Transforming Literacy Learning in Elementary Schools through Deep Learning

Abstract

Reading and writing literacy is a fundamental skill that forms the foundation of both cognitive and social development for elementary school students. However, literacy instruction in many schools remains largely conventional, emphasizing rote memorization and technical drills, with limited opportunities to cultivate critical thinking, creativity, and collaboration. This study aims to examine the transformation of literacy instruction through the implementation of a deep learning approach in elementary schools. The research employed a descriptive design combining simple quantitative methods with qualitative observation. The participants were Grade 2 students in an elementary school, with a control group receiving conventional instruction and an experimental group engaged in deep learning–based instruction. Data were collected through literacy tests (fluency, comprehension, spelling, and writing structure), classroom observations, and teacher interviews. The results indicate significant improvements in the experimental group compared to the control, with an average literacy gain of 15%, particularly in reading comprehension (18%) and reading fluency (15%). Observations further revealed increased student participation in discussions, greater confidence in expressing ideas, and enhanced creativity in story writing. These findings suggest that deep learning not only strengthens technical literacy skills but also fosters adaptive, meaningful, and 21st-century–aligned learning experiences. The study concludes that the application of deep learning holds transformative potential for literacy instruction in elementary schools. Nevertheless, its scope remains limited to a small-scale, short-term implementation, highlighting the need for broader and more longitudinal studies to examine the sustainability of its impact.