Advisers

Abraham P. Muyrong II, PhD

Discipline

Education

Abstract

This study evaluated QR Quest, an interactive QR-code reading activity, for developing pacing, word accuracy, and vocal expression among Grade 4 learners. It was based on the premise that repeated practice, structured intervention, gamification, and technology integration may promote engagement and reading-fluency practice. From a population of 904 Grade 4 learners at Maligaya Elementary School, 65 learners with low fluency were purposively selected. A quasi-experimental quantitative design used a 10-item pretest and posttest and a 15-item survey questionnaire. The intervention lasted seven days. Weighted means, Likert-scale interpretation, the Kolmogorov–Smirnov test, and the Wilcoxon signed-rank test were used. Most respondents were aged 9 years or younger (69%), and males were the majority. On the pretest, 60% were at the frustration level and the overall mean was 2.95. On the posttest, 45% reached the instructional level and 15% reached independent reading; the overall mean increased to 5.75. Mean ratings were 3.23 for pacing, 3.16 for word accuracy, and 3.31 for vocal expression. The Wilcoxon test indicated a significant difference (Z = -6.051, p = 0.000); the p-value should be reported as an inequality rather than as zero. QR Quest was associated with improved reading-fluency scores after a brief intervention among Grade 4 learners selected for low fluency. The activity may support pacing, word accuracy, expression, confidence, and engagement. The lack of a comparison group and the short seven-day period limit causal and long-term conclusions.

Keywords

quasi-experimental, qr quest, reading fluency, quantitative, technology-driven