Teach- Nology: A tool for improving phonemic awareness of non- graded learners with special education needs (LSENs)
Guronasyon Foundation Incorporated National High School, Rizal, Philippines.
Research Article
World Journal of Advanced Research and Reviews, 2022, 16(02), 375–382
Article DOI: 10.30574/wjarr.2022.16.2.1175
Publication history:
Received on 01 October 2022; revised on 06 Nopvember 2022; accepted on 09 November 2022
Abstract:
This study aimed to determine the effects Teach-Nology as a tool for improving phonemic awareness of non- graded Learners with Special Education Needs (LSENs). Parameters were based on pretest and posttest. The researchers used the experimental descriptive design thus, applying different statistical treatment such as mean, standard deviation and dependent t- test.
Overall mean results for pretest and posttest for the phonemic awareness were 4.20 and 7.00 having Fairly Satisfactory and Very Satisfactory verbal interpretation. The overall mean result in the posttest was greater compared to pretest, this implied that there was an increase in the alphabet recognition of the subjects before and after the exposure to Teach-Nology.
Also, the dependent t-test results revealed that the level of performance in alphabet recognition of respondents after the exposure to Teach-Nology differ significantly since the p-value is less than 0.05. With such results, the null hypothesis is rejected with verbal interpretation of significant.
In conclusion, Teach-Nology helps in improving the level of performance in phonemic awareness of students, specifically the non-graded learners with special educational needs of Guronasyon Foundation Inc. National High School. However, continuous effort and emphasis on enhancing the level of performance in alphabet recognition should be given to improve their skill.
Keywords:
Phonemic Awareness; Learners with Special Needs; Technology; ICT; Inclusive education
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