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https://journal.
id/index.
php/konfiks FROM CONVENTIONAL READING TO MOODLE-BASED LEARNING:
AN EXPERIMENTAL STUDY ON UNDERGRADUATE STUDENTSAo
READING COMPREHENSION
HidayatiA).
Inda IndrawatiA).
Sri Sudaryati.
Andi Muhammad Abrar.
Diyenti Rusdin.
Marzuki.
1,2,4,5,6English Language Education.
Universitas Madako Tolitoli 2Indonesian Language Education.
Universitas Alkhairaat.
Palu Jln.
Madako No.
1 Kec.
Baolan.
Kab.
Tolitoli 1E-mail: hidayati@umada.
2E-mail: indaindrawati@umada.
4E-mail: andiabrar@umada.
E-mail: diyentirsudin@umada.
6E-mail: marzuki@umada.
3E-mail: sri.
sudaryati96@gmail.
Abstrak Perkembangan teknologi digital mendorong pemanfaatan Learning Management Systems (LMS) dalam pembelajaran di pendidikan tinggi, termasuk pada pengajaran membaca.
Meskipun Moodle banyak diadopsi, bukti empiris yang menguji efektivitasnya melalui pendekatan eksperimental dalam meningkatkan pemahaman membaca mahasiswa masih terbatas, khususnya jika dibandingkan secara langsung dengan pembelajaran membaca konvensional.
Penelitian ini bertujuan untuk menguji pengaruh pembelajaran membaca berbasis Moodle terhadap kemampuan pemahaman membaca mahasiswa serta membandingkan hasil belajar mahasiswa yang mengikuti pembelajaran melalui Moodle dengan mahasiswa yang mengikuti pembelajaran membaca konvensional.
Penelitian menggunakan desain kuasi-eksperimental dengan rancangan pretestAeposttest kelompok kontrol.
Sebanyak 46 mahasiswa sarjana dilibatkan dan ditempatkan pada dua kelas utuh: kelompok eksperimen .
= .
dan kelompok kontrol .
= .
Kelompok eksperimen memperoleh pembelajaran membaca melalui Moodle yang mengintegrasikan materi terstruktur, aktivitas interaktif, dan penilaian formatif, sedangkan kelompok kontrol menerima pembelajaran membaca tatap muka menggunakan materi cetak dan diskusi yang dipandu dosen.
Instrumen utama berupa tes pemahaman membaca yang diberikan sebelum dan sesudah intervensi.
Data dianalisis menggunakan statistik deskriptif, uji t sampel berpasangan untuk menguji peningkatan dalam masing-masing kelompok, uji t sampel independen untuk membandingkan skor posttest antar-kelompok, serta perhitungan ukuran efek untuk menilai signifikansi praktis.
Hasil analisis menunjukkan bahwa kedua kelompok mengalami peningkatan pemahaman membaca dari pretest ke posttest, namun peningkatan pada kelompok eksperimen secara signifikan lebih besar dibandingkan kelompok kontrol.
Perbandingan skor posttest antar-kelompok juga menunjukkan perbedaan yang signifikan dengan ukuran efek yang besar, menandakan dampak yang kuat dan bermakna secara edukatif.
Dengan demikian, pembelajaran membaca berbasis Moodle terbukti efektif dan berpotensi meningkatkan kualitas pembelajaran membaca di pendidikan tinggi, terutama melalui lingkungan belajar yang lebih interaktif dan fleksibel.
Kata kunci: Moodle, membaca, pendidikan, pembelajaran Abstract The rapid advancement of digital technology has encouraged the integration of Learning Management Systems (LMS) in higher education, including in reading instruction.
Although Moodle is widely adopted, empirical evidence based on experimental approaches that directly examine its effectiveness in enhancing undergraduate studentsAo reading comprehension remains limited, particularly in comparison with conventional reading instruction.
This study aimed to investigate the effect of Moodle-based reading instruction on studentsAo reading comprehension and to compare learning outcomes between students taught through Moodle and those taught through traditional instructional methods.
A quasi-experimental research design employing a pretestAeposttest control group was applied.
The participants Permalink/DOI: https://doi.
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26618/qywp0457 Page 7 of 17 - Integrity Submission Submission ID trn:oid:::1:3455089625 Page 8 of 17 - Integrity Submission Submission ID trn:oid:::1:3455089625 p-ISSN: 2355-2638, e-ISSN: 2746-1866.
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https://journal.
id/index.
php/konfiks consisted of 46 undergraduate students divided into two intact classes: an experimental group .
= .
and a control group .
= .
The experimental group received reading instruction through Moodle, integrating structured learning materials, interactive activities, and formative assessments, while the control group was taught using conventional face-to-face reading instruction with printed materials and teacher-led discussions.
A reading comprehension test was administered as both a pretest and a posttest.
Data were analyzed using descriptive statistics, paired-samples t-tests to examine within-group improvement, independent-samples t-tests to compare posttest performance between groups, and effect size analysis to assess practical significance.
The results revealed that both groups demonstrated significant improvement in reading comprehension from pretest to posttest.
however, the experimental group showed significantly greater gains than the control group.
Furthermore, the posttest comparison indicated a statistically significant difference with a large effect size, suggesting that Moodle-based instruction had a substantial and educationally meaningful impact on studentsAo reading comprehension.
Overall, the findings indicate that Moodlebased reading instruction is an effective approach for enhancing undergraduate studentsAo reading comprehension and offers considerable pedagogical benefits for reading instruction in higher education contexts.
Keywords: Moodle, reading, education, learning immediate feedback, and opportunities for collaborative meaning-making (Kim et al.
, 2023.
Moon et al.
, 2.
Among various LMS platforms.
Moodle has emerged as one of the most extensively used systems in universities Its capacity to integrate structured reading materials with interactive activities, quizzes, and discussion forums positions Moodle as a potentially effective medium for supporting reading comprehension development in higher education contexts (Marzuki et al.
, 2.
Despite the rising number of studies on technology-enhanced reading instruction, the evidence base remains uneven.
Many LMSrelated studies in reading contexts are descriptive or correlational, prioritizing indicators such as perception, engagement, and satisfaction, while giving limited attention to outcome-based evaluation using experimental control (Ma & Zhao, 2025.
McBreen & Savage, 2.
As a result, empirical evidence demonstrating the causal impact of LMS-based instruction on reading comprehension development remains limited, particularly in higher education contexts.
Second, studies that have investigated Moodlesupported learning often treat the platform as a general instructional tool, without explicitly contrasting Moodle-based reading instruction with conventional, face-to-face reading practices.
This situation makes it difficult to determine whether gains in reading comprehension stem
INTRODUCTION
Reading comprehension continues to be a fundamental competency in higher education because it enables students to interpret subjectspecific texts, integrate ideas from multiple sources, and participate effectively in critical scholarly discussions.
At the undergraduate level, strong reading competence is closely associated with academic achievement, self-directed learning, and successful knowledge construction across subject areas (Jeong, 2022.
Li et al.
, 2.
Despite its importance, recent studies continue to report that many university students experience difficulties in comprehending academic texts, particularly when reading instruction relies heavily on conventional, teacher-centered approaches with limited learner interaction (Eriksson, 2023.
Kamaak et al.
, 2.
Over the past few years, the growing use of digital learning platforms has significantly influenced how teaching is carried out in universities, including approaches to developing studentsAo reading abilities.
One widely used tool is the Learning Management System (LMS), which helps facilitate learning that is more adaptable, engaging, and oriented toward student participation (Marzuki et al.
, 2024a.
Wahid et.
Research suggests that technologysupported reading instruction can enhance comprehension by offering multimodal texts.
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from MoodleAos pedagogical features or from other instructional factors (Al-QoraAon et al.
, 2025.
Marzuki et al.
, 2024.
Moreover, existing research tends to emphasize blended or emergency remote learning settings, especially during the COVID-19 pandemic, which may not accurately reflect post-pandemic instructional realities (Goyal et al.
, 2023.
Oliveira et al.
, 2.
Finally, there is still limited experimental evidence from undergraduate settings in developing or non-urban contexts, where digital access and instructional conditions often diverge from those in well-funded institutions.
Responding to these gaps will help establish stronger empirical support for the effectiveness of Moodle-based reading instruction while also informing instructional practices in a wide range of higher education environments.
To fill the gaps in existing studies, the current research tests the effectiveness of Moodle-based reading instruction for improving undergraduate studentsAo reading comprehension through a controlled experiment.
The direct Moodle-supported instruction and conventional reading activities is intended to produce more reliable evidence of MoodleAos contribution to comprehension gains.
Employing a pretestAeposttest control group design strengthens the analysis of causal relationships between instructional delivery and studentsAo reading outcomes.
By comparing the outcomes of Moodlesupported and traditional reading instruction, this study advances the literature in three main First, it strengthens the evidence base on the effectiveness of Learning Management Systems (LMS) by employing an experimental Second, it elucidates the instructional contribution of Moodle to reading pedagogy in undergraduate classrooms.
Third, it provides context-specific insights that can guide instructional design as well as institutional policy for higher education providers aiming to adopt digital platforms to support language and literacy https://journal.
id/index.
php/konfiks In line with these objectives, this study proposes the following research questions:
Do undergraduate students who receive Moodle-based reading instruction demonstrate significantly different reading comprehension performance than those who receive conventional instruction? .
To what extent does Moodlebased undergraduate studentsAo reading comprehension relative to conventional instruction? METHOD To examine the effect of Moodle-assisted reading instruction on undergraduate reading comprehension, the study applied a quasiexperimental research design.
Using a pretestAe posttest control group arrangement, the research compared performance gains between students participating in Moodle-based instruction and those following traditional reading instruction.
Given institutional constraints that prevented random allocation of individual students, the study relied on two intact classes as the experimental and control groups.
Students in the experimental group received reading instruction via Moodle, which included organized reading resources, interactive learning tasks, and formative evaluation activities.
contrast, the control group participated in conventional face-to-face instruction using printed texts and teacher-facilitated discussions.
The same reading comprehension test was administered to both groups before and after the intervention to capture changes in reading performance across time.
This approach allowed a systematic comparison of instructional impacts while preserving ecological validity in authentic classroom conditions, making it suitable for higher-education educational research (Creswell & Plano Clark, 2.
This study involved 46 undergraduate students enrolled in a reading-related course at a higher education institution.
They were organized into two existing classes, with 23 students Permalink/DOI: https://doi.
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https://journal.
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php/konfiks forming the experimental group and 23 students equivalence, both groups completed a reading forming the control group.
The use of intact comprehension pretest prior to the treatment.
The groups was required due to institutional policies pretest results showed no statistically significant and timetable constraints, which aligns with difference in initial reading ability between the common practice in quasi-experimental research two groups, indicating that they were sufficiently in educational contexts.
Overall, participants were at a comparable academic stage and shared Participation was voluntary, and informed similar prior learning experiences in reading consent was obtained from all students before before the intervention.
To establish baseline data collection commenced.
Table 1.
Demographic Characteristics of the Participants Demographic Variable Gender Ae Male Ae Female Age .
Ae Mean Ae Range Academic Level Ae First-year students Prior Moodle Experience Ae Yes Ae No Experimental Group .
= .
Control Group .
= Total (N = .
18Ae22 18Ae22 18Ae22 The comprehension test as the principal measurement Using a pretestAeposttest format for both groups, the instrument consisted of multiplechoice items covering major components of comprehension, including main idea recognition, explicit/implicit Texts were drawn from academiclevel materials appropriate for undergraduate Content validity was supported through blueprinting to course objectives and evaluation by two specialists in language education.
Reliability was checked through pilot testing and yielded an acceptable coefficient.
The pretest and posttest used the same items, with only the item order altered at posttest to mitigate familiarityrelated bias.
The procedures followed a staged sequence.
Both groups first completed a reading comprehension pretest to determine baseline ability and ensure equivalence.
The experimental group then received Moodle-based instruction, while the control group underwent conventional instruction over six sessions.
Moodle activities included structured tasks, quizzes, discussion forums, and assignment uploads, with students engaging individually and collaboratively.
The control group used printed versions of the same materials and took part in teacher-led discussions and in-class exercises without Moodle.
After the intervention, an identical posttest was administered under conditions similar to the The analysis began with descriptive statistics to summarize reading comprehension scores from the pretest and posttest.
For both the experimental and control groups, measures of central tendency and dispersionAiincluding the mean, standard deviation, minimum, and maximumAiwere computed to provide an initial profile of studentsAo performance before and after Permalink/DOI: https://doi.
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the intervention.
Prior to conducting inferential tests, assumption checking was performed to confirm the appropriateness of parametric Score normality was evaluated using the ShapiroAeWilk test, and the equality of variances between groups was examined through LeveneAos test.
The findings indicated that the dataset satisfied the assumptions for t-test To assess improvement within each group, paired-samples t-tests were used to compare pretest and posttest scores.
To evaluate the impact of instructional mode, an independent-samples ttest was applied to compare the posttest results of the experimental and control groups.
In addition.
CohenAos d was calculated to estimate the magnitude of the observed differences.
All statistical analyses were conducted using statistical software, with the significance threshold set at p < .
RESULTS AND DISCUSSION
Descriptive Statistics of StudentsAo Reading Comprehension This section presents the descriptive statistics of studentsAo reading comprehension scores obtained from the pre-test and post-test in both the experimental and control groups.
Descriptive measures, including mean scores and standard deviations, were calculated to provide an initial overview of studentsAo reading performance before and after the instructional intervention.
As shown in Table 2, both groups demonstrated comparable mean scores on the pre-test, indicating relatively similar initial reading comprehension levels prior to the Following intervention, the experimental group exhibited a noticeable increase in mean post-test scores, whereas the control group showed a more modest The reduction in score variability in the experimental group also suggests a more comprehension among students exposed to Moodle-based instruction.
Table 2.
Descriptive Statistics of StudentsAo Reading Romprehension Scores Test Mean Pre-test Post-test Pre-test Post-test Experimental Group Control Group were conducted to identify significant differences in reading performance.
The magnitude of the instructional effect is further explained through effect size analysis.
This section reports the results of the study examining the effect of Moodle-based instruction studentsAo The findings include descriptive statistics of pre-test and post-test scores, analyses of within-group improvements, and comparisons between the experimental and control groups.
Paired-sample and independent-sample t-tests Group https://journal.
id/index.
php/konfiks Within-Group Differences (Pre-test vs Posttes.
As shown in Table 3, the experimental group experienced a significant increase in reading comprehension from pretest to posttest, with the posttest mean clearly exceeding the Moodle-based The control group also recorded a significant gain.
nevertheless, the extent of improvement was relatively smaller compared with that of the experimental group To assess within-group changes in reading comprehension, paired-samples t-tests were performed to compare the pretest and posttest scores of the experimental and control groups.
This procedure was intended to determine whether each instructional condition produced statistically significant gains over the intervention Permalink/DOI: https://doi.
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https://journal.
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Paired-Sample t-Test Results for Reading Comprehension Scores Group Test Comparison Mean Difference t Experimental Group Pre-test vs Post-test Control Group Pre-test vs Post-test Between-Group Sample t-Tes.
Differences conditions after the treatment.
As reported in Table 4, the results revealed a statistically significant difference in posttest reading comprehension between the groups.
The experimental group obtained a higher mean score than the control group, indicating that students exposed to Moodle-supported reading instruction performed better than those taught through conventional methods.
This mean difference provides empirical support for MoodleAos potential value as an instructional medium for improving undergraduate studentsAo reading comprehension.
To examine whether post-intervention reading comprehension differed significantly between students receiving Moodle-based instruction and those receiving conventional instruction, an independent-samples t-test was performed using the posttest scores of the experimental and control groups.
This analysis addressed the first research question by directly comparing outcomes across the two instructional Group Experimental Group Control Group (Independent- Table 4.
Independent-Sample t-Test Results Mean < .
While the t-test results indicate a significant difference between groups, statistical significance alone does not fully capture the practical importance of the instructional effect.
Therefore, the following section reports the effect size of Moodle-based instruction to assess the magnitude of its impact on studentsAo reading Effect Size (CohenAos .
Moodle-Based < .
< .
present study.
CohenAos d was derived by taking the difference between the experimental and control groupsAo posttest means and dividing it by the pooled standard deviation.
The resulting value .
= 1.
represents a large effect based on commonly used benchmarks.
This finding indicates that Moodle-supported instruction exerted a substantial influence on undergraduate studentsAo reading comprehension relative to conventional instruction, suggesting that the observed group difference was not only statistically reliable but also meaningful in educational terms.
Instruction To gauge the magnitude of Moodle-based reading instruction on studentsAo reading comprehension, the effect size was computed using CohenAos d.
Unlike statistical significance testing, effect size quantifies the practical or educational importance of an intervention.
In the Permalink/DOI: https://doi.
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https://journal.
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php/konfiks Table 5.
Effect Size of Moodle-Based Instruction on Reading Comprehension Mean Pooled SD CohenAos d Effect Magnitude Difference Experimental Large Control (Post-tes.
Comparison In summary, the findings offer clear responses to the studyAos research questions.
First, the results indicate a statistically significant difference in reading comprehension between undergraduates who received Moodle-based instruction and those who experienced conventional instruction, with the experimental group attaining higher posttest scores.
Second, the large effect size suggests that the observed difference is substantial, indicating that Moodlesupported instruction exerted a strong influence on studentsAo reading comprehension.
Overall, these outcomes imply that integrating Moodle into reading instruction not only improves performance in statistical terms but also produces educationally meaningful advantages over traditional approaches from an educational standpoint.
Taken together, these results suggest that integrating Moodle into reading instruction can substantially strengthen undergraduatesAo reading comprehension and lead to more effective learning outcomes in higher The analysis further showed significant pretest-to-posttest improvement in both groups, highlighting the importance of systematic reading instruction irrespective of delivery mode.
Structured exposure to academic texts, guided practice, and regular assessment can support comprehension by enhancing studentsAo ability to process disciplinary readings and apply appropriate strategies more effectively (Alharbi.
Yapp et al.
, 2.
Nevertheless, the greater gain observed in the experimental group is plausibly linked to the instructional affordances associated with Moodle.
Moodle facilitates repeated access to learning materials, supports self-paced engagement, and provides timely feedback through quizzes and online tasksAi features that can promote deeper cognitive involvement with texts (Englmeier, 2025.
Marzuki et al.
, 2.
Moreover, interactive tools such as discussion forums may encourage learners to express interpretations, negotiate meaning, and co-construct understanding with peers, thereby reinforcing comprehension (Herrera-Pavo.
Peramunugamage et al.
, 2.
Overall, while conventional instruction appears capable of improving reading outcomes, technologyenhanced environments such as Moodle may create learning conditions that amplify studentsAo The statistically significant difference in posttest reading comprehension between the experimental and control groups underscores the additional pedagogical contribution of Moodlebased instruction.
Students in the Moodle DISCUSSION The present study aimed to investigate the impact of Moodle-supported reading instruction studentsAo comprehension using a quasi-experimental By contrasting a group receiving Moodle-mediated instruction with a group experiencing conventional reading instruction, the study sought to generate empirical evidence on MoodleAos instructional contribution in highereducation reading contexts.
The results yield three central findings.
First, both the experimental and control groups improved from pretest to posttest, suggesting that structured reading instruction can foster studentsAo comprehension development.
Second, the experimental group exhibited significantly larger gains than the control group, indicating that Moodle-based instruction may provide added Third, the large effect size obtained in this study implies that the group difference was not only statistically reliable but also meaningful Permalink/DOI: https://doi.
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condition achieved higher outcomes than those in the conventional classroom, indicating that the learning environment itself likely influenced reading achievement.
This result is consistent with prior studies suggesting that digital learning platforms can strengthen comprehension by promoting learner engagement and facilitating more active interaction with texts (Das & Malaviya, 2025.
Gameil & Al-Abdullatif, 2.
Moodle componentsAisuch as automated quizzes, sequenced lessons, and asynchronous discussion forumsAimay encourage deeper processing by prompting learners to check their understanding and reflect on textual meaning.
Such mechanisms are closely connected to selfregulated learning, in which students plan, monitor, and evaluate their learning activities (Bransen et al.
, 2022.
Chang et al.
, 2023.
Nguyen et al.
, 2.
By comparison, conventional reading instruction often depends heavily on limited classroom time and teachercentered explanations, which can reduce opportunities for individualized practice.
Accordingly, the observed group differences suggest that Moodle-supported instruction provides more conducive conditions for sustained and meaningful development of reading Beyond statistical significance, the large effect size found in this study indicates that Moodle-based instruction produced a substantial and educationally relevant improvement in reading comprehension.
Under widely used benchmarks, a large effect reflects a strong instructional influence that is likely to be evident in authentic classroom settings rather than merely a statistical artifact.
In other words.
Moodle integration appears to have generated more than minor gains.
it corresponded to meaningful advances in studentsAo ability to comprehend academic texts.
From an instructional standpoint, this magnitude highlights the value of learning environments that cultivate ongoing engagement and active learning.
Digital platforms like https://journal.
id/index.
php/konfiks Moodle enable learners to revisit texts, obtain timely feedback, and engage in reflective learning practicesAifactors that have been associated with improved comprehension and retention (Chang & Lan, 2021.
Goyal et al.
, 2.
Therefore, the size of the effect observed here further supports the view that Moodle-based instruction can be an effective approach for enhancing reading comprehension in higher education.
These implications for university-level reading instruction, particularly in contexts where traditional approaches remain predominant.
The Moodle-based instruction suggest that incorporating an LMS into reading courses can strengthen instructional quality and improve learning outcomes.
Importantly.
Moodle should not be used merely as a storage space for materials.
lecturers may achieve greater impact by designing interactive activities such as quizzes with immediate feedback, guided reading tasks, and forum discussions that promote critical engagement with texts.
At the institutional level, the results point to the need for targeted professional development to help lecturers develop the pedagogical expertise required to design effective Moodle-supported learning experiences.
This recommendation is especially pertinent for nonmetropolitan or resource-limited universities, where digital platforms can offer flexible and scalable options to enhance reading instruction.
Strategic Moodle integration may thus support the development of more autonomous, engaged readers who are better aligned with contemporary academic demands.
Several limitations should also be noted.
Because the study used a quasi-experimental design with intact classes, the strength of causal conclusions is constrained.
In addition, the relatively small sample and short intervention duration may limit broader generalization.
The comprehension without exploring specific Permalink/DOI: https://doi.
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26618/qywp0457 Page 14 of 17 - Integrity Submission Submission ID trn:oid:::1:3455089625 Page 15 of 17 - Integrity Submission Submission ID trn:oid:::1:3455089625 p-ISSN: 2355-2638, e-ISSN: 2746-1866.
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subskills in detail.
Future research could address these issues by employing randomized designs with larger participant pools, implementing longitudinal interventions, and integrating qualitative evidence to capture learnersAo cognitive and affective experiences during Moodle-based reading instruction.
CONCLUSION
This study examined the effect of Moodlebased reading instruction on undergraduate studentsAo reading comprehension using a quasiexperimental research design.
By comparing students who received instruction through Moodle with those who experienced conventional reading instruction, the study aimed to provide empirical evidence on the pedagogical value of Learning Management Systems in higher education reading contexts.
The findings demonstrated that while both instructional approaches contributed to improvements in studentsAo reading comprehension.
Moodle-based instruction resulted in significantly greater gains.
The large effect size further indicated that the observed differences were not only statistically significant but also educationally meaningful.
Overall, these results highlight MoodleAos potential to strengthen reading instruction by offering a flexible, interactive learning environment that supports sustained engagement with academic texts through structured modules, formative assessments, and self-paced learning Beyond its practical implications, this study contributes to the technology-enhanced language learning literature by providing experimental evidence from an undergraduate setting and by clarifying how MoodleAos pedagogical affordances can translate into measurable comprehension gains.
It also offers context-sensitive insights for lecturers and institutions, particularly in non-metropolitan or resource-constrained environments on designing Moodle-based reading activities that move https://journal.
id/index.
php/konfiks beyond using the platform as a mere content However, several limitations should be noted: the use of intact classes limits the strength of causal inference, the sample size and relatively short intervention duration may constrain generalizability, and the study focused on overall reading comprehension rather than specific sub-skills.
Future research is therefore encouraged to employ larger and more diverse samples, adopt longitudinal or randomized designs, and examine specific comprehension subcomponents while integrating qualitative data to better capture learnersAo cognitive and affective Despite these limitations, the study provides a useful foundation for understanding the instructional effectiveness of Moodle-based reading instruction and supports its promise as an approach for fostering meaningful reading comprehension development in higher education.
REFERENCES