Impact of Educational Technology–Supported Instruction on Reading Outcomes of Primary School Students: An Experimental Study

Abstract

The present study examines the impact of Educational Technology–Supported Instruction on the reading outcomes of primary school children. A pre-test–post-test control group experimental design was used, involving 200 Class V students from two government primary schools in Raipur district, Chhattisgarh. The experimental group received technology-supported reading instruction using digital storybooks, multimedia lessons, audio-supported reading, and interactive applications, while the control group was taught through traditional methods. Reading outcomes were measured using the ASER Reading Assessment Tool, converted into numerical scores for analysis. Results revealed a significant improvement in the reading outcomes of the experimental group compared to the control group. The calculated t-value (12.47) exceeded the critical value (1.97) at the 0.05 significance level, confirming the superior effect of educational technology on reading fluency, comprehension, and overall reading performance. The study concludes that educational technology enhances reading achievement and can be meaningfully integrated into primary classrooms to support foundational literacy.