Abstract

This study evaluated the 3D Model T. A. L. E. S. as an instructional material for enhancing the comprehension skills of Grade 9 learners at Maligaya High School. A total of 34 students participated. It focused on whether the 3D material supported participation, understanding of literary concepts, and motivation among Grade 9 learners and on the challenges encountered during its use. A quasi-experimental pretest–posttest design was used with thirty-four (34) learners from Grade 9–Bacon selected through purposive sampling. Pretests and posttests measured comprehension performance, while survey questionnaires assessed Grade 9 learners’ participation, understanding of literary concepts, motivation, and implementation challenges. Guided by Multisensory Learning Theory, the intervention incorporated visual, tactile, and kinesthetic experiences. Most respondents were female learners aged 14–15 years (59%). Students strongly agreed that the 3D material was useful; they also agreed that the 3D Model T. A. L. E. S. increased motivation and interest in literature (composite mean = 3.58), supported participation (3.48), and clarified literary concepts (3.56). The findings suggest that the 3D Model T. A. L. E. S. supported participation, engagement, motivation, and comprehension by making abstract literary concepts more concrete. Teachers may integrate the 3D model into lesson planning and examine its longer-term use across subjects and settings