Advisers

Ryan Christopher M. Villalon, PhD

Discipline

Education

Abstract

This study investigated the utilization of interactive e-books in vocabulary acquisition among Grade 6 learners at Apolonio Casimiro Faustino Elementary School. With the growing integration of technology in education, interactive e-books were explored as an alternative tool to enhance vocabulary through multimedia features such as images, audio pronunciations, animations, and interactive glossaries. This material provided self-paced learning, immediate feedback, and multimodal engagement that surpassed the limitation of traditional print resources. The study also underscored the importance of ensuring responsible use of digital tools with regard to equitable access. A descriptive-experimental design was employed, with 82 participants divided into groups. Data were collected through pretests, posttests, and learner perception surveys to assess vocabulary skills, learning outcomes, and strategy utilization. Statistical treatments such as the Wilcoxon signed-rank test and Spearman correlation analysis were used to determine significant differences and relationships among variables. The findings revealed that the majority of Grade 6 learners were aged 11–12, with a slight female majority (51%). Reading proficiency data indicated that 69% were either developing or at grade level, while others were transitioning, high emerging, or low emerging. Pretest results showed low proficiency across all vocabulary domains, with word recognition scoring highest (M = 2.44) and word meaning lowest (M = 2.16). Posttest scores improved to the proficient level, with word recognition again ranking highest (M = 4.32) and word meaning lowest (M = 4.00). The Wilcoxon signed-rank test confirmed a significant difference between pretest and posttest results (Z = 7.8659, p <.00001), indicating the effectiveness of interactive e-books. Learners’ perceptions further emphasized the high utilization of strategies such as visual-auditory engagement (M = 3.16), prior knowledge (M = 2.87), sensory memory (M = 2.76), and working memory (M = 2.95). However, correlation analysis revealed a very weak and non-significant relationship between reading proficiency and posttest vocabulary acquisition (r = 0.092, p = 0.412). Among Grade 6 learners, interactive e-books were associated with higher vocabulary scores and favorable perceptions. The nonsignificant relationship reported between initial reading proficiency and posttest vocabulary acquisition suggests that the two measures were not meaningfully related in this sample. Claims that the material was effective regardless of initial reading level should remain cautious because the design and group allocation are not fully described.

Keywords

technology integration, vocabulary acquisition, grade 6 learners, interactive e-books, correlational design