Validity and Reliability of the Grammar-Based Interactive Module (GBIM) for Upper Primary ESL Pupils

Grammar comprehension is an important foundation for ESL learning because it helps pupils construct accurate sentences and communicate ideas effectively. However, many upper primary pupils still find grammar difficult when it is taught through conventional methods. Therefore, the Grammar-Based Interactive Module (GBIM) was developed to provide structured, engaging, and learner-centred grammar activities. This study examined the validity and reliability of the Grammar-Based Interactive Module (GBIM) developed to enhance grammar comprehension among upper primary ESL pupils. The module was evaluated by nine experts to determine its content validity. The findings showed that the GBIM achieved a high Content Validity Index (CVI) of .92, indicating strong expert agreement on the suitability, feasibility, time allocation, grammatical focus, and instructional relevance of the module. Reliability analysis was also conducted using pilot data from 20 Year 4 pupils. The overall Cronbach’s alpha value was .85, demonstrating good internal consistency. These findings indicate that the GBIM is a valid and reliable instructional module for supporting grammar comprehension among upper primary ESL pupils.

Grammar-Based Interactive Module, content validity, reliability, grammar comprehension, ESL pupils, upper primary education.

1. Alotaibi M. S. (2024). Game-based learning in early childhood education: a systematic review and meta-analysis. Frontiers in psychology, 15, 1307881. https://doi.org/10.3389/fpsyg.2024.1307881 [Google Scholar] [Crossref]

2. Chen, C., & Jamiat, N. (2023). A quantitative study on the effects of an interactive multimodal application to promote students' learning motivation and comprehension in studying Tang poetry. Frontiers in psychology, 14, 1189864. https://doi.org/10.3389/fpsyg.2023.1189864 [Google Scholar] [Crossref]

3. Consoli, T., Schmitz, M. L., Antonietti, C., Gonon, P., Cattaneo, A., & Petko, D. (2025). Quality of technology integration matters: Positive associations with students' behavioral engagement and digital competencies for learning. Education and information technologies, 30(6), 7719–7752. https://doi.org/10.1007/s10639-024- 13118-8 [Google Scholar] [Crossref]

4. Dirgeyasa, I. W., Lubis, S., Debora, M., & Sanjaya, D. (2025). Using the Video-ISL collective: Integrated English grammar worksheet’s effectiveness. Forum for Linguistic Studies, 7(7), 770–784. https://doi.org/10.30564/fls.v7i7.9063 [Google Scholar] [Crossref]

5. Li M, Ma S, Shi Y. Examining the effectiveness of gamification as a tool promoting teaching and learning in educational settings: a meta-analysis. Front Psychol. 2023 Oct 9;14:1253549. doi: 10.3389/fpsyg.2023.1253549. PMID: 37876838; PMCID: PMC10591086. [Google Scholar] [Crossref]

6. Li, Y., Chen, D., & Deng, X. (2024). The impact of digital educational games on student's motivation for learning: The mediating effect of learning engagement and the moderating effect of the digital environment. PloS one, 19(1), e0294350. https://doi.org/10.1371/journal.pone.0294350 [Google Scholar] [Crossref]

7. Mai H. (2025). The Comparative Effect of Immediate and Delayed Feedback on EFL Learners' Engagement and Willingness to Collaborate. PsyCh journal, 14(6), 1008– 1017. https://doi.org/10.1002/pchj.70046 [Google Scholar] [Crossref]

8. Marrahi-Gomez, V., & Belda-Medina, J. (2024). Assessing the effect of augmented reality on English language learning and student motivation in secondary education. Frontiers in Education, 9, Article 1359692. https://doi.org/10.3389/feduc.2024.1359692 [Google Scholar] [Crossref]

9. Ratinho E, Martins C. The role of gamified learning strategies in student's motivation in high school and higher education: A systematic review. Heliyon. 2023 Aug 9;9(8): e19033. doi: 10.1016/j.heliyon.2023.e19033. PMID: 37636393; PMCID: PMC10448467. [Google Scholar] [Crossref]

10. Santhanasamy, C., & Yunus, M. M. (2022). The Flipped Learning and Blendspace to Improve Pupils' Speaking Skills. Frontiers in psychology, 13, 866270. https://doi.org/10.3389/fpsyg.2022.866270 [Google Scholar] [Crossref]

11. Wang Y. (2023). Enhancing English reading skills and self-regulated learning through online collaborative flipped classroom: a comparative study. Frontiers in psychology, 14, 1255389. https://doi.org/10.3389/fpsyg.2023.1255389 [Google Scholar] [Crossref]

12. Yassi, A. H. (2020). Effective numbers of small group work members in improving learners’ grammar and speaking competence in English grammar classrooms: Interactive vs conventional teaching method. Asian ESP Journal, 16(1–2), 94–116. [Google Scholar] [Crossref]

13. Yazid, N. H. M., Sulaiman, N. A., & Hashim, H. (2026). Expert evaluation of a web-based grammatical competence module: Fuzzy Delphi method. International Journal of Evaluation and Research in Education, 15(1), 784–794. https://doi.org/10.11591/ijere.v15i1.35355 [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study