Abstract

This experimental study with purposive non-probability sampling focused on investigating the results before and after using interactive e-books by the Grade 12 students at Southville 1 Integrated School during the academic year 2022-2023. This study was conducted among 108 students in Grade 12 who answered the 20-item pre-test and 20-item post-test with a 5-point Likert scale survey. This study used mean, standard deviation, and mean percentage scores to determine the effectiveness of interactive e-books in bridging the least learned competency and a paired sample t-test test to analyze the significant difference between the respondents' performance before and after utilizing the interactive e-book. The study showed a significant mean difference in pre-test and post-test scores, indicating a significant decrease in scores before the intervention. However, interactive e-books resulted in a considerable performance improvement, as evidenced by the t-value and low p-value, which revealed a significant difference between the two scores. The effect size of 1.93 was likewise adequate, showing the magnitude of the observed effect. The findings indicate that interactive e-books can increase students' academic performance and learning outcomes as digital learning materials. The study finds that using interactive e-books in the classroom can increase student engagement, comprehension, and overall academic achievement.