ABSTRACT
This study evaluated the effectiveness of art-based instruction in developing reading skills among kindergarten learners. The findings of the study were the basis for an intervention plan. The study utilized the Quasi-Experimental type of research design to assess the effectiveness of art-based instruction in developing the literacy skills of K Stage 1 learners. This design involved a single group of participants who were measured before and after the implementation of the intervention. By comparing the learners’ performance on a literacy assessment before and after the art-based instruction, the study aimed to determine whether significant improvement occurred because of the intervention. The participants consisted of a single intact class of K Stage 1 learners. The class received literacy instruction integrated with various forms of art such as drawing, storytelling through pictures, dramatization, singing rhymes, and creative writing activities. These strategies were aligned with the Department of Education’s K to 12 Curriculum Guide for Kindergarten and Grade 1 to ensure that the content was developmentally appropriate and curriculum-based. Before the intervention began, the learners were given a pretest to measure their baseline literacy skills. The pretest assessed areas such as letter-sound recognition, phonemic awareness, vocabulary development, story comprehension, and simple sentence writing. Following the pretest, the researcher implemented the art-based literacy instruction for a period of six to eight weeks. During this time, learners engaged in interactive and creative literacy tasks that incorporated the use of visual arts and performance. After the intervention period, the same literacy assessment was administered as a posttest. The results of the pretest and posttest were statistically analyzed using descriptive and inferential statistics, such as mean comparison and paired t-test, to determine if there was a significant difference in learners’ literacy performance before and after the art-based instruction. The test of difference between the pre-test and post-test scores of learners, which shows the computed mean scores of Grades 1 and 2, as well as Grade 3 learners, before and after the implementation of the art-based instruction. The purpose of this table is to determine whether there is a statistically significant improvement in the learners’ literacy performance because of integrating art-based strategies into classroom instruction. The table also displays the computed and critical t-values at the 0.05 level of significance, together with the decision on the null hypothesis, to verify whether the observed differences in performance are significant. As reflected in the results, both groups of learners exhibited higher mean scores in the post-test compared to the pre-test after the introduction of art-based instruction. This marked improvement demonstrates that the use of art-based learning strategies contributed positively to the development of literacy skills among the learners. The increase in scores further reveals that learners became more engaged and responsive to lessons when art was integrated into reading activities, as they were able to associate creativity and imagination with learning new concepts. The findings clearly indicate that there is a significant difference between the learners’ pre-test and post-test scores. This signifies that the implementation of art-based instruction led to a substantial enhancement in literacy performance. Learners showed better comprehension, improved vocabulary, and heightened participation in reading-related tasks. The incorporation of visual, auditory, and kinesthetic elements made the learning process more meaningful and enjoyable, encouraging active participation and deeper understanding of reading concepts. The results imply that learners’ literacy skills significantly improved after the integration of art-based instruction. The overall findings imply that art-based learning is an effective instructional approach that enhances creativity, motivation, and comprehension. It provides a learner-centered environment where young learners can express their ideas through creative outputs, leading to improved literacy development and sustained engagement in reading activities.
Keywords: Effectiveness, Art-Based Instructions, Developing Reading Skills, Kindergarten Learners
INTRODUCTION
Art-based instruction refers to the integration of visual arts, drama, music, and other creative modalities into the teaching and learning process. It encourages students to express their thoughts, emotions, and ideas through various art forms, which makes learning more engaging, interactive, and inclusive. In the early stages of education, particularly for young learners in Key Stage 1, incorporating art-based strategies into lessons helps support multiple learning styles and fosters a deeper level of understanding. These approaches stimulate imagination and creativity, promote fine motor skills, and create meaningful connections between content and real-life experiences.
The importance of art-based instruction in literacy development has become increasingly significant in recent years. As traditional teaching methods are often rigid and text-heavy, young learners may struggle to engage fully with literacy activities. Art-based strategies offer a more dynamic and participatory approach that allows children to visualize stories, act out narratives, and explore vocabulary through illustrations and music. These methods support the development of essential literacy skills such as reading comprehension, vocabulary retention, sequencing, and storytelling. In today's evolving educational environment, where holistic and inclusive approaches are prioritized, the need to incorporate art into literacy instruction is more relevant than ever.
Recent studies have supported the impact of art integration on literacy. For instance, according to a study by Davis (2018), students who participated in art-integrated literacy lessons showed improved reading fluency and comprehension compared to those in conventional literacy programs.
Despite these promising findings, there remains a pressing concern regarding the literacy performance of Key Stage 1 learners. According to recent data from the National Early Literacy Assessment (2024), only 58% of K Stage 1 pupils achieved proficiency in basic reading skills, with many struggling in areas such as phonemic awareness, word recognition, and comprehension. This performance gap suggests that conventional instruction may not fully address the diverse learning needs of young children. The lack of creativity and engagement in some literacy lessons could be a contributing factor to these low achievement levels, highlighting the urgent need for more effective, learner-centered teaching methods.
Given these circumstances, it is vital to continue exploring the effectiveness of art-based instruction in enhancing literacy outcomes for young learners. This study aims to provide empirical evidence on how art can be used not only to improve academic skills but also to promote a more inclusive, joyful, and meaningful learning experience. With growing advocacy for arts integration and the need to uplift literacy performance, this research will contribute to the body of knowledge supporting innovative educational practices tailored to the needs of K Stage 1 students.
This study evaluated the effectiveness of art-based instruction in developing reading skills among K stage 1 learners. The findings of the study were the basis for an intervention plan.
see PDF attachment for more information