ABSTRACT
This study was conducted to determine the effectiveness of play-based learning activities in enhancing pre-reading skills of kindergarten learners. It was conducted in Alegria-Batuan Elementary School in the Schools Division of Ormoc City. The findings of the study were the basis for the proposed Enhancement Plan. This study utilized a quasi-experimental research design, specifically the one-group pre-test–post-test design, to determine the effectiveness of play-based learning activities in enhancing the pre-reading skills of kindergarten pupils. A single group of kindergarten learners was selected as the participants. Before the intervention, a pre-test was administered to assess their initial level of pre-reading skills, including letter recognition, phonemic awareness, listening comprehension, vocabulary development, and print awareness. After the pre-test, the learners underwent a series of structured play-based learning activities over a specified period (four to six weeks). These activities included games, storytelling, songs, rhymes, interactive play, and other age-appropriate tasks aligned with the Kindergarten Curriculum Guide.
After the intervention period, a post-test using the same assessment tool was administered to the same group of learners. The results of the pre-test and post-test were compared and analyzed to determine whether there was a significant improvement in the pupils’ pre-reading skills after participating in play-based learning activities.
The Test of Difference Between the Pre-Test and Post-Test Scores of Learners, which compares the reading performance of kindergarten pupils before and after the integration of play-based learning activities. The data show the mean scores for both assessments, the computed and critical t-values, the decision on the null hypothesis, and the interpretation of the results. This analysis aims to determine whether the implementation of play-based instruction had a statistically significant effect on the learners’ pre-reading skills and overall literacy development.
As reflected in the table, the mean score of the learners increased considerably from their pre-test to their post-test performance after the integration of play-based learning activities. The computed t-value exceeded the critical t-value, leading to the rejection of the null hypothesis. This result indicates that there was a significant difference between the learners’ pre-test and post-test scores, confirming that the intervention positively influenced their literacy skills. The findings demonstrate that the structured play-based approach effectively improved learners’ reading readiness, comprehension, and engagement.
The results show that the learners’ post-test performance improved significantly, suggesting that the integration of play-based strategies—such as interactive games, storytelling, songs, and rhymes—enhanced their mastery of essential pre-reading concepts. The hands-on and participatory nature of play-based activities allowed learners to explore letters, sounds, and words in meaningful and enjoyable ways, fostering cognitive and linguistic growth. Consequently, learners became more confident and capable in performing literacy-related tasks, which was reflected in their improved post-test results.
The results imply that play-based learning had a highly positive impact on learners’ literacy development. The overall average performance improved, and the computed t-value exceeded the critical value, leading to the rejection of the null hypothesis. The result implies that the improvement was not due to random variation but to the effectiveness of the intervention itself. This finding further implies that play-based learning strategies were instrumental in enhancing children’s literacy performance, making them more prepared and capable for higher learning levels.
Keywords: Effectiveness, Play-based Learning Activities, Pre-reading Skills, Kindergarten Learners
INTRODUCTION
In early childhood education, play is more than just a leisure activity—it is a powerful medium through which young learners explore, discover, and internalize foundational skills. Play-based learning activities provide a developmentally appropriate approach that aligns with the natural curiosity and active engagement of kindergarten pupils. These activities, which may include storytelling games, phonemic awareness exercises, letter-matching games, and interactive songs, create an immersive and enjoyable learning environment. By integrating educational content into play, children are more likely to develop essential pre-reading skills such as letter recognition, phonological awareness, vocabulary development, and print motivation. This study recognizes the growing need to shift from traditional rote learning to more child-centered methodologies that foster early literacy in a fun and meaningful context.
Bodrova and Leong (2007) and Hirsh-Pasek et al. (2009) affirm that children engaged in guided play exhibit greater gains in language and literacy readiness. Furthermore, research by Neuman and Roskos (2005) highlights how purposeful play can enhance emergent literacy behaviors, particularly when aligned with intentional instruction. These studies, among others, validate the role of structured play in early reading interventions and provide a strong theoretical and empirical foundation for examining the effectiveness of play-based learning activities in enhancing the pre-reading skills of kindergarten pupils.
The researcher has been teaching for twelve years and, throughout her career, has encountered a diverse range of students. While each child possesses unique characteristics, one constant observed among them is their shared language of play. Play or games serve as a universal mode of communication and engagement for children. Recognizing that children are naturally inclined to play led the researcher to consider how integrating games into classroom activities could enhance student engagement. She believes that when learning is paired with enjoyable and interactive methods such as games, students are more likely to retain information and develop crucial skills—particularly in learning how to read.
Play-based activities for preschoolers are not only enjoyable but also highly engaging. They support various aspects of a child’s development, foster collaboration, stimulate learning environments, and encourage social interaction. The researcher emphasizes that play-based learning focuses more on the process of learning than merely the product. By applying this approach to reading instruction, she posits that young learners can develop essential pre-reading skills, which may eventually lead to improved reading comprehension.
Despite its many advantages, the researcher acknowledges several challenges associated with play-based learning. These include uneven student participation, limited parental understanding of the approach, and a lack of sufficient resources for teachers. These concerns raise the question of whether play-based learning is a truly effective instructional method or merely an added burden for educators. Considering that the researcher had taught in a private school for a decade, she observed that learners in such settings generally possess the prerequisite foundational skills necessary to begin reading. However, she also recognized that sustaining learners’ interest in reading requires intrinsic motivation and active engagement to nurture a genuine love for reading – an essential factor in achieving future academic success. At present, as the researcher teaches in a public school, she observed in her classroom that most pupils initially did not know how to read or even what reading entailed. She observed that many of them were not yet ready to begin reading, as they had not been taught the necessary foundational skills. Faced with this reality, the researcher resolved to take a practical approach: teach the pupils how to read by first developing their pre-reading skills in a way that would ensure retention and understanding. She believes that strengthening these foundational skills is essential in nurturing a love for reading among young learners.
Given this situation, the researcher made it her responsibility to provide each learner with varied activities designed to build and enhance their pre-reading skills, with the long-term goal of enabling them to become independent readers. She openly admits that this challenge prompted her to take deliberate and thoughtful action. Determined to help her pupils succeed, she implemented a range of teaching strategies, including daily recitation of letter sounds, individual practice, phonological awareness activities, syllable clapping, book engagement, alphabet songs, rhymes, and rhyming games.
Therefore, this study was conceptualized to explore the effectiveness of play-based learning activities in enhancing the pre-reading skills of kindergarten pupils. The researcher aims to provide evidence-based insights that will contribute to the ongoing discourse on developmentally appropriate practices in early literacy instruction.
This study was conducted to determine the effectiveness of play-based learning activities in enhancing pre-reading skills of kindergarten learners. It was conducted in Alegria-Batuan Elementary School in the Schools Division of Ormoc City. The findings of the study were the basis for the proposed Enhancement Plan.
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