Application of Interactive Digital Resources for the Development of the Reorganizational Level of Comprehension

Abstract

This study was conducted under Sustainable Development Goal (SDG) 4: Quality Education to evaluate the role of interactive digital resources in developing students’ reading comprehension. The location of the study was in a public educational institution in San José de los Molinos, Ica, Peru, in 2025. An applied study with a quantitative approach and quasi-experimental design was conducted. The research involved two groups: a control and an experimental group, with a total number of participants of 50 students and a population of 90 students. The non-probability convenience sampling method was used, dividing the selected sample into two equal groups of 25 students each. The ACL Reading Comprehension Test was implemented, and five experts validated the instrument and confirmed its reliability (KR-20 = 0.774). As a result, 56% of the participants in the experimental group reached a satisfactory level of reading comprehension, while only 4% of the students in the control group achieved similar results. In addition, it was found that the reading comprehension level improved significantly after the intervention (U = 146, p = 0.001). Significant differences were found in the reorganizational level of reading comprehension (p = 0.007), inferential (p < 0.001), and critical (p = 0.003), while the literal level did not show a significant difference (p = 0.068). Therefore, the use of interactive digital resources significantly increases the level of reading comprehension, especially in terms of critical, inferential, and reorganizational comprehension, which is why they are recommended for implementation in basic education.