This study explores the implementation and efficacy of the card method in teaching alphabets and numbers to students in Methodist elementary schools. The card method, characterized by the use of visual and interactive learning tools, aims to increase studentengagement and improve learning outcomes in basic literacy and arithmetic. A quasi-experimentaldesign was used, involving two groups of first-graders: the experimental group, which was taughtusing the card method, and the control group, which received traditional instruction. Data iscollected through pre and post-test, classroom observation, and student and teacher feedback. Theresults showed that the experimental group showed a much higher advantage in alphabetrecognition and number understanding compared to the control group. Students who are taught bythe card method show greater enthusiasm and participation during the lesson, as observed by theteacher. Additionally, this method has been found to be highly effective in accommodating diverselearning styles, providing a multisensory learning experience that supports visual, auditory, andkinesthetic learners. The study concludes that the card method is a valuable instructional tool inearly education, fostering an engaging and effective learning environment. Recommendations foreducators include integrating card-based activities into the curriculum to support basic literacy andnumeracy skills. Further research is suggested to explore the long-term impact of the card methodon academic achievement and its application in different educational settings.
Sibarani et al. (Mon,) studied this question.
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