THE EFFECTIVENSS OF USING MULTIMEDIA AS DELIVERY OF

INSTRUCTION TO DEVELOP THE PHONETIC AWARENESS OF

KINDERGARTEN PUPILS OF SAN ISIDRO
ELEMENTARY SCHOOL

NAME

Master in Education

i
 March 2019

THE EFFECTIVENSS OF USING MULTIMEDIA AS DELIVERY OF

INSTRUCTION TO DEVELOP THE PHONETIC AWARENESS OF
KINDERGARTEN PUPILS OF SAN ISIDRO
ELEMENTARY SCHOOL

NAME

Institute of Graduate Studies

Colegio de Dagupan
Arellano Street, Dagupan City

Master in Education
Major in Educational Leadership

ii
 March 2019

COLEGIO DE DAGUPAN
Approval Form

In partial fulfillment of the requirements for the degree MASTER IN

EDUCATION, the completed practicum paper entitled “_______”, prepared and
submitted by _________ and is hereby endorsed for approval.

BARTOLOME A. CARRERA, Ed.D.

Adviser

This is to certify that the completed practicum paper mentioned above submitted
by _____ has been approved and accepted on March 2019 by the Oral Examination
Committee.

FELIZA ARZADON-SUA, Ed.D.

Chairman

REYNALD JAY F. HIDALGO

Member

APPROVED and VERIFIED as partial fulfillment of the requirements for the degree
Master in Education on March 2019 with a grade of _____________________.

FELIZA ARZADON-SUA, Ed.D.

Dean

iii
 Abstract

This study was conducted for the purpose of determining the effectiveness of

teaching phonemic awareness to preschool children through multimedia instructional

materials. Quasi-experimental research method was utilized and pretest and posttest in

phonemic awareness skills were used for gathering data. The Phonemic Awareness Skill

Assessment (Literary Resources Inc.) served as the instrument for collecting data. 30

kindergarten pupils of San Isidro were used as the respondents, during the school year.

Phonemic awareness is the idea that a specific sound is associated with a specific

letter in the alphabet. When children are able to correlate the sounds with the correct

letters, they can them sound out words when reading to decode as well we develop their

writing and spelling skills

Overall the most of the respondents are recorded to be at age appropriate phonetic

skills on Alphabet Recognition: Uppercase Letters: Alphabet Recognition: Lowercase

Letters: Letter Sound Identification. Rhyme Recognition, Onset Fluency: Identify Initial

Phonemes. Blending Compound Words & Syllables Segmenting Compound Words &

Syllables Identifying Final Sounds in Words and Print Concepts.

iv
 Acknowledgment

This action research project would not have been possible without the guidance
and help of several individuals who, in one way or another, contributed and extended
their valuable assistance in the preparation and completion of this project.

The Panel of Evaluators, for providing me the foundational knowledge in action

research and for their special concerned, insightful comments, valuable and constructive
suggestions;

Dr. Bartolome A Carrera, my research adviser, for his unselfish support, patience,
approachableness, guidance and most of all his encouragement for without him this
action research project would not have been finished;

My beloved Principal of ___ School, for allowing me to conduct my investigation

and for providing logistical and moral support throughout the duration of my project;

My fellow teachers of ___ School for their support and cheers in the
accomplishment of this study;

My dearest and loving family who gave me all I need for the completion of this
project, and kept in pushing me to finish the course;

To all my relatives and friends who are always there to lend a helping hand, my
warm gratitude and thanks to all of you;

Last but not the least, the Almighty God for answering my prayers, for giving me
the strength and courage. Thank you so much dear Lord.
NAME

v
 Dedication

I dedicate my research work to my family and many friends

A special feeling of gratitude to my wonderful daughter _____ and to my

Loving wife and my dearest mother, who have never left my side throughout my masteral

studies.

My siblings.

Nephews,

Nieces,

Friends,

My School head,

My Pupils,

Above all, to Almighty GOD,

The source of LIFE and BLESSINGS!

vi
 Table of Contents

Page
Title Page ……………………………………………………………………….. i
Approval Form …………………………………………………………………. iii
Abstract ………………………………………………………………………… iv
Acknowledgement …………………………………………………………….. v
Dedication ……………………………………………………………………… vi
Table of Contents ………………………………………………………………. vii
List of Tables …………………………………………………………………… viii
List of Figure ………………………………………………………………….. ix

Chapter

1 INTRODUCTION
Background of the Study ……………………………………….
Conceptual Framework …………………………………………
Statement of the Problem ……………………………………….
Hypothesis ………………………………………………………
Significance of the Study ……………………………………….

2 METHODOLOGY
Research Design …………………………………………………
Sources of Data …………………………………………….........
Instrumentation and Data Collection ……………………………
Tools for Data Analysis …………………………………………

3 RESULTS AND DISCUSSION …………………………………

4 SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS
Summary of Findings …………………………………………..
Conclusions ……………………………………………………..
Recommendations ………………………………………………

References ……………………………………………………………………..
Appendices ……………………………………………………………………..
List of Tables

vii
Table Title Page

1 Comparison of Quarterly Grades

Of the Respondents ……………………………

2 Result of Pre Test and Post Test

…………………………….……….

3 Variance of Scores of the Respondents……………

viii
 List of Figure

Figure Title Page

1 Paradigm of the study

……………………

2 Graphic Representation on Pre-test and Post-Test

Result…………………………

ix
 Chapter I

INTRODUCTION

Background of the Study

Phonemic awareness is the idea that a specific sound is associated with a specific

letter in the alphabet. When children are able to correlate the sounds with the correct

letters, they can them sound out words when reading to decode as well we develop their

writing and spelling skills. Phonemic awareness uses peoples audio processing to hear the

individual sounds in words to increase and support language acquisition. By using iPad

applications in the classroom to increase phonemic awareness, student growth is possible

for the above, at, and below grade level ability students.

In the Domains of Literacy in the K to 12 Languages Curriculum, “phonological

awareness is among the literacy domains, which involves working with rhymes, syllables,

onsets and rimes. Under this is the phonemic awareness (PA), which is the ability to

notice, think about and work with the individual sounds in spoken words” (Pado, n.d.,

p.34). In language learning, the children naturally develop familiarity with the speech

sounds in every word and hear them in spoken language. Although they can easily learn

speech well, children focus more on getting the meaning and creating comprehensible

messages instead of identifying the phonemes that they use (Griffith & Olson, 1992).

Because PA is not naturally developed in children, there is a need for instruction to help

children develop this skill which is a strong precursor to early reading success.

1
“PA is the understanding that spoken words and syllables are made up of sequences of

elementary speech sounds, or phonemes, and the ability to manipulate them” Zygouris

Coe, 2001, p. 4). PA contributes to helping children learn to read because the English

writing system is alphabetic. It is not easy to figure out this system. It requires instruction

to learn how to distinguish the separate phonemes in pronunciations of words so that they

can be matched to graphemes.

This is because the spoken language has no breaks in speech. There is no signal at

where one phoneme ends and where the next one begins (National Reading Panel, 2000).

Phonemic awareness ought to be a priority in preschool reading instruction. There are

traditional methods that enhance this skill such as making physical sounds (such as

tapping and clapping), singing nursery rhymes with keyword substitution, picture

flashcards, and exposure to print-rich environment (such as books) in school and at home

(K12 Reader, 2018). According to Karemaker, Pitchford and O’Malley (as cited in

Radell, 2012), it is better to use a software in developing phonemic awareness skills as a

supplement to traditional teaching than traditional teaching alone. There are technologies

available that can assist in improving PA such as computer-based programs with audio,

software that adjusts to student performance, audio-visual multimedia, and computer-

based games. (Blake, Winsor, & Allen, 2014). This study aims to find out the

effectiveness of using multimedia instructional materials in teaching phonemic awareness

to preschool children. It also aims to determine if there is a significant difference between

the phonemic awareness skills of preschool pupils who are taught using multimedia

instructional materials and those who are taught with traditional methods of teaching.

2
Why use multimedia

In the 21st century classrooms, there is an increased focus on student engagement.

Students today are living in a world dominated by screens keeping them stimulated 24/7.

Knowing this, teachers need to transfer the skills that students have at home with

iPad/tablet and computer usage in their classroom. By understanding this need, educators

must find a way to appropriately incorporate technology in an effective manner in order

to engage students in their own learning and continue to expose them to the concepts they

are learning in the classroom.

A study conducted by Reyes (2014) looks at the advantages as well as the

challenges that come with using technology in the classroom. Reyes (2014) conducted a

research study that in Phonemic Awareness Using iPads in Language Arts 13 included a

small research group of twenty-eight 2nd and 3rd grade students in an afterschool

program. The students used a multiple range of iPad applications to try and increase their

literacy skills. The results of this study concluded as follows, “These percentages of

improvement demonstrate that the iPad apps based instruction contributed to overall

growth in literacy achievement. The amount of improvement is directly related to how

much time the student spent engaged in learning using the iPad apps” (Reyes,2014, p.

55). The students who used the iPad applications on a consisted basis showed greater

overall improvements in their literacy development. This research drives my initial

inquiry of wanted to know which iPad applications can help increase phonemic

awareness skills in Kindergarten students.

3
 Looking at the effects of student engagement, as Kearsley and Shneiderman

(1998) have done, important factors that come into play when looking at student success

and the new technologies. Having personal interaction with students is important, and

new interactive technologies are being looked at to help fill the void of paper pencil

learning. Gone are the days of filling in a bubble marked A, B, or C. Research has

indicated the need for student involvement and interaction in schools because of the high

stimulation they are receiving from devices such as television, computer screens, and

iPads at home. This all being said, the goal and purpose for this study is to examine the

impact technologies on phonemic awareness development. What types of programs and

applications are out there Phonemic Awareness Using iPads in Language Arts that

educators can use with their students to help them develop and increase their letter sound

recognition, sound isolation, blending, segmenting skills, and so much more? By

focusing on previous research, specifically the research conducted by Reyes (2014)

pertaining to developing literacy skills, and conducting my own research I hope to find

such applications. Technology is always evolving, along with student ability to apply

skills to their daily lives.

4
Conceptual Framework

The researcher grouped the subjects of the study, which consisted of Kindergarten

children (5 years old) who were currently enrolled in San Isidro Elementary School, into

two groups: control group and experimental group.

The two groups underwent two different processes. For the control group, they

were taught with the regular method of teaching, while the experimental group was

taught using multimedia instructional materials.

This study aimed to measure the phonemic awareness of both groups and

determine the difference between the pretest and posttest results of each group (control

and experimental) to test the effectiveness of using multimedia instructional materials in

teaching phonemic awareness to preschool children.

5
 INPUT PROCESS OUTPUT

Pre-test THE
EFFECTIVENSS
Sampling of ↓ OF USING
Respondents MULTIMEDIA AS
Classroom Instruction with DELIVERY OF
Administration Pre- INSTRUCTION TO
the integration of MULTI
test DEVELOP THE
Implementation of MEDIA Technology PHONETIC
the intervention ↓ AWARENESS OF
Administration of KINDERGARTEN
post-test Conduct of Post-test PUPILS OF SAN
ISIDRO
Statistical treatment ELEMENTARY
SCHOOL

feedback
Figure 1- Paradigm of the Study

6
Statement of the Problem (SOP)

The general problem of the study is to determine the effectiveness of teaching

phonemic awareness to preschool children through multimedia instructional materials.

Specifically, it sought answers to the following questions:

1. What is the level of phonemic awareness of the preschool children in both

experimental and control groups?

2. Is there a significant difference between the phonemic awareness pretest and posttest

scores of control and experimental groups?

3. Is there a significant difference between the experimental group’s and control group’s

posttest scores?

Hypotheses of the Study

In accordance with the specific problems of the study, the following hypotheses were

tested:

H0: There is no significant difference between the phonemic awareness pretest and

posttest scores of the control group.

H0: There is no significant difference between the phonemic awareness pretest and

posttest scores of the experimental group.

H0: There is no significant differences between the experimental groups’ and control

group’s posttest scores.

7
Significance of the Study

The study on the effectiveness of using multimedia instructional materials on the

phonemic awareness of preschool children hopes to benefit the following:

DepEd Officials. It is the Department of Education's mission to “help students learn in a

child-friendly and motivating environment; to see to it that teachers facilitate

learning and constantly nurture every learner; and to ensure that administrators

and staff promote supportive environment for effective learning” (Department of

Education, n.d.). In this regard, the result of this study will help DepEd officials

and policy makers assess and recommend alternative materials that can be used in

teaching phonemic awareness in preschool level.

Administrators / School Principal. With the advancement of technology, it is crucial for

the school administrators and principals to decide which new materials will be

provided to teachers for them to promote phonemic awareness among preschool

children.

Teachers. With more in-depth knowledge on the effectiveness of multimedia instructional

materials, the results of this study if proved favorable, will encourage teachers to

elevate their technical skills and knowledge on the use of multimedia technology

in teaching phonemic awareness skills to preschool children.

8
Parents. Parents’ understanding of the effect of multimedia instructional materials as

educational tools will encourage them to utilize various technology-based

materials that are beneficial to their children as an extension of learning at home.

Kindergarten pupils. Being exposed to the latest educational technology, the pupils will

be taught with up to date and relevant learning instructional tools

Researchers. This study can serve as a basis for future researchers to study how other

technological devices that will be introduced in the market will influence

children’s learning and improve their basic skills in reading.

9
 Chapter 2

METHODOLOGY

Research Design

This study was a mixed methods teacher action research. The researcher was

involved in instruction and assessment.

For students in Kindergarten, the goal at the end of the year is to have students

recognize and identify letter sounds and the sounds in words. It is important for young

children to identify initial, middle, and ending sounds as well as blending sounds in order

to read and decode words in the English language.

Using the district created school wide kindergarten assessments, the researcher

will take students who are meeting, above, at, and below grade level benchmarks in

phonemic awareness during center rotations. In these rotations, groups of students at a

time will actively participate in 10 minutes of phonemic awareness multimedia

applications. These applications will provide continued exposure to letter sounds and

beginning, middle, and ending sounds in words. The students will participate in the

multimedia application rotations three days a week during a four-week period. At the end

of the four-week period, the researcher will re-assess the students based on the March

benchmark standards for letter sound recognition, blending sounds together to form

words, identifying all sounds in a single word, and identifying the beginning, middle,

10
and ending sounds in words. The benchmark assessments are instructionally aligned

between what they students are being taught and what is being evaluated.

Sources of Data

Data Gathering Approach

Qualitative and quantitative data were obtained through observation and recording

results from pre and post assessment. Data were gathered from oral phonemic awareness

assessments and documented by the teacher/ researcher by means of oral and auditory

recording. Students were shown a series of pictures and letters of the alphabet to look at

and orally recite the given letter or word. The results of the tasks were recorded via paper

pencil then compared from the benchmark assessments.

Sampling Procedure

To select the group of pupils to be included in the study, the researcher employed

purposive sampling, a sampling technique in which the members of a population that will

participate in the study are chosen based on the researcher' own judgment

(Dudovskiy,2019). “It is the deliberate choice of a participant due to the qualities the

participant possesses. It is a nonrandom technique that does not need underlying theories

or a set number of participants” (Etikan, Musa, & Alkassim, 2016, p. 3). Qualities of the

participants that were considered include their age and grade level.

11
 The sections were heterogeneous when it comes to their reading development,

which means that pupils were not sectioned based on their reading ability or intellectual

capacity, they were sectioned randomly. The participants had not taken any previous

lessons on phonemic awareness or prior reading experiences. And the twelve (12) pupils

who attended a daycare institution, were only engaged in playing activities and not in

reading. There were two designated teachers per class, one adviser and one subject

teacher. Kindergarten 2 level had a total of four (4) teachers. Due to the time schedule,

two of the teachers handled both Nursery Atis and Banana, while the other two handled

Nursery Chico and Dalandan. The researcher used the schedule of the Reading subject

which was taught 30 minutes per session, two (2) days per week.

Two sections served as the control groups and two sections served as the

experimental groups. They were grouped based on the time schedule of the facilitating

Reading teacher. Two Reading teachers of the Nursery Two level handled two sections

each. These teachers both handled one control and one experimental group. The selection

of which section was assigned as control and experimental was based on time schedule

and availability of the multimedia instructional materials provided by the researcher. The

control groups were taught using traditional methods while the experimental groups were

taught using multimedia instructional materials.

12
Instrumentation

The researcher used a standardized assessment tool “Preschool Phonemic Awareness

Assessment - English” by Literacy Resources, Inc. (2014) which is being used to assess a

child’s progress with phonemic awareness throughout the school year (see Appendix B

and D). The skills to be tested are labeled with the Early Learning Standards Preschool

Benchmarks. Each skill that was assessed is part of the daily phonemic awareness lessons

written by Dr. Michael Heggerty, founder of Literacy Resources, Inc. This tool was

given both as pre- and post-assessment. Ideally, the pre-assessment is given at the

beginning of the school year, and the post-assessment to be given at the end of the school

year. These assessments gave teachers the data on children’s phonemic awareness both at

the beginning and at the end of the planned intervention (Literary Resources Inc., 2014).

The researcher conducted the assessment to the pupils involved in this study. Another

blank sheet of paper was used to cover the rest of the page, to provide emphasis on the

line of print that was shown to the pupil during the assessment. Directions for

administering the assessment for every skill were already written in the pages of the test.

The assessment was done in several sessions because the tasks were too long for the child

(Literary Resources Inc., 2014). During the assessment, the pupils were asked to write or

read the words written in the assessment. The teacher read the words aloud and the pupils

answered verbally. Separate assessment pages were provided for Alphabet Recognition

and Letter Sound Identification (see Appendix C), where the pupils were expected to

identify the letters and sounds of the graphemes; and another page for Print Concepts as

well (Literary Resources Inc., 2014).

13
Statistical Treatment

The results of the pretest and posttest were presented by computing the mean.

The scores from pretest and posttest were statistically compared using the paired t-test,

sometimes called the dependent sample t-test. “It is a statistical procedure used to

determine whether the mean difference between two sets of observations is zero. In a

paired sample t-test, each subject or entity was measured twice, resulting in pairs of

observations. Common applications of the paired sample t-test include case-control

studies or repeated-measures designs” (Statistics solutions, 2019, p. 1). This test was used

for within groups’ comparison; whether the traditional methods teaching caused a

significant difference in the phonemic awareness skills of the pupils in the control group;

and whether the use of multimedia instructional materials in teaching caused a significant

difference in the phonemic awareness of the pupils in the experimental group. In

addition, independent sample (unpaired) t-test was employed in this study. “The

independent-samples t-test (or independent t-test, for short) compared the means between

two unrelated groups on the same continuous, dependent variable” (Laerd Statistics,

2019). It was used to compare the cumulative mean scores of the pretest and posttest of

the phonemic awareness of pupils taught with traditional methods (control group) and

with multimedia instructional materials (experimental group). The researcher used this

for group comparison to determine if there is a significant difference in the mean scores

of the pupils in the control group versus the mean scores of the pupils in the experimental

group. This study used parametric tests due to the sample size per group (15 pupils or

more per group). An alpha level of 0.05 was used for all statistical tests. Statistical

14
computations were recorded and performed using Microsoft Excel and SPSS for

Windows

15
 Chapter 3

RESULTS AND DISCUSSION

Phonemic Awareness Skill Pre Developing Developing Age

Appropriate
  Score Mean Percent Score Mean Percent Scor Percent

e
1. Alphabet Recognition: 7 0.233 23.33 16 0.778 53.33 7 23.33

Uppercase Letters:
2. Alphabet Recognition: 5 0.167 16.67 14 0.556 46.67 11 36.67

Lowercase Letters:
3. Letter Sound Identification 8 0.267 26.67 15 0.889 50.00 7 23.33
4. Rhyme Recognition 4 0.133 13.33 14 0.444 46.67 12 40.00
5. Onset Fluency: Identify 4 0.133 13.33 16 0.444 53.33 10 33.33

Initial Phonemes
6. Blending Compound 5 0.167 16.67 10 0.556 33.33 15 50.00

Words & Syllables

7. Segmenting Compound 3 0.100 10.00 10 0.333 33.33 17 56.67

Words & Syllables

8. Identifying Final Sounds in 20 0.133 66.67 6 0.444 20.00 4 13.33

Words
9. Print Concepts 20 0.067 66,67 8 0.222 26.67 2 6.67

Table 1Pre-test on Phonemic Awareness Skill

The table showed us the respondents’ phonetic awareness skills. Overall the most

of the respondents are recorded to be at pre developing phonetic skills on Alphabet

Recognition: Uppercase Letters: Alphabet Recognition: Lowercase Letters: Letter

Sound Identification. Rhyme Recognition, Onset Fluency: Identify Initial Phonemes.

16
Blending Compound Words & Syllables Segmenting Compound Words & Syllables

Identifying Final Sounds in Words and Print Concepts

Phonemic Awareness Skill Pre Developing Developing Age

Appropriate
  Scor Mean Percent Score Mean Percent Score Percent
e
1. Alphabet Recognition: 2 0.067 6.67 16 0.222 53.33 12 40.00
Uppercase Letters:
2. Alphabet Recognition: 2 0.067 6.67 15 0.222 50.00 13 43.33
Lowercase Letters:
3. Letter Sound Identification 5 0.167 16.67 11 0.556 36.67 14 46.67
4. Rhyme Recognition 5 0.167 16.67 14 0.556 46.67 11 36.67
5. Onset Fluency: Identify 2 0.067 6.67 15 0.222 50.00 13 43.33
Initial Phonemes
6. Blending Compound Words 9 0.300 30.00 18 1.000 60.00 9 30.00
& Syllables
7. Segmenting Compound 3 0.100 10.00 15 0.333 50.00 12 40.00
Words & Syllables
8. Identifying Final Sounds in 7 0.233 23.33 14 0.778 46.67 9 30.00
Words
9. Print Concepts 6 0.200 20.00 11 0.667 36.67 13 43.33

Table 2 Post-test on Phonemic Awareness Skill

The table showed us the respondents’ phonetic awareness skills after the

intervention. Overall the most of the respondents are recorded to be at age appropriate

phonetic skills on Alphabet Recognition: Uppercase Letters: Alphabet Recognition:

Lowercase Letters: Letter Sound Identification. Rhyme Recognition, Onset Fluency:

Identify Initial Phonemes. Blending Compound Words & Syllables Segmenting

Compound Words & Syllables Identifying Final Sounds in Words and Print Concepts

17
 t-Test: Paired Two Sample for Means
Age Appropriate
  After Before
11.7777777 5.2222222
Mean 8 2
3.19444444 5.9444444
Variance 4 4
Observations 9 9
0.29960016
Pearson Correlation 7
Hypothesized Mean
Difference 0
Df 8
7.69747126
t Stat 2
P(T<=t) one-tail 2.8786E-05
1.85954803
t Critical one-tail 8
5.75719E-
P(T<=t) two-tail 05
2.30600413
t Critical two-tail 5  

Figure 2t-Test: Paired Two Sample for Means Age Appropriate

The figure showed the Measurement of the respondents who are evaluated to be reading

at age appropriate reading level before and After using multimedia as delivery of

instruction to develop the phonetic awareness of kindergarten pupils of San Isidro

Elementary School. There was a big difference in the means, before the intervention it

was at 5.22 it had increased to 11.57 after the intervention. The stat value is at 7.69

higher than the t-critical two tail value which was 2.30, there was a significant difference.

t-Test: Paired Two Sample for Means

Pupils reading at

18
 developing level
  After Before
14.3333333 12.111111
Mean 3 1
13.611111
Variance 5 1
Observations 9 9
0.10101525
Pearson Correlation 4
Hypothesized Mean
Difference 0
Df 8
t Stat 1.61955266
0.07199406
P(T<=t) one-tail 9
1.85954803
t Critical one-tail 8
0.14398813
P(T<=t) two-tail 8
2.30600413
t Critical two-tail 5  

Figure 3. t-Test: Paired Two Sample for Means Pupils reading at developing level

The figure showed the Measurement of the respondents who are evaluated to be

reading at developing reading level before and After using multimedia as delivery of

instruction to develop the phonetic awareness of kindergarten pupils of San Isidro

Elementary School. There was no big difference in the means, before the intervention it

was at 12.11 it had increased to 14.33 after the intervention. The stat value is at 1.61

higher than the t-critical two tail value which was 2.30, there was no significant

difference.

19
 t-Test: Paired Two Sample for Means
Pupils reading at pre
developing level
  After Before
4.55555555 12.66666
Mean 6 7
6.27777777
Variance 8 33
Observations 9 9
0.61371209
Pearson Correlation 2
Hypothesized Mean Difference 0
Df 8
5.23435359
t Stat 7
0.00039434
P(T<=t) one-tail 3
1.85954803
t Critical one-tail 8
0.00078868
P(T<=t) two-tail 7
2.30600413
t Critical two-tail 5  

Figure 4 t-Test: Paired Two Sample for Means Pupils reading at pre developing level

The figure showed the Measurement of the respondents who are evaluated to be reading

at pre developing reading level before and After using multimedia as delivery of

instruction to develop the phonetic awareness of kindergarten pupils of San Isidro

Elementary School. There was a big difference in the means, before the intervention it

was at 12.66 it had decreased to 4.55 after the intervention. The stat value is at 7.23

higher than the t-critical two tail value which was 2.30, there was a significant difference.

The p- two tail value was 0.0007 lower than the alpha value which 0.05. Using

multimedia as delivery of instruction to develop the phonetic awareness of kindergarten

20
pupils of San Isidro Elementary School significantly decrease the number of pupils

reading at pre developing reading level

Chapter 4

SUMMARY OF FINDINGS, RESULTS AND CONCLUSIONS

Summary

This study was conducted for the purpose of determining the effectiveness of

teaching phonemic awareness to preschool children through multimedia instructional

materials. Quasi-experimental research method was utilized and pretest and posttest in

phonemic awareness skills were used for gathering data. The Phonemic Awareness Skill

Assessment (Literary Resources Inc.) served as the instrument for collecting data. 30

kindergarten pupils of San Isidro were used as the respondents, during the school year

Conclusions

Based on the summary of findings of the study, the following conclusions were

drawn: 1. Both multimedia method and traditional teaching method got an Age

Appropriate level of phonemic awareness, except for one skill – segmenting compound

words and syllables, which got a ‘Developing’ level in the posttest scores of the control

group. This means that preschool pupils still preferred the traditional methods more

21
where they can touch, feel and move around the letters that represent the sounds in each

word, and group activities which involved more interaction with teacher and classmates,

but the multimedia method can be a great aid in developing much complex skills such as

‘segmenting compound words and syllables.’ 2019-2020.

2. Teaching with the use of multimedia instructional materials were proven to be

effective because multimedia provided animations, videos, nursery rhymes and music

that is required when learning auditory skills such as rhyming and sounding out letters.

Traditional teaching methods, on the other hand, was also effective with the use of

concrete objects when dealing with 4-year-old children. It was observed to be effective

because learning with all the senses provided the pupils with a better understanding of the

relationship of pictures and words. When viewing a video, the children paid lesser

attention to the written print on the screen and more on the music and pictures. But, even

if both methods were proven to be beneficial, traditional method and multimedia method

both got a decrease in scores in blending and segmenting skills. These skills required

more time to fully develop especially among Nursery Two pupils. 3. In this study, both

traditional teaching and multimedia method was proven to be beneficial to teaching

phonemic awareness. But a good mix with multimedia methods can enhance traditional

teaching methods in phonemic awareness. Including multimedia instructional materials

can provide a good alternative to traditional teaching when it comes to phonemic

awareness skills. Teachers may include multimedia in the teaching-learning process to

enhance the lessons in phonemic awareness and beginning reading. When the posttest

scores of the experimental and control group were compared, it showed that there were

22
no significant differences in the posttest scores of the experimental and control group.

Multimedia and traditional teaching are both suitable to use in teaching phonemic

awareness skills. Depending on the teachers’ preference, he or she may use either

traditional or multimedia materials as they produced almost similar results.

Recommendations

Since the study found out that both traditional and multimedia methods are both effective

in teaching phonemic awareness, the researcher recommends the following: 1. For

teachers who would like to use the traditional method, it is suggested that they provide

various games, pictures, charts, toys and manipulative, and not just plain board lectures

when teaching four-year-old pupils.2. For teachers who would like to use multimedia in

their teaching instruction, they should be able to develop interactive instructional

materials that would incorporate visuals, sounds, and music, which provides a visual

representation of the lesson in a child friendly way. Teachers may find a way to enhance

traditional teaching with the inclusion of different multimedia materials and create a

variety of activities to enhance the learning of phonemic awareness skills. 3. Teachers

and future researchers may look for other interventions that may enhance blending and

segmenting skills, since the pupils got the lowest scores in these two skills because these

skills are needed as among the foundations in learning how to read. 4. Future researchers

may also conduct a similar study with a bigger number of respondents to elicit more

generalizable results. They may also conduct the study within a longer period of time,

23
advisably within one school year, with the pretest given at the beginning of the school

year and the posttest at the end.

References

Abumiya, M. I. (2011). Preschool education and care in Japan. National Institute for

Educational Policy Research. Retrieved from https://www. nier. go.

jp/English/educationjapan/pdf/201109ECEC. pdf

Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge,

Massachusetts, London, England: MIT Press.

Adams, M. J., Foorman, B. R., Lundberg, I., & Beeler, T. (1998). The elusive phoneme;

why phonemic awareness is so important and how to help children develop it

(Vol. 22). American Educator.

Ball, E., & Blachman, B. A. (1991). Does phoneme awareness training in kindergarten

make a difference in early word recognition and developmental spelling? Reading

Research Quarterly, 26(1), 49-66.

Blachman, B. A., Ball, E. W., Black, R., & Tangel, D. M. (2000). Road to the code: A

phonological awareness program for young children. Baltimore: Paul H. Brookes

Publishing Co.

Blake, S., Winsor, D., & Allen, L. (2014). Child development and the use of technology:

Perspectives, applications and experiences. Hershey: IGI Global.

24
Blevins, W. (n.d.). Understanding phonics. Retrieved April 17, 2019, from Scholastic:

https://www.scholastic.com/teachers/articles/teaching-content/understanding

phonics/

Campbell, D. T., & Riecken, H. W. (1968). Quasi-experimental design. International

encyclopedia of the social sciences, 5, 259-263.

Cassidy, A. (2013). Age appropriate. Encyclopedia of Autism Spectrum Disorders.

doi:https://doi.org/10.1007/978-1-4419-1698-3_1349

Center on Technology and Disability. (n.d.). Learning to read with multimedia materials.

American Institutes for Research.

Chambers, B., Cheung , A., Gifford, R., Madden, N., & Slavin , R. E. (2006).

Achievement effects of embedded multimedia in a success for all reading

program. Journal of Educational Psychology.

Chapman, M. L. (2003). Phonemic awareness: Clarifying what we know. Literacy

Teaching and Learning, 7(1 & 2), 91-114.

Chard, D. J., & Dickson, S. V. (2019). Phonological awareness: Instructional and

assessment guidelines. Retrieved October 11, 2018, from LD Online:

http://www.ldonline.org/article/6254/

Chera , P., & Wood, C. (2002). Animated multimedia ‘talking books’ can promote

phonological awareness in children beginning to read. Learning and Instruction,

13(1), 33-52. Retrieved from https://doi.org/10.1016/S0959-4752(01)00035-4

Department of Education. (n.d.). Vision, mission, core values, and mandate. Retrieved

October 12, 2018, from DepEd: http://www.deped.gov.ph/about-deped/vision

mission-core-values-and-mandate/

25
 Appendix A

PLAN OF ACTION

a. Objectives

1. To enhance the performance of Grade ___ pupils in ___, the researcher employed
---as a strategy in this action research. Such intervention in this project will allow pupils
to improve their performance in ___ through that said approach. It is hoped that it can
enhance the performance of the pupils.

2. To determine the effectiveness of __ in augmenting the performance of the Grade __

pupils in __.

b. Time Frame

August 12, 2019 – Administration of Pre - Test using the standardized test

approved by the School Head.

August 13, 2019 – September 27, 2019 – conduct of the Study.

26
 September 30, 2019 – Administration of Post - Test using the standardized test.

c. Target Subjects

Subjects nineteen (19) Grade III pupils of ____ District II, Division of Pangasinan

II.

d. Time Frame of Activities

Dates Activities

Preliminary Activities

August 5, 2019 - Requested permission to conduct

study from the school head.
- Sent letters to parents for consent
and explained to them the relevance
of the study.
- Monitored the return of consent
forms.
August 6-9, 2019 - Prepared the Pre - Test
- Validation of the Test Questions.
August 12, 2019 - Conducted the Pre - Test

August 13 – 14 2018 - Checked and Recorded the Initial

Test Results.
August 15- 28, 2018 - Analyzed the Pre - Test Results
- Prepared the Intervention Tests
- Wrote the Action Research
Proposal.
Implementation Proper

September 2, 2019 – October 11, - Teaching the respondents using the

2019 intervention.
- Wrote the other parts of the Action

27

October 14-17, 2019
Post- Intervention Activities
October 18, 2019
October 21-23, 2019
October 24-25, 2019
October 29-31, 2019
November 4, 2019,
28
Research.
- Prepared the Post - Test
- Administered the Post - Test
- Analysis and treatment of data was
made.
- Wrote the remaining parts of the
Action Research.
- Made revisions and complete the
Action Research Project.
- Submitted the Action Research for
Final Reading.
- Submitted the Action Research
Final copy.
 Appendix B

LETTER TO THE PRINCIPAL FOR PERMISSION TO CONDUCT A STUDY

____________

MRS. _
__________ School
_________District I

Madam:

Greetings!

The undersigned is undertaking a study entitled “___” in partial fulfillment of the degree
of Master in Education major in Educational Leadership at Colegio de Dagupan,
Dagupan City, Pangasinan.

In this regard, the researcher earnestly solicits your permission to conduct a study to the
Grade III pupils in connection to her Action Research.

Your kind favorable consideration of this request will be highly appreciated.

Respectfully yours,

_
Teacher-Researcher

Approved:

29
Principal III

Appendix C

CONSENT TO PARTICIPATE IN THE STUDY

TITLE

I, ___________________________________, the parent/legal guardian of the

pupil named below, acknowledge that the researcher has explained to me the purpose of
this research, identified any risks involved, and offered to answer any questions I may
have about the nature of my child’s participation. I freely and voluntarily consent to my
child’s participation in this project. I understand all information gathered during this
project will be completely confidential. I also understand that I may keep a copy of this
consent form for my won information.

Name of Pupil: ____________________________

________________________________________
Name and Signature of Parent/Guardian

____________________________
Date

30
 Appendix D
Scores

Appendix E
PRE-TEST/POST - TEST QUESTIONS

Appendix F

PICTORIALS WHILECONDUCTING THE STUDY

Appendix G

31
LIST OF INSTRUCTIONAL MATERIALS USED

Appendix H

32
CURRICULUM VITAE

33