Effectiveness of Teacher-Made Activities in Teaching Phonics to the Performance of The Kindergarten Pupils in Reading

AUTHOR(S)

Nealle Justine P. Pasilaban

ABSTRACT

This study aimed to determine the Effectiveness of teacher-made activities in teaching phonics in reading to the performance of the kindergarten pupils. The findings of the study served as a basis of a proposed improvement plan. This study applied the Quasi-Experimental type of research design in determining the Effectiveness of the Teacher-made Activities in teaching Phonics to the performance of the Kindergarten pupils. The main purpose of the study is to determine varied activities that needs to be addressed to the respondents in order to empower their reading to omit obstacles. The researcher utilized Universal Sampling in identifying the respondents of the study. The test of difference between the scores in the pre-test and posttest performances of the Kindergarten pupils before and after the integration of the teacher-made activities in teaching phonics in reading for 4 weeks implementation. The test of difference on the performance of the kindergarten pupils is based on the specific topics for certain period of time that the intervention is implemented. The results shows that the pretest scores gained by the kindergarten pupils before they were engaged to the teacher-made activities in teaching phonics in reading is lesser than the posttest score. This score is based on their learning after they were engaged to the intervention for 4 weeks if the implementation in teaching phonics in reading which resulted to the computed T value happens to be greater than the critical t value.
The results in table 3 on the test of difference on the results of the scores before and after the intervention is effective or significantly effective in improving the performance of the kindergarten pupils which means that utilizing the teacher-made activities in teaching phonics in reading is very helpful for the learners in identifying letters with their corresponding sounds. It really helps them to create sounds and pronounce those letters correctly. Maybe the teachers really giving the right materials for the learners in which in caters to their needs as they learn how to learn the alphabet and how they will be arranged correctly or paired. So the hypothesis which states that there is no significant difference between the pretest and posttest scores performance of the kindergarten pupils before and after the integration teacher-made activities in teaching phonics in reading is rejected.