Authors : Dr. Davin Persaud

Volume/Issue : Volume 11 - 2026, Issue 4 - April

Google Scholar : https://tinyurl.com/yfpryhbh

Scribd : https://tinyurl.com/324jtfs8

DOI : https://doi.org/10.38124/ijisrt/26apr2497

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study examined the impact of ICT-integrated multimedia instruction on the reading comprehension and engagement of Grade 5 pupils in Region 6, Guyana. The study addresses the need for evidence-based literacy instruction that integrates reading pedagogy with appropriate information and communication technology (ICT) resources. A mixed methods design was used with 172 Grade 5 pupils. Quantitative data were collected through pre-test and post-test reading comprehension scores, engagement ratings, and pupil questionnaire responses, while qualitative data were gathered through classroom observations, pupil comments, and teacher reflection notes. The intervention used projected texts, teacher-created digital slides, images, audio narration, short instructional videos, vocabulary visuals, graphic organizers, and interactive comprehension activities. The study was guided by Mayer’s Cognitive Theory of Multimedia Learning and the Technological Pedagogical Content Knowledge (TPACK) framework.

Keywords : ICT Integration, Multimedia Instruction, Reading Comprehension, Pupil Engagement, Grade 5 Pupils, Educational Technology, Guyana, Primary Education.

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