EMPOWERING EDUCATORS: ADVANCING LITERACY INSTRUCTION AND MULTI LITERACY STRATEGIES TO ACCELERATE LEARNER’S LITERACY LEVEL

Author Name: 1. Bagangan 2. Beulah Rose B.

Volume/Issue: 06/09

Country: Philippines

DOI NO.: 08.2020-25662434 DOI Link: https://doi-ds.org/doilink/03.2026-59459411/UIJIR

Affiliation:

1. Master of Arts in Education (MAEd) Student, President Ramon Magsaysay State University, Philippines.
2. School Principal, Department of Education, District of Masinloc, Philippines.

ABSTRACT

This study evaluates the importance of multi-literacies and multimodality in contemporary classroom practices, specifically focusing on how multimodal teaching addresses in accelerating literacy level of the learners. Using Comprehensive Rapid Literacy Assessment (CRLA) as a baseline, a pre-test and post-test intervention was conducted with 61 learners (n=61) at Taltal Elementary School. Data were analyzed using both paired t-tests and a one-way Analysis of Variance (ANOVA) to determine the significance of performance gains following the integration of multimodal instructional frameworks. Statistical analysis revealed a highly significant improvement in literacy performance. The post-test scores showed a mean increase of 2.90 points (t = 7.5, p < .001). Furthermore, the ANOVA results confirmed a significant difference between groups (F(1,120) = 54.27, p < .001), emphasizing that the difference in performance was directly attributable to the instructional intervention. While findings indicate that effective pedagogy relies on integrating learners' pre-existing foundational skills, a persistent gap remains in the practical implementation of these frameworks by educators. The significant gains in literacy outcomes provide a strong foundation for adopting multi-literacies pedagogy. This study concludes that transitioning from theoretical acknowledgment to practical multimodal implementation is essential for the emerging digital classroom and recommends future research to develop standardized teacher-training frameworks.

Key words: Multi-Literacies, Multimodality, CRLA Assessment, Instructional Intervention, Standardized Teacher-training Framework