Innovation in Early Reading Instruction: The Development of e-Learning Materials in Mother Tongue

Abstract

Mother Tongue-Based-Multilingual Education has been shown to improve the academic performance of early-grade learners. However, challenges such as inaccessibility and lack of contextualized materials in the mother tongue (MT) have hindered students' full engagement in learning. To address this, a quasi-experimental study was conducted with struggling first-grade learners (n=60) to investigate the effectiveness of researcher-developed e-learning materials for early reading in MT. Instruments used in this study included a researcher-created storyboard for video creation, with its dialogue and storyline; the test questionnaires, adapted from the MT-based Curriculum Guide of the Department of Education in the Philippines, for measuring participants’ reading performance in phonic and word recognition. The pre-test and post-test data were analyzed using mean, standard deviation, and a t-test at a 5% significance level. Qualitative data extracted through interviews were analyzed thematically, while a four-point Likert scale was used to interpret the overall rating of the e-learning materials. The content and ICT experts measured the e-learning materials’ validity and effectiveness. The results illustrated e-learning materials like video stories and PowerPoint presentations, developed using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model, improved learners' letter-sound and word-blending abilities. Experts rated the materials excellent for technical standards, content quality, and effectiveness. The e-learning materials as a pedagogical intervention in early reading are innovative, interactive, and engaging and can potentially enhance early graders' reading performance. Future research can explore design or layout modification of the materials creatively to enhance learner engagement in early-grade MT instruction.