TURNING DIGITAL PAGES TO LITERACY GAINS: A QUASI-EXPERIMENTAL STUDY ON THE USE OF DIGITAL FLIPBOOKS IN READING

English Language Teaching

Reading comprehension continues to pose significant challenges for secondary learners, especially in environments where traditional instructional methods fail to sustain engagement or foster deeper understanding. The present study evaluated the effectiveness of digital flipbooks as an instructional intervention to improve the reading comprehension of 45 Grade 7 learners at Diosdado Macapagal National High School. Utilizing a quantitative one-group pretest-posttest quasi-experimental design, the research assessed changes in learners’ comprehension after exposure to digitally enhanced reading materials. The intervention, guided by John Dewey’s Experiential Learning Theory, incorporated interactive and multimedia elements intended to promote active engagement and accommodate diverse learning preferences. Results indicated that learners initially exhibited low comprehension; however, post-intervention assessments showed marked improvement in reading performance. Statistical analyses confirmed that these gains were significant, indicating that digital flipbooks had a substantial effect on learners’ comprehension skills. These results highlight the potential of technology-integrated instructional tools to complement conventional teaching strategies. The study contributes to the growing body of literature on digital innovations in literacy instruction and emphasizes the value of engaging, learner-centered approaches to enhancing reading outcomes among secondary students.

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