The Effectiveness of Play-Based Intervention on Pupils’ Knowledge of Tagalog Alphabet in Grade One Section Cattleya at Itaas Elementary School

Abstract

One of the most important component of the K to 12 program, the Philippine government’s comprehensive basic education reform policy, is the implementation of a universal kindergarten which seeks to equip formative learners with rudimentary skills such as reading, counting and communication skills among others before entering grade 1. The kindergarten program serves as a preparatory platform for the transition of learners from informal (home-based study) to formal education (grade 1-12). However, while reading literacy, especially alphabet recognition and phonemic awareness are at the core of kindergarten education, some children who completed this level still lack basic knowledge required of grade 1 pupils. Specifically, a number of grade 1 entrants were seen to have limited or zero alphabet knowledge. The results of the School Readiness Assessment (SReA) based on the kindergarten record, in the beginning of School Year 2017-2018 revealed that five (5) out of 46 grade one section cattleya pupils had failed to name and recognized letters. In response, the researcher organized a play-based intervention which involved the conduct of a 30-minute additional instruction thrice a week from July 2017 to August 2017. This action research, as an offshoot of this effort, sought to determine whether this intervention has been effective in fostering rudimentary knowledge of Tagalog alphabet among these five learners. The results of the weekly assessment and the post-test showed that pupils acquired familiarity with Tagalog alphabet after participating in the study, the responses of the pupils to questions in the post-intervention interview revealed that the play-based activities were successful in boosting pupils’ interest and in reducing anxiety when learning the Tagalog alphabet. Following the results of the study, the researcher is now utilizing and framework of this intervention in addressing gaps in other development.