IJELI Published Article Details

Abstract This study examined the effectiveness of e-flipbooks in improving the reading comprehension of Grade 2 learners at Liputan Integrated School, Meycauayan City, Bulacan, Philippines during the school year 2025–2026. It was conducted to address the need for engaging digital reading materials that may support early-grade learners who experience difficulty in understanding texts, identifying key ideas, and sustaining participation in reading activities. The study was anchored on Mayer’s Cognitive Theory of Multimedia Learning and Paivio’s Dual-Coding Theory, which explain that learners may understand texts better when verbal information is supported by visual, audio, and interactive elements. A quasi-experimental pre-test–post-test non-equivalent control group design was employed. The participants were 26 Grade 2 learners, composed of 12 learners in the control group and 14 learners in the experimental group. The control group used traditional printed reading materials, while the experimental group was exposed to e-flipbooks with multimedia and interactive features such as audio narration, visual presentation, animations, and interactive quizzes. Data were collected through pre-test and post-test reading comprehension assessments. The results were analyzed using mean, median, mode, standard deviation, skewness, kurtosis, mean gain scores, paired-samples t-test, and Welch independent-samples t-test. Findings revealed that both groups improved after the intervention, but the experimental group showed a higher level of improvement. The control group obtained a post-test mean of 22.64, while the experimental group obtained a post-test mean of 31.82. The experimental group also recorded a higher mean gain score of 13.46 compared with the control group’s mean gain of 4.00. The post-test comparison showed a significant difference between the two groups, indicating that learners exposed to e-flipbooks performed better than those who used printed reading materials. The study concludes that e-flipbooks are effective supplementary instructional tools for improving reading comprehension among Grade 2 learners. It is recommended that teachers integrate e-flipbooks into reading instruction with guided activities, vocabulary support, and comprehension questions. School administrators may also provide digital resources and teacher training to support the effective use of technology-based reading materials in primary education.