Authors : Marcelinda Marpa

Volume/Issue : Volume 11 - 2026, Issue 4 - April

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Google Scholar : https://tinyurl.com/mrymt54v

Scribd : https://tinyurl.com/bp7kf85j

DOI : https://doi.org/10.38124/ijisrt/26apr1077

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Abstract : This study determined the effectiveness of the MARS Approach compared to the Traditional Approach in developing alphabet knowledge mastery among Grade One pupils. An experimental research design was employed involving 26 pupils identified with low-level alphabet mastery. Participants were divided into experimental and control groups. An adapted Catch Them Early Alphabet Mastery Test assessed letter naming, sounding, matching, and writing. Results showed both groups improved significantly; however, the MARS group achieved full alphabet mastery while the Traditional group reached near mastery. Statistical analysis using Wilcoxon Signed-Rank and Mann–Whitney U tests revealed significant differences in favor of the MARS approach. The findings support the use of multi-sensory strategies in early literacy instruction.

Keywords : MARS Approach, Alphabet Knowledge, Early Literacy, Experimental Research, Grade One Pupils.

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