Effectiveness of the Lumi Application in Improving Reading Performance of the Learners

The study aimed to examine the effectiveness of Lumi Application as a digitized interactive material in improving Reading performance of the multigrade learners at Dangla Elementary School, transitioning from paper-based reading. Specifically, it sought to determine the reading levels of the learners before and after the intervention and identify its significant difference between two stages. The research employed quasi-experimental one-group design. The study was conducted at Dangla Elementary School, a multigrade school in Kabugao District 2, Schools Division of Apayao. The intervention took place during the entire fourth quarter of the School Year 2025-2026, consisting of 12-week reading session from January to March 2026. The study involved 17 multigrade learners from Grades IV to VI. Standardized tools from the Philippine Informal Reading Inventory (Phil-IRI) were used to measure reading fluency and comprehension through pretests and post-tests. Following a paper-based pretest, learners participated in daily 30-minute remedial sessions using the Lumi Application, which provided offline interactive content on laptops, tablets, and mobile phones. Data was analyzed using mean, standard deviation, and paired-samples t-tests to determine significant differences. Pretest findings revealed a critical reading gap with 0% independent level learners and a high concentration at the frustration level, particularly in Grade VI (100%). Post-test results showed the emergence of independent readers in Grade IV (28.57%) and Grade V (14.29%), and a decrease in frustration levels to 42.86% in Grade IV, 28.57% in Grade V, and 66.67% in Grade VI. Despite these observable improvements, t-test results (Grade IV P=0.078, Grade V P=0.172, Grade VI P=0.423) revealed no statistically significant differences, leading to the acceptance of the null hypothesis. However, Cohen’s d showed a large effect for Grade IV (d ≈ 0.80) and moderate effects for Grades V and VI (d ≈ 0.58–0.59), indicating a meaningful practical impact. The use of the Lumi application led to observable improvements in learners’ reading performance. However, the t-test results revealed no statistically significant differences across grade levels, suggesting that the improvement was not strong enough to be considered statistically significant. Overall, while the Lumi application shows potential as a supportive tool in enhancing reading skills, further implementation with a larger sample size or longer duration may be necessary to establish its significant impact.