Pop-Up Books as a Tool for Multisensory Learning: Improving Engagement and Short-term Retention in Early Childhood Education
DOI:
https://doi.org/10.35719/gns.v6i2.226Keywords:
pop-up books, multisensory learning, early childhood education, daycare learnersAbstract
This study investigates the effectiveness of pop-up books as multisensory learning tools in enhancing engagement and short-term retention among daycare learners in Quezon City, Philippines. Using a quasi-experimental pre-test–post-test design with 60 children aged 3–5 (Experimental = 30; Control = 30), the study measured behavioral, emotional, and cognitive engagement, as well as short-term retention of concepts related to plant care and numeracy. Validated researcher-developed tests (Cronbach’s ? = 0.82) and an engagement scale (? = 0.86) were used, alongside observational checklists. Results indicated significantly higher gains in the experimental group compared with the control group (p < 0.001), demonstrating that tactile and interactive elements in pop-up books promote deeper engagement and improved short-term retention. The findings provide empirical support for integrating low-tech multisensory materials in early childhood education settings.
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