Exploring the Influence of Digitalized Instructional Materials on Reading Performance: The Mediating Role of Students' Motivation and Engagement
Year: 2026
Type: conference-paper
Study design: Observational Study
Abstract: This study investigated the structural relationships among digitalized instructional materials (DIMS), students' motivation, engagement, and reading performance among intermediate struggling readers of Cabadbaran City Division. A descriptive-correlational research design utilizing Structural Equation Modeling (SEM) was employed. The study involved 112 intermediate reading teachers as respondents, with the sample size determined using Cochran's formula. Results revealed that DIMS utilization, students' motivation, and engagement were at very high to extremely high levels, while reading performance was low. DIMS utilization showed significant positive associations with students' motivation and engagement but showed no significant direct relationship with reading performance. Moreover, motivation and engagement did not show significant indirect relationships between DIMS utilization and reading performance. These findings indicate that DIMS utilization is associated with higher levels of motivation and engagement but does not correspond to improved reading performance. The study contributes to the existing literature by providing empirical evidence on the structural relationships among DIMS, motivation, engagement, and reading performance among intermediate struggling readers. It is recommended that educators integrate DIMS with targeted, skill-based reading interventions and that policymakers strengthen programs that combine technology use with structured literacy instruction.
Authors: Shiela Mae A. Abella, Gladys L. Lagura
Institution: Caraga State University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W7204753234