This study aims to address persistent literacy challenges in the Philippines, which ranked among the lowest in international reading assessments, by integrating literature instruction with digital technology through the development of I-READ (Interactive Reading for Enriched Academic Development). Designed to enhance the reading and writing proficiency of Grade 11 students in a senior high school in Los Baños, the mobile application incorporates interactive literary content to foster engagement and support learning in a digitally driven environment. Guided by the Design and Development research method, the study involved selected Grade 11 students and educational experts who evaluated the app’s content and usability. Data were collected using a four-point Likert scale and analyzed through mean computation and a paired t-test. Findings showed that the I-READ application was highly valid in terms of instructional design and content, and highly acceptable in terms of functionality and usability. A significant improvement in student performance between the pretest and posttest results was also observed. The study concludes that I-READ effectively bridges digital innovation and literacy development, offering promising implications for mobile learning in education.
Joseph Arsie Cabantog (Wed,) studied this question.
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