who
previously struggled to identify textual details appeared to benefit the most, as evidenced by the overall rise in
average scores and decreased score variability.
In conclusion, Table 3 confirms a meaningful performance increase following the intervention, underscoring
the value of integrating interactive ebooks into instruction to boost student engagement and comprehension of
informational content.
Table 3: Significant Difference in Grade 6 Learners’ Ability to Note Details in Informational Texts Before and
After the Implementation of Interactive Ebook Reading
Variables
N
M
SD
SE
p-value
Pretest Total
46
6.543
2.787
0.411
Posttest Total
46
13.196
4.375
0.645
Difference
-6.652
5.039
0.743
Note: Probability Value Scale: **p<0.01 (Highly Significant); *p<0.05 (Significant); p>0.05
(Not Significant)
www.rsisinternational.org
Page 685
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN APPLIED SCIENCE (IJRIAS)
ISSN No. 2454-6194 | DOI: 10.51584/IJRIAS |Volume X Issue X October 2025
SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
Summary
Comprehension of reading, more specifically the capacity for marking significant details, is a fundamental skill
that underpins students' overall academic achievement. Nevertheless, most Grade 6 students struggle to
comprehend and remember informational text content, hindering their learning across subjects. The purpose of
this study was to ascertain the efficacy of interactive ebook reading to further the note-taking skill of Grade 6
students during the School Year 2024–2025 in a public school context.
The research employed a quantitative design, enrolling 46 purposively sampled learners who struggled with
informational text comprehension. Data were gathered using researcher-constructed pretests and posttests for
the skill of marking details. These were examined using relevant statistical measures to test changes in
performance and whether significant differences existed before and after the intervention.
Findings
The following were the study's key findings:
1. The Grade 6 learners' ability to comprehend informational texts, specifically their skill in noting details,
before the implementation of interactive ebook reading did not meet expectations.
2. The Grade 6 learners' ability to comprehend informational texts, particularly in noting details, after the
implementation of interactive ebook reading was assessed as very satisfactory.
3. There was a significant difference in the learners' ability to note details in informational texts before and
after the implementation of interactive ebook reading.
Conclusions
The study's findings led to the formulation of the following conclusions:
1. Traditional reading instruction alone may not be adequate to fully aid Grade 6 students in establishing their
capacity for understanding informational texts, especially in identifying important details.
2. The inclusion of interactive ebook reading in classroom instruction can contribute heavily to enhancing
learners' capacity for identifying and remembering specific information in informational texts.
3. The significant boost in the performance of the learners following the intervention affirms the positive effect
of interactive, technology-led approaches on reading comprehension, particularly in the development of detail-
oriented reading skills.
Recommendations
1. School administrators may consider providing access to digital resources and technological infrastructure
that support the integration of interactive ebooks in classroom instruction. They may also organize professional
development sessions or training focused on digital literacy and innovative reading strategies to enhance
learners' comprehension skills.
2. Teachers may incorporate interactive ebooks into their reading instruction, particularly when teaching
informational texts. Features like embedded questions, audio narration, and interactive elements can actively
engage students, improving their ability to note important details while reading.
3. Students may engage with interactive ebooks with focus and curiosity, utilizing the tools provided, such as
highlighting, note-taking, and embedded quizzes, to enhance their comprehension of informational texts.
www.rsisinternational.org
Page 686
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN APPLIED SCIENCE (IJRIAS)
ISSN No. 2454-6194 | DOI: 10.51584/IJRIAS |Volume X Issue X October 2025
Actively participating in discussions and activities related to the reading material can also strengthen their
skills in noting details.
4. Parents may support their children's reading development at home by encouraging the use of interactive
ebooks. They can take part in their child's reading routine by discussing content, helping identify key details in
texts, and promoting a positive reading environment that values comprehension and critical thinking.
5. Future researchers may investigate the long-term impact of interactive ebooks on students' comprehension
and compare their effectiveness with traditional reading methods across different grade levels.
REFERENCES
1. Abenojar, M. B. (2024). Effectiveness of Directed Reading Thinking Activity (DRTA) in improving the
reading comprehension of Grade Three pupils. International Journal of Open-access, Interdisciplinary
and New Educational Discoveries of ETCOR Educational Research Center (iJOINED ETCOR), 3(2),
435–446.Balbaa, M. E., & Abdurashidova, M. (2023). Enhancing Student Engagement and Learning
Outcomes Through Gamification in Education. Technology and Education, 13.
2. Al-Bulushi, A., & Alkaaf, F. (2017). Tell and write: The effect of storytelling strategy for developing
story writing skills among grade seven learners. Open Journal of Modern Linguistics, 7(2), 119–
141.Karakoç, B., Eryılmaz, K., Turan Özpolat, E., & Yıldırım, İ. (2022). The effect of game-based
learning on student achievement: A meta-analysis study. Technology, Knowledge and Learning, 27(1),
207-222.
3. Al-Shaye, S. (2021). Digital storytelling for improving critical reading skills, critical thinking skills,
and self-regulated learning skills. Kıbrıslı Eğitim Bilimleri Dergisi, 16(4), 2049–2069.Pan, Y., & Ke, F.
(2023). Effects of game-based learning supports on students’ math performance and perceived game
flow. Educational technology research and development, 71(2), 459-479.
4. Alsolami, A. S. (2025). The effectiveness of using artificial intelligence in improving the academic
skills of school-aged students with mild intellectual disabilities in Saudi Arabia. Research in
Developmental Disabilities, 156, 104884.
5. Bakar, R. A. (2019). Digital storytelling: An influential reading comprehension and creativity tool for
21st-century literacy skills. Journal of English Language Teaching Innovations and Materials
(JELTIM), 1(2), 49–53.
6. Chowdhury, M., Dixon, L. Q., Kuo, L. J., Donaldson, J. P., Eslami, Z., Viruru, R., & Luo, W. (2024).
Digital game-based language learning for vocabulary development. Computers and Education Open, 6,
100160.
7. Ciğerci, F. M., & Yıldırım, M. (2024). From Freytag Pyramid Story Structure to Digital Storytelling:
Adventures of Pre-Service Teachers as Story Writers and Digital Storytellers. Education and
Information Technologies, 29(5), 5697–5720.
8. Deniozou, T., Dima, M., & Cox, C. (2020, November). Designing a game to help higher education
students develop their note-taking skills in Proceedings of the Annual Symposium on Computer-
Human Interaction in Play (pp. 181–192).
9. Gupta, A., Lee, S., Mott, B., Chakraburty, S., Glazewski, K., Ottenbreit-Leftwich, A., ... & Lester, J.
(2024, March). Supporting upper elementary students in learning AI concepts with story-driven game-
based learning. In Proceedings of the AAAI Conference on Artificial Intelligence, 38(21), 23092–
23100.
10. Hamdy, M. F. (2017). The effect of using digital storytelling on students' reading comprehension and
listening comprehension. Journal of English and Arabic Language Teaching, 8(2), 112–123.
11. Jassim, A. P. D. L. Lafta. EFL students' perceptions towards using storytelling to develop their literacy
skills.
12. McQuiggan, S. W., Goth, J., Ha, E., Rowe, J. P., & Lester, J. C. (2008). Student note-taking in
narrative-centered learning environments: Individual differences and learning effects. In Intelligent
Tutoring Systems: 9th International Conference, ITS 2008, Montreal, Canada, June 23–27, 2008
Proceedings 9 (pp. 510–519). Springer Berlin Heidelberg.
www.rsisinternational.org
Page 687
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN APPLIED SCIENCE (IJRIAS)
ISSN No. 2454-6194 | DOI: 10.51584/IJRIAS |Volume X Issue X October 2025
13. Miller, S., & Pennycuff, L. (2008). The power of story: Using storytelling to improve literacy learning.
Journal of Cross-Disciplinary Perspectives in Education, 1(1), 36–43.
14. Nair, V., & Yunus, M. M. (2021). A systematic review of digital storytelling in improving speaking
skills. Sustainability, 13(17), 9829.
15. Odvina, R. A., Baylon, L. A., Ayop, R. M. M., & Evardo Jr, O. J. (2024). Use of cybergogy in
improving reading comprehension among high school students: A systematic literature review. Journal
of Digital Learning and Education, 4(3), 210–222.
16. Rajagukguk, M., Munthe, M. V. R., & Situmeang, S. A. (2023). The effect of using the guided note-
taking technique on reading comprehension among Grade Eleven students at SMA Negeri 4 Pematang
Siantar. Journal Scientia, 12(4), 567–575.
17. Riski, Y. A., & Wahyuni, S. (2023). Developing a MALL-based reading comprehension test for seventh
grade by using Quizizz. JALL (Journal of Applied Linguistics and Literacy), 7(2), 321–334.
18. Sembiring, D. L. B., & Simajuntak, D. C. (2023). Digital storytelling as an alternative teaching
technique to develop vocabulary knowledge of EFL learners. Journal of Languages and Language
Teaching, 11(2), 211–224.
19. Setyarini, S., Muslim, A. B., Rukmini, D., Yuliasri, I., & Mujianto, Y. (2018). Thinking critically while
storytelling: Improving children's HOTS and English oral competence. Indonesian Journal of Applied
Linguistics, 8(1), 189–197.
20. Spencer, T. D., Kajian, M., Petersen, D. B., & Bilyk, N. (2013). Effects of an Individualized Narrative
Intervention on Children's Storytelling and Comprehension Skills. Journal of Early Intervention, 35(3),
243–269.
21. Syahputra, D. P. B., & Inayah, A. (2022). Note-taking technique achievement in narrative text at senior
high school. Buana Pendidikan: Jurnal Fakultas Keguruan dan Ilmu Pendidikan Unipa Surabaya, 18(1),
124–134.
22. Tanrıkulu, F. (2022). Students' perceptions about the effects of collaborative digital storytelling on
writing skills. Computer Assisted Language Learning, 35(5–6), 1090–1105.
