The Effect of Digital Media on Improving Reading Skills amongst Lower Primary School Pupils of Dodoma City in Tanzania

Abstract

The study explored the effect of digital media (videos and digital games) in improving reading skills (basic sounds, word pronunciation) amongst the lower primary school pupils of Dodoma City in Tanzania. The hypothesis assumed a significant relationship between the use of digital media and the improvement of reading skills amongst lower primary school pupils.  The study included 160 pupils (80 in the control and 80 in the experimental groups) from two public schools in Dodoma City. A stratified sampling technique was used to obtain a sample for the study by selecting pupils with F-grade scores from the continuous assessment. The study was guided by the cognitive theory of multimedia learning, which emphasises the importance of videos, digital games, and digital pictures in learning. The study also used a standardised test to collect data and the Multivariate General linear model for data analysis. The analysis indicated a statistically significant linear relationship between the use of digital media (videos, digital games) and reading skills (basic sounds, word pronunciation) amongst the lower primary school pupils of Dodoma City in Tanzania. Findings also showed a significant mean difference between the control and experimental groups, indicating higher test scores in the experimental group than in the control group. The study recommends that policymakers, curriculum developers, curriculum implementers such as teachers, and other education stakeholders consider videos and digital games when designing instructional tools to facilitate reading skills (basic sounds, word pronunciation) amongst lower primary school pupils.