Effectiveness of animated video lessons on learners’ reading fluency and comprehension skills

This study determined the effectiveness of animated video lessons in improving the reading fluency and comprehension skills of struggling readers in Iyapan Primary School, Division of Apayao, during School Year 2025–2026. Employing a quasi-experimental one-group pretest-posttest design, the study involved eighteen learners from Grades 4, 5, and 6 who were identified as struggling readers based on the school's reading assessment. The intervention was implemented over five months with sessions conducted three times per week using animated video lessons as the primary instructional tool. Data were gathered using standardized reading passages adapted from the Philippine Informal Reading Inventory (Phil-IRI), a reading fluency scoring rubric, and a learner engagement survey questionnaire. Descriptive statistics including mean and standard deviation were used to describe learners' performance, while a paired samples t-test was applied to determine the significant difference between pretest and posttest scores at a 0.05 level of significance. Findings revealed that prior to the intervention, learners demonstrated fair reading fluency and performed at the instructional comprehension level, indicating a need for continued teacher support. Following the five-month implementation, learners exhibited marked improvement, achieving higher levels of reading fluency and advancing to the independent comprehension level. Statistical analysis confirmed a significant difference between pretest and posttest scores in both reading fluency and comprehension. Additionally, learners demonstrated a high level of engagement throughout the animated video lesson sessions. The study concludes that animated video lessons are an effective technology-based instructional strategy for enhancing reading fluency, comprehension, and learner engagement among struggling readers, particularly in resource-constrained rural school settings.