Integration of Media Literacy in Teaching and Learners' Reading Performance

This study examined the existing relationship between integrating media literacy in teaching and learners' reading performance in the San Fernando 1 District of Bukidnon, for the School Year (SY) 2024-2025. It followed the descriptive-correlational research design. The study's respondents were Grade VI learners in the public elementary schools in the said district. Purposive Sampling was the sampling technique used for this study. It utilized a researcher-designed survey questionnaire to gather the necessary data. The data in this research were evaluated using statistical tools, including mean and standard deviation, frequency count, and percentage, as well as the Pearson r Product-Moment Correlation Coefficient. According to the learners' perception, the following results have emerged: the effectiveness of media literacy integration in teaching, as perceived by the learners, was generally to a large extent. This study found that, despite the teachers' implementation of Media Literacy Integration in Teaching, the learners' reading performance was generally at the Frustration and Instructional levels. A significant relationship was found between the extent to which teachers integrated media literacy into their teaching and learners' reading performance. This study offers the following recommendations: Teachers may be encouraged to enhance their digital skills, promote digital citizenship, and employ diverse evaluation methods to foster a supportive and technologically savvy learning environment. The Department of Education (DepEd) may emphasize ongoing professional development to enhance educators' ICT competencies, instructional strategies, and positive attitudes toward media literacy. This will enhance students' media literacy inclinations, literacy outcomes, and learning experiences, ensuring a culture of effective media literacy education. Teachers can tailor their strategies to address the specific needs of struggling readers, fostering a more inclusive and supportive learning environment that enhances reading competency and engagement. School heads may invest in augmenting teachers' expertise and proficiency in utilizing ICT devices. Professional development opportunities focused on technology integration can enhance educators' ability to effectively integrate media literacy into their instructional methods, ultimately improving students' reading skills and fostering a more technologically enriched educational environment.