Effectiveness in the Utilization of Interactive Learning Activities in the Performance Grade 1 Learners in Language in the MATATAG Curriculum

AUTHOR(S)

ANNABELLE S. SARDEÑA

ABSTRACT

— Considering that conventional methods may create passive learning; this study explores how interactive approaches affect learners’ understanding and participation. Specifically, this study examines the efficiency of the use of Interactive Learning Activities (ILA) in improving the performance of Grade 1 learners for the Language subject. Employing a quasi-experimental research design, 30 Grade 1 learners at Kananga Central School, Kananga I District, Leyte Division, were subjected to a pre-test and post-test during School Year 2024-2025. Over the course of four weeks, interactive learning resources in the form of audio-video short stories, digital activities, and manipulative exercises were undertaken. Results showed an impressive enhancement in the performance of learners, with the post-test values showing a clear transition from “Fair” to “Good” and “Excellent” levels of proficiency. Statistical analysis proved there was a significant score difference before and after the intervention, which justified the efficacy of interactive learning interventions in teaching Language in the MATATAG curriculum. The research suggests the ongoing incorporation of interactive learning activities into early education curricula to promote engagement, understanding, and overall academic performance. A proposed plan for improvement was established through the findings of the study. Keywords — Effectiveness, Utilization, Interactive Learning Activities, Performance, Grade 1 Learners, Language, MATATAG Curriculum