DIGITAL PLAY-BASED LEARNING TOOLS ON EARLY LITERACY AND NUMERACY DEVELOPMENT OF KINDERGATEN LEARNERS
DOI:
https://doi.org/10.5281/zenodo.15795364Keywords:
digital play-based learning tools, early literacy development, kindergarten learners, numeracy skills, digital pedagogy, descriptive-correlational researchAbstract
The research investigates the influence of digital play-based learning tools on the early literacy development of kindergarten learners at Alchemist Child Minding Center in Cebu. This study utilizes a descriptive-correlational research design. Thus, the participant group was composed of six preschool teachers and 90 kindergarten learners whose data was collected through teacher questionnaires and quarterly academic records. The findings revealed that digital tools were strategically deployed in classroom instruction, especially within literacy activities, since they enhance engagement motivation toward the quality of learning possible with such resources; therefore, learners demonstrated above-average performance in both literacy and numeracy assessments. A significant positive correlation was identified between the use of digital tools and literacy skills (r = 0.336, p = .001) & perceived effectiveness & literacy outcomes (r = 0.303, p = .004). The relationship was not statistically significant between the use of digital tools and numeracy development, a gap for how these tools support early mathematics learning. It underpins the finding itself, which drives more targeted and interactive numeracy tools and differentiated strategies in digital instruction. This led to the development of the LEAP Ahead Program based on these findings to improve literacy and numeracy through structured digital integration, teacher training, and home-school collaboration. The study highlights the need for developmentally appropriate practices in digital content, while more enhanced teacher support is advocated for effective technology integration. These insights drive a more conscious application of digital tools in early childhood education; they also serve real improvements for classroom instruction and learning outcomes.
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