Abstract

Digital tools play a pivotal role in creating an interactive learning environment. Hence, it is best to utilize digitized teaching to the students. This mixed-method employing explanatory sequential design used quasi-experimental design, particularly one- group pretest-post-test approach and phenomenology in the qualitative phase. This study aimed to determine the effectiveness of Digitized Instructional Assessment in teaching the tenses of verbs among the Grade 7 learners. Particularly it identified whether the pre-test and post-test result have a significant difference. It also described how the learners experienced DIA during classes. The intervention was employed among 20 grade 7 students who were identified using a purposive sampling technique. The result revealed that the level of pre-test is low while the post-test is high. Therefore, there is significant difference between the pre-test and post-test. This showed how effective the intervention was in learning the tenses of verbs in a digitized perspective. The themes formulated from their experiences of the students were interactive learning, convenient learning, and common challenges in learning. With these results, it is recommended that teachers may incorporate technology into the teaching and learning process, particularly when teaching grammar.

Keywords:

Digitized Instructional Assessment (DIA), Explanatory sequential approach, Verb tenses, Grade 7 students

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