Authors : Caballo, Jaraima Tarahumara Twyla; Castor, Heart Angela C.; Lazatin, Honey Mae C.; Tabafa, Love Joy C.; Escarlos, Gladys S.

Volume/Issue : Volume 10 - 2025, Issue 5 - May

Google Scholar : https://tinyurl.com/mexwr9hk

DOI : https://doi.org/10.38124/ijisrt/25may1755

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : CABALLO, J.T.T., CASTOR, H.A., LAZATIN, H.M., and TABAFA, L.J., Central Mindanao University, Musuan, Maramag, Bukidnon, Enhancing Kindergarten Letter Recognition Through Play-Based Learning. Adviser: Gladys S. Escarlos, PhD This study investigated the effectiveness of a play-based learning intervention, the Letter Jump Game, in enhancing letter recognition skills among kindergarten learners at Musuan Integrated School. The research aimed to address the limitations of traditional instructional strategies in early literacy by introducing an interactive and developmentally appropriate approach tailored to young learners. Specifically, it sought to determine whether the integration of kinesthetic movement and cognitive engagement through play could improve learners’ ability to recognize uppercase and lowercase letters. A quasi-experimental one-group pretest-posttest design was employed. Fifteen purposively selected kindergarten pupils aged 4 to 6 years old participated in the study. Pre-test and post-test assessments measured their letter recognition levels before and after a three-week intervention period, during which the Letter Jump Game was implemented three times per week. Data were analyzed using descriptive statistics and paired samples t-tests. Results showed an increase in mean scoresfrom 12.33 to 14.47 for lowercase letters and 14.20 to 15.47 for uppercase letters, indicating improved recognition skills. However, these improvements were not statistically significant (p > 0.05). Despite this, qualitative observations noted increased engagement, confidence, and participation, especially among kinesthetic learners and those who initially struggled. The study concludes that while the intervention did not yield statistically significant results, it demonstrated practical benefits in promoting early literacy skills through active learning. The findings support the integration of play-based and kinesthetic strategies into early childhood instruction and recommend further research with larger samples and extended durations to validate the approach’s effectiveness.

Keywords : Play-Based Learning, Letter Recognition, Kindergarten, Kinesthetic Learning, Early Literacy.

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