This study examined the effectiveness of technology-based games in improving the alphabet knowledge of preschool learners at Garcia Park Elementary School, Bohol Division, during the school year 2025–2026. A quasi-experimental design was employed with 60 purposively selected learners divided into a control group, which received traditional instruction, and an experimental group, which used interactive educational applications. Pretest and posttest assessments measured uppercase recognition, lowercase recognition, and producing letter sounds. Results revealed significant improvements in both groups, with the control group showing greater mean gains, indicating the strong impact of structured, teacher-led instruction on early literacy development. However, the experimental group, which started at a mastery level, also demonstrated significant progress, highlighting the potential of technology-based games to reinforce and sustain alphabet knowledge while providing engaging learning experiences. Findings suggest that integrating traditional methods with digital tools offers an effective, balanced approach to strengthening foundational literacy skills. The study provides valuable insights for educators, curriculum developers, and policymakers seeking to enhance early childhood literacy instruction.
Torrejas et al. (Wed,) studied this question.
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