Enhancing the Performance of the Learners with Learning Difficulties Through Interactive Materials

Abstract

Abstract

This study focused on enhancing the performance of Grade One learners with learning difficulties through Project i-LEARN: Interactive Learning Enhancement and Responsive Navigation for Learners with Learning Difficulties. Anchored on Response to Intervention, Universal Design for Learning, Constructivist Learning Theory, ADDIE, and the Interactive Learning Material Alignment Theory, the study employed a developmental-descriptive research design. It involved 144 Grade One learners with learning difficulties from selected public elementary schools in Gubat North District, Schools Division of Sorsogon, during School Year 2025–2026. The Multi-Factored Assessment Tool was used to determine learners’ baseline performance, while the developed interactive learning materials were validated by expert validators using the Learning Resource Management and Development System evaluation tool. Findings revealed that learners initially performed at a low level, with an overall pretest mean of 2.13. After using the interactive learning materials, their performance improved to a very high level, with an overall posttest mean of 4.24. The computed t-value of 28.67 and p-value of 0.000 indicated a significant difference between the pretest and posttest results, leading to the rejection of the null hypothesis. The developed materials also obtained an overall weighted mean of 4.68, interpreted as very highly acceptable. The study concluded that Project i-LEARN effectively improved foundational literacy and numeracy skills, particularly letter recognition, reading readiness, phonemic awareness, writing readiness, and numeracy skills. It recommended the continued use of MFAT-based assessment, differentiated instruction, teacher capacity-building, school support, and community participation. The study supports SDG 4 on quality education, SDG 9 on innovation, and SDG 17 on partnerships. Its sustainability impact lies in strengthening inclusive instruction, interactive learning resources, institutional support, and community-based learning collaboration.