Impact of Educational Technology–Supported Instruction on the Reading Outcomes of Girl Students in Government Primary Schools: An Experimental Study

Abstract

Reading is the foundation of learning at the primary stage, as it supports academic achievement across all subjects. However, many girl students in government primary schools face persistent difficulties in reading fluency, comprehension, vocabulary development, and overall reading performance when instruction relies mainly on traditional textbook-based teaching methods. Educational technology offers new possibilities for improving literacy through interactive, multisensory, and engaging learning experiences. The present study investigates the effectiveness of Educational Technology–Supported Instruction on the reading outcomes of girl students. A pre-test–post-test control group quasi-experimental design was employed. The sample consisted of 100 girl students of Class V selected from two government primary schools of Raipur district, Chhattisgarh, through purposive sampling. Fifty students formed the experimental group, and fifty formed the control group. The ASER Reading Assessment Tool was used to assess reading abilities before and after the intervention. The experimental group received technology-supported reading instruction using digital storybooks, audio-visual lessons, multimedia presentations, and interactive reading applications, whereas the control group received conventional classroom instruction. Statistical analysis using mean, standard deviation, and independent t-test revealed a significant improvement in the reading outcomes of girl students in the experimental group compared to the control group. The findings demonstrate that educational technology can play a vital role in enhancing reading skills and engagement among girl students at the primary level. The study suggests that integrating technology into reading instruction can support equitable learning opportunities and strengthen foundational literacy in government schools.