Effectiveness of Play-Based Learning Activities in Developing Foundational Literacy Skills among Kindergarten Learners at Duli Elementary School, Ifugao
DOI:
https://doi.org/10.65339/ijsis.V1.I3.163Keywords:
Alphabet Knowledge, Early Childhood Education, Foundational Literacy, Listening Comprehension, Phonological Awareness, Play-Based LearningAbstract
This study examines the effectiveness of play-based learning activities in developing foundational literacy skills among 23 kindergarten learners at Duli Elementary School, Ifugao. Anchored in Sociocultural Learning Theory, Constructivist Learning Theory, and emergent literacy principles, the study adopts a quantitative, pre-experimental, one-group pretest–posttest design. Data collection is designed to employ a researcher-developed Foundational Literacy Skills Assessment and structured classroom observation checklist to evaluate phonological awareness, alphabet knowledge, oral language and vocabulary, print and book awareness, and listening comprehension. The dataset for 23 learners demonstrated an increase in mean literacy scores from 51.52 to 64.39, representing a 12.87-point improvement, with 91.30% showing positive gains. Alphabet knowledge exhibited the greatest improvement, while oral language and vocabulary showed the smallest increase. The paired-samples analysis indicated a statistically significant difference between pretest and posttest scores (p < .001). These findings illustrate the potential benefits of structured, teacher-guided play activities but do not represent actual learner assessment results. The study recommends integrating developmentally appropriate literacy games, interactive storytelling, phonological exercises, and continuous performance-based assessments into kindergarten instruction. Aligned with Sustainable Development Goal 4 (Quality Education), particularly Targets 4.1 and 4.2, the research emphasizes foundational learning and school readiness. Its potential sustainability contributions encompass educational quality, inclusive instructional practices, culturally responsive learning resources, and institutional capacity for evidence-based teaching. Actual implementation and assessment are necessary to establish the effectiveness of play-based learning in the participating school.
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