Interactive Learning Materials in Kindergarten

Abstract

This study developed and evaluated Interactive Learning Materials (ILM) for kindergarten literacy instruction at Wawa Elementary School. The materials focused on alphabet knowledge, phonological awareness, and picture-word recognition and were designed as locally produced, learner-centered resources for young learners. A descriptive-developmental approach with quantitative and qualitative components was employed. Purposive sampling was used. The manuscript identified 10 validator-experts, composed of six kindergarten teachers, two elementary Master Teachers, and two kindergarten instructional-material developers, and separately reported 10 kindergarten teachers from Tanay District as evaluators using an adapted Learning Resources Management and Development System (LRMDS) checklist. Weighted means and qualitative descriptions were used to analyze the evaluations and suggestions. Results showed consistently favorable ratings: content obtained a mean of 3.96, format 3.98, presentation and organization 3.98, and accuracy and up-to-datedness 4.00, indicating that the materials were highly acceptable and that the evaluated errors were not present. Experts recommended adding QR codes or links to supplementary digital resources and providing a teacher's guide with differentiation and assessment suggestions. The study concludes that the developed ILM are appropriate supplementary resources for kindergarten instruction. Continuous improvement, teacher capability-building, classroom utilization, and regular monitoring are recommended.