EVALUATING THE IMPACT OF INTEGRATING ALPHABET INTERACTIVE MULTIMEDIA APPLICATION PROGRAM (ABC-IMAP) WITH SUPPLEMENTARY TANGIBLE ALPHABET INSTRUCTIONAL MATERIALS (T-AIM) ON ADDRESSING DIVERSE LEARNING NEEDS AND TECHNOLOGICAL LIMITATIONS IN NURSERY EDUCATIO

Abstract

This study investigates the effectiveness of integrating alphabet interactive multimedia application program (ABC- iMAP) and supplementary tangible alphabet instructional materials (T-AIM) in enhancing nursery teaching and learning. The research addressed the gap in literature regarding the specific impact and constraints of digital tools leveraged by the use of supplementary materials to bring about alphabet proficiency among nursery pupils. A mixed-methods research design was employed, encompassing quantitative pre-and post-testing, surveys, and qualitative focus group discussions and interviews with mursery educators Purposive sampling was utilized to select diverse nursery schools, ensuring representation from both urban and rural settings. Quantitative analyses revealed a statistically significant improvement in alphabet proficiency among pupils exposed to the integrated approach, as compared to those following technological methods alone. Qualitative data highlighted positive pupils' experiences and educator's perspectives on the holistic benefits of the integrated approach indicating high engagement
levels. This research sets the stage for future exploration of innovative approaches in early childhood education, fostering a foundation for lifelong learning. Thus, contributes to the field by providing evidence-based insights into the efficacy of integrating digital tools and supplementary concrete materials in nursery education. The study recommends that educators, policymakers and curriculum developers adopt and support the policy for responsible technology
integration.