Effect of Digital Media on Spelling Skills Among Lower Primary Pupils of Dodoma City in Tanzania

Abstract

This study investigated the effect of digital media, particularly video clips, on enhancing sound-spelling skills among lower primary school pupils (grades one and two) in Dodoma City, Tanzania. The objective was to evaluate how digital media can support early literacy development. An experimental design was employed, involving 160 pupils from two public schools, 80 in the experimental group and 80 in the control group. Stratified sampling was used to select pupils who had received F grades in previous writing assessments. A standardised test was used to collect data before and after the intervention. The study was based on the Cognitive Theory of Multimedia Learning, highlighting the value of integrating visual and auditory content into the learning process. Data were analysed using correlation and the Univariate General Linear Model. Findings showed that pupils who engaged with video clips significantly improved their spelling skills more than those who did not. The analysis also revealed a strong positive relationship between digital media use and spelling performance. The study concludes that incorporating video-based digital media into classroom instruction can effectively enhance spelling skills among early-grade learners. It recommends that education stakeholders, including policymakers and curriculum developers, consider integrating such tools into early literacy programs.