Asian Journal of Education and Social Studies

This study examined the effectiveness of digital learning applications in enhancing the phonological awareness of Grade 2 students at Cateel Central Elementary School during the 2024–2025 school year. Phonological awareness—comprising phoneme awareness, syllable segmentation, onset-rime awareness, and word awareness—is a critical foundation for early reading and literacy development. Utilizing a quasi-experimental design, the researchers divided 60 Grade 2 students into two equal groups: one received traditional phonics instruction (the control group).

In contrast, the other received a phonics instruction approach that incorporated technology (the experimental group). At the same time, the other used the ABCMouse digital learning app (the experimental group). A validated 16-item rubric was used for both pre-test and post-test assessments. Results showed no significant difference in the pre-test scores between the two groups, confirming a comparable baseline. However, post-test analysis revealed a statistically significant improvement in the experimental group (mean = 12.25) compared to the control group (mean = 11.22), with a computed p-value of 0.019. The effect size, measured using Cohen's d (1.577), indicated a medium effect of the digital intervention. These findings align with Mayer's Multimedia Learning Theory, which emphasizes dual-channel processing, limited cognitive capacity, and the importance of active learning. The study concludes that digital learning apps, such as ABCMouse, are effective in improving phonological awareness, particularly in resource-limited settings. It recommends integrating such technology-based interventions into early literacy instruction to promote more engaging, differentiated, and effective learning experiences for young learners.