Effectiveness of multimedia tools in enhancing consonant-vowel-consonant reading performance and phonics interest and enthusiasm among kindergarten ESL students
Rhazhiel Dominica P. Pesebre, Rosario F. Quicho, Leila M. Collantes, Carlos N. Lamson Jr. & Jupeth T. Pentang
Abstract
In the ever-evolving landscape of education, the debate between traditional and modern instructional methods remains a focal point of discussion. The more technology is integrated into classrooms, the more it becomes imperative to scrutinize its effectiveness, especially in the foundational years of learning. Studying the association between multimedia tools and the consonant-vowel-consonant (CVC) reading performance of preschool English as Secondary Language (ESL) students is vital. The study explored the effectiveness of multimedia tools on CVC reading performance and interest and enthusiasm in phonics among Kindergarten Level 1 (K1) ESL students using a quasi-experimental design that lasted for eight weeks. Two enrolled classes were divided into traditional (14 participants) and multimedia groups (13 participants) according to their assigned classes. The study conducted a pre-test and post-test, comparing the two groups. The test questions were sourced from the school’s standardized assessments, ensuring validity and reliability. Data obtained were analyzed and interpreted using IBM SPSS Statistics. The findings revealed a partial enhancement in CVC reading performance and a notable increase in students' interest and enthusiasm for phonics, particularly in the participants’ positive attitudes. These improvements suggest a promising trajectory in the literacy development of young learners. Understanding which instructional method best supports foundational reading skills can provide valuable insights for educators and curriculum developers. This study is among the first to focus on early education, addressing a gap in research that predominantly targets older students. Nonetheless, it is essential to note that this study is limited to the K1 students enrolled in the research.
Keywords
digital learners, English as a second language, instructional method, multimedia learning, reading comprehension
Author information & Contribution
Rhazhiel Dominica P. Pesebre. BSEd, K2 Department, Embrace K.I.D. Lianyang Campus, Shanghai, China. Email: rachel@embrace-kid.com
Rosario F. Quicho. Ph.D., Department of Education Policy and Practice, Central Luzon State University, Philippines. Email: rosario_quicho@clsu.edu.ph
Leila M. Collantes. Ph.D., Department of Education Policy and Practice, Central Luzon State University, Philippines. Email: leilacollantes@clsu.edu.ph
Carlos N. Lamson Jr. Ph.D., Department of Early Childhood and Elementary Education, Central Luzon State University, Philippines. Email: iamsoncarlosjr_50@clsu.edu.ph
Jupeth T. Pentang. Corresponding author. Department of Science Education, Central Luzon State University, Philippines. Email: jupeth.pentang@clsu.edu.ph
Disclosure statement
No potential conflict of interest was reported by the author(s).
Funding
This work was not supported by any funding.
Institutional Review Board Statement
AI Declaration
Notes
Acknowledgement
References
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Cite this article:
Pesebre, R.D.P., Quicho, R.F., Collantes, L.M., Lamson, C.N. & Pentang, J.T. (2024). Effectiveness of multimedia tools in enhancing consonant-vowel-consonant reading performance and phonics interest and enthusiasm among kindergarten ESL students. International Journal of Educational Management and Development Studies, 5(4), 201-225. https://doi.org/10.53378/ijemds.353131
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