EFFECTIVENESS OF DOWNLOADED VIDEOS

APPROACH IN DEVELOPING PHONEMIC

AWARENESS TO KINDERGARTENERS

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 7
Pages: 322-342
Document ID: 2023PEMJ554
DOI: 10.5281/zenodo.7683868
Manuscript Accepted: 2023-24-2
Psych Educ, 2023, 7: 322-342, Document ID:2023 PEMJ554, doi:10.5281/zenodo.7683868, ISSN 2822-4353
Research Article

Effectiveness of Downloaded Videos Approach in Developing

Phonemic Awareness to Kindergarteners
Rose Marie C. Sasam*, Vilma H. Arazo
For affiliations and correspondence, see the last page.
Abstract
This study examined the effectiveness of using downloaded films vs conventional teaching
techniques to help kindergarteners develop their phonemic awareness. This study utilized a quasi-
experimental research design using two groups of respondents and used a researcher-made
questionnaire. The researcher gave it to both the experimental and control groups. Frequency and
percentage, mean and Independent T-test, Paired T-test, and analysis of covariance were the statistical
techniques employed in the study (ANCOVA). Between the two groups, there was a fairly big
variation in the respondents' posttest results. The outcome showed that the students in the downloaded
video group outperformed those in the comparative group in terms of incomparably higher
performance. This implied that there had been a noticeable improvement in scores in the downloaded
video group when compared to the instruction comparative group. The study found that
kindergarteners were more engaged in their learning when they used downloadable films to help them
build phonemic awareness. According to the collected data, using downloaded video instruction to
enhance phonemic awareness had a positive impact and considerably improved the students'
performance. Thus, it was recommended that the soft copy of downloaded videos as an output of this
study could be used by kindergarten teachers in developing the phonemic awareness specifically to
the young learners.

Keywords: phonemic awareness, kindergarteners, downloaded videos, purakan elementary school, Philippines

Introduction come to school, then they are ready for more

Our goal as educators is to enthuse and engage
students in the practical learning process. The case for
using videos as a teaching tool is strong. Compared to
the more conventional printed material, it generates a
lot more attention and delight. Additionally, videos are
the ideal medium for those who learn best visually and
aurally. Learners are stimulated and engaged by
videos, which pique their attention and keep it for a
longer span. It offers teachers a creative and efficient
way to tackle and deliver the necessary curricular
material.
Further, teaching letter sounds to kindergarten children
is crucial because it serves as a strong foundation for
their reading skills. Teachers at the kindergarten level
usually find teaching visual concepts in letter sounds
very challenging because of their concrete complexity.
It involves step-by-step processes and components that
lead to learning different letter sounds the learners,
hence, the concept of phonemic awareness is difficult
to grasp and understand.
Moreover, the development of solid phonemic
awareness skills should be the main goal of the
preschool and kindergarten years. Early instruction in
phonemic awareness should be primarily oral with the
exception of some beginning attempts to write the
letters themselves. If kindergarten children already
possess sound phonemic awareness skills when they
challenging work and more formal reading instruction.
If they do not have this background, then teachers
must provide this background knowledge and support
before continuing with more advanced reading
instruction.
Every kid should learn to identify letters and sounds
and acquire good phonemic awareness skills during
the preschool and kindergarten years. It is futile to start
phonics training before the kid has mastered phonemic
awareness and letter identification abilities. Making
sure that first graders have these two fundamental
comprehensions at the conclusion of the kindergarten
year would greatly aid them in developing strong
starting reading skills (Adams, 2020).
While the complexity of alphabet knowledge calls for
the development of excellent educational materials,
teachers in the twenty-first century should employ
technology to deliver the most dynamic and engaging
learning available. Downloaded videos used as
computer-assisted training are a creative technique to
teach students phonemic awareness. One of the most
important ideas in learning letter sounds is this (Shaw,
2018).
In support of the implementation of the K to 12 Basic
Education program, the Department of Education
(DepEd) is continuously fulfilling its mandate to
produce productive and responsible citizens equipped
with essential competencies and skills for lifelong

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Research Article
learning. To make every learner a proficient reader,
schools across the country are tasked to help learners
develop their reading skills (DepEd Order no. 173, s.
2019).
Incorporating technology into teaching is a great way
to actively engage learners, especially as digital media
surrounds young people in the 21st century. Interactive
whiteboards or mobile devices can be used to display
images and videos. It helped learners visualize new
academic concepts. Learning can become more
interactive when technology is used as students
can physically engage during lessons as well as
instantly research their ideas, which develops
autonomy. Furthermore, many schools have
incorporated different interactive computer programs
into their educational system to provide learners the
opportunities to master specific educational objectives.
It is by then a challenge for the teachers to utilize this
kind of technology to further improve the quality of
the teaching-learning process.
Downloaded videos as computer-aid instruction have
remained popular among educators who maintain a
belief that technology is a useful supplement to
classroom activities. Some studies have reported that it
can be successful in raising test scores, positively
improving pupils’ attitudes toward learning, and
raising academic performance (Collins, 2020).
Furthermore, Bell (2018) stated that videos as
computer-aid instruction can be as effective, and in
many ways more effective than traditional instruction
practices in promoting language content knowledge,
developing memorization skills, and facilitating
phonological awareness. Additionally, downloaded
videos are most effective when they are used as
complements. These also incorporate high-quality
support, encourage learners’ reflection, and promote
cognitive dissonance.
These downloaded phonemic awareness movies make
it possible to overcome the challenges associated with
teaching the subject of letter sound recognition. It
would be simpler for teachers to involve pupils in the
learning process as it is more probable that they have
used technology. The use of this type of educational
technology in the classroom can enhance learning by
enhancing the environment's excitement and interest.
Because it provides children with more realistic
examples, it might pique their attention and make
learning simpler.
Phonological awareness is the capacity to concentrate
on spoken sounds. It includes a conscious
understanding of rhyme, rhythm, sounds, and
Sasam & Arazo
syllables. Awareness frequently starts with rhythm, as
when kids clap to the beat of their names. Rhyming is
frequently the next step; the production of rhymes like
"king, wing, the song" displays early phonemic
awareness, the most crucial component of
phonological awareness in the development of reading
and spelling (DepEd Order no. 173, s. 2019).
This study aimed to determine the contribution of
downloaded videos to developing phonemic awareness
in kindergarteners. The study was conducted in the
first quarter of the school year 2022-2023. As a
researcher, it is a great privilege to conduct a study to
aid the difficulties in developing phonemic awareness
of kindergarteners.
Research Questions
This study aimed to determine the effectiveness of
downloaded videos in developing phonemic awareness
to kindergarteners. Specifically, it sought to answer the
following questions:
1. What are the pre-test scores of the respondents in
the comparative and downloaded video groups?
2. What are the post-test scores of the respondents in
the comparative and downloaded video groups?
3. What are the pre-test and post-test scores of the
respondents in the comparative and downloaded video
group?
4. Is there a significant difference between the pre-test
scores of the respondents in the comparative and
downloaded video groups?
5. Is there a significant difference between the pre-test
and post-test scores of the respondents in the
comparative and downloaded video groups?
6. Is there a significant difference between the post-
test scores of the respondents in the comparative and
downloaded video groups by controlling the pre-test
scores?
Literature Review
The literature and studies from both foreign and local
researchers that are pertinent to the research's variables
are presented in this chapter. It concentrates on several
viewpoints that will aid in the growth of the study. It
acts as a bridge between the readers and the studies
that have already been conducted, discusses ideas that
have already been supported or rejected by other
writers, and also provides opportunities to appreciate
the data that has already been gathered by earlier
researchers. It also places the current research work in
the proper contexts.
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Research Article
Downloaded Videos as Instruction
A computer was utilized to deliver the instructional
content and track student learning while using
downloaded video as an interactive teaching method. It
included a wide range of computer technology that
enhanced the learning environment in the classroom. It
significantly improved a student's ability to access
material (Collins, 2020).
Directed drills, practice activities, and teacher-student
interaction are all possible inclusions in these videos.
These are flexible enough to accommodate each
student's preferences and skill level. The amount of
individualized instruction a pupil received was also
raised by these. Students benefited from the instant
feedback that computers offered. The majority of them
value the flexible study schedule. When used
effectively, downloadable videos piqued students'
interests, encouraged study, and raised their sense of
responsibility for learning.
Downloaded videos as instruction also served as an
instrument in presenting the phonemic awareness to
the kindergarten pupils in selected letters for them to
better understanding the topic. It was very useful also
since using of this kind of instrument was appropriate
for the school where no availability of internet
connection. And yet, learners could navigate the
downloaded videos at their pace. it can increase their
interest on the topic.
Importance of Downloaded Videos
The days of giving "lectures" in front of a class were
long gone. Teachers can engage kids in new and
creative ways by using video. The use of video in
education and learning can be quite effective. The
engagement came first. Studies have demonstrated the
benefits of video learning on several levels. These
included greater motivation and more in-depth
education. These may have a particular effect on
students' capacity to lead discussions and spot issues.
Effectiveness was the second factor. In the classroom,
video learning was successful on both sides. It can be
used by educators to set aside time and space for active
learning. A video can be modified and repurposed
after it has been made. It left more time in the
classroom for live discussions and engagement with
students (Holzen, 2018).
The third was authenticity. Video engaged both the
student and educator in a one-on-one relationship
without ever being in the same room. A compelling
2016 study by the Online Learning Consortium found
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that video helped educators built and fostered
authentic relationships with students. Fourth, inspired
thinking. Visual cues combined with audio played a
huge role in the comprehension and retention of new
material. According to a Forrester Research analyst,
1.8 million written words are equivalent to one minute
of video. Students were therefore compelled to
exercise critical thought when exposed to complex
material and when the video was used in the
classroom. For everyone, the fifth was a video. By
enabling both general and special education teachers to
instruct pupils at their own pace, video can help close
this training gap. To acquire and remember
information, students can watch a video numerous
times. Additionally, captions allowed deaf pupils to
read the video (Holzen, 2018).
Types of Downloaded Videos
Videos that are downloaded can be divided into two
categories: tutorial videos and videos used as tools. In
the instructional category, the computer controlled the
learning environment and held the knowledge that
needed to be learnt. The use of downloaded videos as
teaching aids improved instruction. These frequently
resulted from concentrating on a single learning task
and making an effort to get better at it. Additionally,
videos that have been downloaded can be categorized
into seven different modes, including drill and
practice, lesson, problem-solving, simulation,
instructional support, dialogue, and instructional
games (Pereira, 2021).
Drill and practice videos were the first types of videos
to be downloaded. These gave students the chance to
practice the material as many times as they wanted.
Students valued video tutorials because they gave
learners a new perspective, whether they were live or
recorded. It improved the effectiveness of a student's
educational experience. The videos brought the
classroom environment to life. These provided unique
viewpoints and resources that students might not often
be able to use in their studies (Dowdle, 2018).
Another way of delivering downloaded videos was
through games. It used the instructional material to
create a contest for the learner. Additionally,
downloaded videos could also be presented through a
simulation. With the subject to be learned being
applied as it would in the actual world, this strategy
offered a realistic setting. The way that downloaded
videos were delivered changed based on the audience
and the subject. However, every strategy used to
convey and deliver it points to the same end result. For
the purpose of promoting the learning process, these
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Research Article
produced an interesting and stimulating environment.
Uses of Downloaded Videos
Videos that have been downloaded can be used by
people of all ages and educational levels, from
preschool to graduate school and even in many
different occupations. It can be applied to a variety of
areas, including all the major academic fields in
primary and secondary education. Downloaded videos
were used to instruct nurses, mechanics for aircraft
engines, wait staff, law students, and many more
professions. It can help those who are teaching those
with physical and learning challenges (Howard et al.,
2019).
Teachers using video as teaching aid in the classroom
gained many benefits including greater student interest
and improved reading and literacy skills. There was
substantial research promoting the use of video in the
classroom as a dynamic resource for supporting
curricula. According to a recent teacher survey, 94%
of classroom teachers had effectively used video. Most
teachers were using it frequently - on average, once
per week (Tonn, 2019).
In addition, one of our goals as educators was to
enthuse and engage pupils in the practical learning
process. Video was undoubtedly an engaging
instructional method. Compared to the more
conventional printed content, it produced a lot more
attention and delight. Video was the ideal medium for
students who were auditory or visual learners since it
combined sight and sound. Each youngster had the
option to watch, listen to, or read each presentation
after the addition of subtitles. Students were stimulated
and engaged by the video, which sparked their interest
and kept it for extended lengths of time. It offered
instructors a creative and efficient way to address and
deliver the necessary curriculum information (Tonn,
2019).
Video Creates an Experience
Consider teaching using historical figures from the
past to engage students in your lessons by introducing
them to influential politicians, historical characters,
and well-known historical figures. Imagine a
classroom where students could hear an almost extinct
species' cries, see the colors, and hear the sounds of
animals that can only be found in a distant forest
halfway around the world. What about observing the
space shuttle's takeoff and journey into orbit while
researching the laws of motion, sound, and energy
transfer? Imagine how much simpler it would be to
Sasam & Arazo
comprehend the many cultures of individuals living in
distant parts of the world. They could encounter them
in their own environments - hearing their songs,
observing their rituals, or listening to their silence
(Twenge, 2020).
The benefits of using video in education included
providing a sensory experience. These allowed
concepts and ideas to actually become an experience
and come to life as students were guided through each
adventure.
Video as a Flexible Teaching Medium
The more interested and engaged students were and
the more interactive each learning session was. More
students would enjoy, learn from, and retain
information from the lesson.
Video provided a means of interactive instruction and
was a very flexible medium. Having the ability to stop,
start, and rewind was absolutely invaluable. It offered
the option to pause each video and ask students to
explain or argue a historical point of reference or
anticipate the conclusion of a demonstration. A chunk
of the video should also be rewindable so that you may
review it. This helped to guarantee that kids
comprehended a crucial idea. They can be sure to
increase the level of interaction by having students
reproduce exercises, participate in class debates, or
repeat experiments and demonstrations (Linda, 2019).
Effective Use of Video in the Classroom
Research had demonstrated that the most effective way
to use video was as an enhancement to a lesson, or unit
of study. Video should be used as one aspect of
instruction in addition to other accessible teaching
resources for a given subject. Like other teaching tools
or resources, videos should be prepared for use in the
classroom by teachers. It is important to establish clear
learning goals in advance. Activities for reinforcement
should be devised and instructional sequences should
be created (Tonn, 2019).
However, it was crucial to use the best downloaded
instructional video service provider. Each instructor
has confidence in the caliber of the information and
education they will deliver in advance. Lesson
preparation time should be reduced for instructors or
parents by using the appropriate online educational
video service. This made it simple for them to find and
pick the appropriate video for the lesson. In order to
improve the learning outcomes, the caliber, and the
advantages of each lesson, it also drew on additional
resources made available by that service (Boyle,
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2021).
Pros and Cons of Using Downloaded Videos
The benefit of having computer-assisted instruction in
the classroom, according to Gulley (2018), computers
can act as a tutor. Teachers can only go so far in
helping students learn. Teachers can get help from
computers, and students who are lagging behind can
use them as tutors. Lessons cannot be repeated
endlessly by teachers due to time constraints. Giving
each student in the classroom the chance to fully
comprehend the courses was crucial, and computers
acting as tutors enable this to happen.
Many people claimed that the students' work was
entirely completed by the computer. They denied them
the chance to process what they had learnt. The
employment of computers in the classroom caused
concern among many people who were raised before
the invention of computers. The main defense used
against the use of computers in the classroom was that
educators must consider how important student
emotions are. They did not want the student's need for
human support that they received from the teacher-
based instruction to be hampered by the quick
development of computer technology.
Gulley (2018) emphasized that the implications of
having computer technology in the schools were the
belief that the computer would solve many of the
problems that teachers cannot. These included helping
pupils raised the standardized test scores. Actually,
teaching pupils the basics such as reading and
mathematics and implying that the teachers had the
skills and abilities needed to accurately aid pupils with
their computer usage.
Furthermore, the Encyclopedia Britannica (2018)
stated that there were drawbacks to the implementation
of computers in instruction. They were generally
costly systems to purchase, maintain, and update.
There were also fears, whether justified or not, that the
use of computer education decreased the amount of
human interaction.
Additionally, according to Gulley (2018), education
acts as a window through which our imagination and
curiosity might soar into the unknown. This increased
their originality. The use of computer technology in
the classroom plays a significant part in assisting
students in realizing their full developmental potential.
It was obvious that there needed to be a link between
the outside world and the classroom given the
significant role that education played in preparing
students for adulthood. Education had no significance
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for the students unless it represented the world in
which it existed.
In conclusion, the advantages discussed concerning
computer technology in the classroom outweigh the
disadvantages. Computer technology was a positive
supplement to bridge the gap between education and
the technological world in which they live. Computer-
assisted technologies in schools offered pupils greater
access to information, an eager motivation to learn, a
jump-start on marketable job skills, and an enhanced
quality of class work.
Learners of the 21st- Century Classroom
The new millennium was ushered in by a dramatic
technological revolution. People were now living in an
increasingly diverse, globalized, and complex, media-
saturated society. According to Rodgers at al. (2021),
learners of the 21st century had many educational traits
that older educators may not be familiar or
comfortable with. These traits included gravitating
toward group activities. Also, thinking it was cool to
be smart, busy with extracurricular activities,
identifying with parents’ values and feelings close to
them. Moreover, respecting social conventions and
institutions, being fascinated with new technologies,
and being comfortable with racial and ethnic diversity.
Rodgers at al. (2021) added that today’s learners were
also digitally literate mobile, always on, experiential
and social. To them, computers were not technologies
they were just part of their life experience background.
The minds of 21st learners craved interactivity. They
were good at reading visual images. They had strong
visual-spatial skills. They tended toward parallel
processing and inductive discovery. They looked for
fast response time which led to short attention spans.
It is important to remember that today's learners are
different from those of yesterday. It may be claimed
that the availability of information and access to it
have undergone the most significant shifts. A large
portion of this information was provided rapidly and
interactively in a graphic fashion. Television,
periodicals, billboards, radio, cell phones, and other
electronic devices were everywhere. The learning
process must change as more knowledge becomes
available to students. Moreover, the nature of
education and the function of the teacher were both
drastically changing (Descy & Forcier, 2019)
Runyon (2019) asserted that using technology in the
classroom was a fantastic approach to actively engage
your pupils, especially given the prevalence of digital
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media among young people in the twenty-first century.
Images and movies can be shown on interactive
whiteboards or mobile devices. These aided students in
visualizing brand-new intellectual ideas. When
technology is employed in the classroom, learning can
become more participatory since students can
participate physically in courses and instantly conduct
research for their own ideas, which helped them build
autonomy.
Advancements in technology had propelled the
education sector in the last few decades. As the name
suggested, the high -tech approach to learning utilized
different technology to aid students in their classroom
learning. Many educators use computers and tablets in
the classroom. Others may use the internet to assign
homework. The internet was also beneficial in a
classroom setting as it provided unlimited resources.
Teachers may also use the internet in order to connect
their students with people from around the world
(Deck, 2020).
The technological revolution led to the development of
digital natives that referred to the learners whose lives
were emerged in technology. Technology-based
learning was the most effective for 21st-century
students. The downloaded videos would be most
useful in this situation. Due to its visual format and
interactive presentation, this computer-assisted
training was able to pique their interest. The latest
technological advancements in the realm of education
could foster a culture of learning where students
benefit from increased engagement and social
connections (Deck, 2020).
Teachers’ Role in Education
Teachers were constantly seeking the best teaching
strategy that could benefit a lot to the learners. From
their primary role as a dispenser of information to the
orchestrator of learning and helping pupils turn
information into knowledge, and knowledge into
wisdom (Shaw, 2018).
The George Lucas Educational Foundation (2018)
asserted that teachers' responsibilities have changed
significantly throughout time. It used to be that
teachers were told what to teach and how to teach it.
They were required to use the identical techniques to
every student. A teacher's responsibilities are fairly
varied in the world of education today. It was their
responsibility to provide guidance to pupils and assist
them in developing practical application skills for their
knowledge. They will become an important part of
society as a result. It was encouraged for teachers to
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pay attention to how each kid learns. Additionally,
they made an effort to engage and motivate them to
learn.
As stated by Rodgers at al. (2021), the teacher’s role
was no longer that of the instructor dispensing facts
and theories. Teachers must learn to communicate in
the language and style of today’s students. They
needed to teach faster, be less sequential and more
parallel in their approaches. They provided pupils with
greater random access to knowledge.
Teaching was something that took place only when
learning happened. Teachers played vital roles in the
lives of the pupils in their classroom. The main
responsibility of teachers was to instruct the students
who were placed in their car. In addition, teachers
performed a variety of other tasks in the classroom.
Many schools were moving toward the creation of
instructional tools like computer-aided instruction and
downloaded video content to support the requirement
of the educational system to improve the quality of
education and to have better and more systematic
approaches to handle instructional challenges. To have
a successful teaching-learning process, teachers must
adapt to the radical transformation in education
(Rodgers et al., 2021).
Teaching Kindergarten Through Downloaded
Videos
Kindergarten teachers played an integral role in early
childhood development by fostering basic intellectual
and social foundations. To build these foundations,
kindergarten teachers implemented several teaching
strategies with teaching materials that challenged
students to express themselves while learning.
Successfully teaching kindergarten was about finding
the right balance between fun and learning (Sebastian,
2019).
Sebastian (2019) also stated that teaching was a
responsibility as well as a job. Furthermore, when they
refer to responsibility, they mean far more than just
educating kids. In a kindergarten class, a teacher's
responsibilities expanded beyond only instructing the
students. To influence a child's learning, achievement,
and conduct, many roles had to be played.
Most kids were first exposed to a classroom setting
where sitting still, paying attention to the teacher, and
doing classwork were more important than playing. To
make sure that each kid was learning the information
she needed to know, kindergarten teachers used a
variety of instructional techniques. The same teaching
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strategies were intended to keep students who excelled
engaged and to speed up the learning of those who
were falling behind. As a result, they used a variety of
teaching techniques (Burns, 2019).
For effective teaching to take place, a good method
must be adopted by a teacher. A teacher had many
options when choosing a style by which to teach. The
teacher may write lesson plans from other teachers, or
search online or within books for lesson plans. When
deciding what teaching method to use, a teacher
needed to consider students’ background, knowledge,
environment, and learning goals. Teachers were aware
that students learned in different ways, but almost all
children would respond well to praise. Students
acquired knowledge and demonstrated their
understanding in a variety of ways. Teachers
frequently employed strategies that catered to different
learning styles in order to increase student
comprehension and retention of material. To guarantee
that every student had an equal chance to study, a
number of techniques and strategies were employed.
There are several approaches to implement a lesson
plan, including questioning, explaining, modeling,
working together, and demonstrating (Hill, 2020).
Technology Integration in the Classroom
Technology is becoming accepted as an instructional
tool rather than a subject of study in an increasing
number of schools. For instructors, utilizing
technology in the classroom was becoming simpler.
Students were showing up to class with better
knowledge. The majority of students used technology
for their projects, whether or not their teachers
mandated it (Starr, 2021).
Furthermore, according to the University of
Washington (2019), technology can deepen student
learning by advancing instructional goals. However,
choosing the "greatest" tech solutions without
neglecting your objectives for student development
might be difficult. Once those tools have been found,
incorporating them can be difficult, if not eye-opening.
Students not only became more engaged when
technology was seamlessly and thoughtfully integrated
into the classroom, but they also started to take more
ownership of their education. Effective technology
integration alters the dynamics of the classroom and
promotes project-based learning that is student-
centered (George Lukas Educational Foundation,
2018).
Furthermore, the George Lukas Foundation (2018)
noted how much computers have changed education
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since they were first introduced. They served a range
of functions in schooling. The idea of a time before
computers, when communication, grades, attendance,
and lessons were calculated manually, was indeed
impossible to conceive.
Computers had affected education in significant ways.
Pupils benefitted from using them as tools and
resources for gathering information. Teachers used
them as tools for productive and successful students.
When the instruction was relevant, the pupils were
engaged. The use of the computer was so familiar to
pupils and increased their desire to learn about a
particular topic.
Technology became a means of today’s generation. It
supported the efforts of the teachers to appeal to
different learning styles. Integrating it into education
was a demanding and challenging task. However, it
can be an interactive approach that supplied
stimulating environment. It encouraged student
involvement in the learning process. Thus, teachers
should consider technology as a way to amplify and
extend the essential skills and knowledge that the
pupils needed to acquire.
Effects of Technology on Classroom and Pupils
Technology has altered the roles of teachers and
students, improved motivation and self-esteem, and
improved technical abilities. It was the result of more
difficult tasks being completed as well as enhanced
peer collaboration, the utilization of outside resources,
the development of design abilities, and audience
awareness. An increase in motivation among students
was the most typical result, according to the local
universal teacher. The use of technology increased the
number of students actively engaged in courses, but it
acted more as a facilitator by establishing project
objectives and giving instructions and resources
(Technology and Education Reform, 2018).
The incorporation of information technology in the
education sector was important to meet the challenges
presented by new trends, especially with the global
communication of knowledge. It was essential that the
pupils became familiar with the concept and use of
information technology in order to equip them for the
future job market (Technology and Education Reform,
2018).
Video had been used as a tool for informational
purposes for many years. However, because to quicker
Internet connections, more affordable and accessible
tools, and more enthusiastic users, its use in schools
across the nation has expanded in recent years. The
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notion of the flipped classroom was propelled by
students' home viewing of videos and assimilation of
classroom material. Some K–12 educators used video
as a method for producing and creating material, both
inside and outside of the classroom. Through their
own-produced videos, students were showcasing their
knowledge of new ideas, demonstrating new abilities,
and showcasing new talents to the world. In addition,
teachers were finding uses for video with their peers.
Video continued to make up a larger part of
professional development for teachers, from watching
tutorials to watching themselves in action (Palmer,
2020).
Technology as a helpful means in every socially truly
indicated the development of the quality of education
that a student may acquire for the betterment of the
student’s school life and the future application in life.
Meeting the Needs of Today’s Learners
Pupils in classrooms today were quite different and
had different learning needs than they did even 20
years ago. In the article, “Generational changes and
Their Impact in the Classroom: Teaching Generation
Me,” Twenge (2020) identified several predominant
characteristics of modern learners. She used a method
she calls “cross-temporal meta-analysis” in which she
examined the statistical results from a variety of
psychological questionnaires across various periods of
time to discover generational differences. The results
showed that Generation Me pupils had high
expectations for themselves. They exuded a sense of
entitlement and exhibit more mental health problems
than previous generations. Most application to
instructional practice her assertion that today’s pupils
score higher on standard IQ tests, but had very little
stamina for long-term concentration. Other studies
showed similar characteristics in this generation of
pupils.
As the researchers, Gorra et al. (2020) noted that these
“Digital Natives” viewed technology as an essential
part of their everyday life. These authors surveyed
college undergraduate students over a period of four
years to identify trends in the technology preferences
of these students. Their findings showed that 98% of
these students carried some communication devices
daily. Most had devices for listening to music, viewing
videos, and accessing the internet. These students
reported that they appreciated options in modes of
instruction, such as downloading lectures, content, or
other multi-media sources.
Reading good children's books that encourage
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cognitive skills including reasoning and problem-
solving, symbolic play, metacognitive knowledge,
memory, and social cognition to preschoolers is one
way for teachers to stimulate their thinking. Teaching
strategies, book suggestions, and activities that can be
utilized to promote cognitive growth in each of these
categories are listed below (Tonn, 2019).
What is Phonemic Awareness?
The ability to hear and control the sounds in spoken
words as well as the knowledge that spoken words and
syllables are composed of sequences of spoken sounds
constitute phonemic awareness. Because letters
represented sounds or phonemes, learning to read in an
alphabetic writing system was essential. Phonics was
useless without phonemic awareness. It was crucial to
converting speech to print. Children may struggle to
connect sounds with their written symbols or mix
sounds to form words if they are unable to hear that
the sounds "man" and "moon" originated with the
same sound or if they are unable to combine the
sounds /rrrrrruuuuunnnn/ into the word "ran."
Learning to read in an alphabetic writing system is
crucial, and it is a reliable indicator of whether or not a
kid will succeed in reading on time (Yopp, 2021).
Phonological awareness referred to the ability to focus
on the sounds of speech. It encompassed an awareness
of rhythm, rhyme, sounds, and syllables. Awareness
often began with rhythm, for example, children
clapping the beats of their name. The next step was
often rhyme: producing rhyming patterns like king,
wing, and sing demonstrated early phonemic
awareness which was the most important subset of
phonological awareness in the development of reading
and spelling (DepEd Order no. 173, s. 2019).
Phonemic Awareness in Young Children
Research showed that the very notion that spoken
language was made up of sequences of little sounds
did not come naturally or easily to human beings. The
small units of speech that corresponded to letters of an
alphabetic writing system were called phonemes.
Thus, the awareness that language was composed of
these small sounds was termed phonemic awareness.
According to research, first-graders from middle-class
households struggled with phonemic awareness around
25% of the time without direct instructional support,
and those from less literate backgrounds struggled
with it far more. Additionally, these kids have a really
hard time learning to read and write (Adams, 2020).
Why is it so challenging to understand phonemes? The
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main issue was that when people produced or listened
to speech, they did not pay attention to the sounds of
the phonemes. Instead, they instinctively processed the
phonemes and focused their active attention on the
overall force and meaning of the statement. Finding
strategies to encourage kids to detect the phonemes
and learn about their existence and separability was
consequently a difficulty. Fortunately, many of the
rhyming, rhythm, listening, and sound-related
activities that preschool-age children had long
appreciated were perfect for this purpose. In fact, by
keeping this objective in mind, all of these activities
can be used to assist kids develop phonemic awareness
(Anderson, 2021).
The strongest single predictor of a child's success in
learning to read—or, alternatively, the likelihood that
she or he would fail—was generally thought to be their
level of phonemic awareness when they first started
school. In reality, research has demonstrated that
teaching phonemic awareness can help youngsters
become more aware of this concept, and that doing so
will also help them achieve more in reading and
writing in the future (Adams, 2020).
Classroom teachers should have a basic understanding
of language structure, particularly phonology, in order
to develop phonemic awareness in all students. The
study of phonological laws, which govern the
formation of speech-sounds, is known as phonology.
Phonetics, on the other hand, is the study of how
speech sounds are spoken. In an alphabetic writing
system, sounds were represented by symbols using the
phonics method. For biological and environmental
factors, phonological restrictions limited the
generation of speech sounds. Biological constraints
were due to the limitations of human articulatory-
motor production. For example, humans were not able
to produce the high-frequency vocalizations of whales.
Other constraints on our ability to produce speech have
to do with the way our brains classify and perceive the
minimal units of sound that make a difference to
meaning the units we call phonemes (Pearson, 2018).
Compare the sounds of /b/ and /p/ to see how little
they differ from each other. Compare pat and bat to
hear how these minute acoustic variations can convey
vastly different meanings. Fortunately, as phonemes
are the fundamental units of spoken language,
newborns develop an ear for their native language's
phonemes in the first several months of life. Though
unconscious, this sensitivity to the sounds of the
phonemes and the variations between them exists. It is
firmly ingrained in the language system's sub-
attentional mechanism (Stanovich, 2019).
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Phonemes are also the units of speech that were
represented by the letters of the alphabetic language.
Thus, developing readers must learn to separate these
sounds, one from another, and to categorize them in a
way that permitted understanding of how words were
spelled. It is this sort of explicit, reflective knowledge
that falls under the rubric of phonemic awareness.
Conscious awareness of phonemes is distinct from the
built-in sensitivity that supported speech production
and reception. Unfortunately, phonemic awareness
was not easy to establish. The fact that the sound of
any one phoneme might vary greatly from word to
word and speaker to speaker contributed to the
difficulty in developing phonemic awareness. These
types of spoken form changes did not suggest a
difference in meaning. Allophones of a phoneme was
the term used to describe them. For instance, the
pronunciation of grease often rhymes with peace in the
northern part of the United States, yet in other areas of
the South, it rhymes with a sneeze. Similarly, there are
significant regional, dialectal, and individual
differences in how the vowels are pronounced.
Alternately, variations in spoken form sometimes
eliminated phonetic distinctions between phonemes.
Thus, for some people, the words pin and pen were
pronounced differently with distinct medial sounds
corresponding to their distinct vowels. For other
people, however, these words were phonetically
indistinguishable, leaving context as the only clue to
meaning. Indeed, because of variations in the
language, even linguists found it difficult to say
exactly how many phonemes there are in English;
answers varied from forty-four to fifty-two (Lundberg
et al., 2018).
It was also crucial to understand that phonemes were
not uttered separately. Instead, they were co-
articulated, which means that when they talk, they
combine the phonemes to form a syllable. For
instance, they do not utter the four separate phonemes
/b/, /a/, /r/, and /k/ when they speak the word bark out
loud. In contrast, the medial vowel and the consonants
before and following it both had an impact on how
they pronounced the initial consonant. As a result, they
discuss r-controlled vowels like the "ar" in bark.
Similarly, they speak of nasalized vowels before nasal
consonants, such as in the words and, went, and gym.
Because these vowels were assimilated into the
following consonant in speech, most children had
special difficulty representing them as distinct
phonemes in reading and spelling, such that, for
example, went might be read or spelled as W-E-T
(Haskell., 2020).
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Consonants as well as vowels were affected by co-
articulation. Consider the /t/ and /d/. Say the
words write and ride. The /t/ and /d/ sounds distinct in
these two words. However, now say writer and rider.
Now, the medial /t/ and /d/ phonemes were affected by
/r/ in consonant blends. Pronounce the following pairs
of words: tuck-truck; task-trash; dunk-drunk; dagger-
dragon. Children identify the difference in /t/ and /d/
when /r/ is present and reflect the phonetic detail by
spelling out words like "train" (C-H-R-A-N) and
"dragon" (J-R-A-G-N). In this curriculum's
phonological awareness exercises, kids are instructed
to pay attention to the similarity, difference, number,
and order of spoken sounds. The aforementioned
instances showed how challenging such activities may
be when the phonetic level of speech does not directly
or clearly link to the phonemic level. But ultimately,
they were aiming for the phonemic level because it
was phonemic awareness that enabled kids to
comprehend how the alphabet functions, which was
crucial for learning to read and spell (Lundberg et al.,
2018).
Importance of Phonemic Awareness
First of all, phonemic awareness performance was a
strong predictor of long-term reading and spelling
success. Students with strong phonological awareness
were likely to become good readers, but students with
weak phonological skills would likely became poor
readers. It was estimated that the vast majority more
than 90 percent of students with significant reading
problems had a core deficit in their ability to process
phonological information (Volpe, 2020).
In fact, phonemic awareness performance can predict
literacy performance more accurately than variables
such as intelligence, vocabulary knowledge, and
socioeconomic status. The good news was that
phonological awareness was one of the few factors that
teachers were able to influence significantly through
instruction—unlike intelligence, vocabulary, and
socioeconomic status (Burns, 2019).
Seventy-five percent (75%) of pupils were skilled in
phonemic awareness when they entered kindergarten.
The 25% of kids who did not master these abilities
were from all socioeconomic levels and required
phonemic awareness education specifically.
Researchers suggested that all kindergarten pupils get
instruction in phonemic awareness when it was
interesting and developmentally appropriate
(Zaslofsky, 2021).
Once a child had a strong sense of phonemics, the
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learning of the letter names and their corresponding
sounds can begin to take root. Learning letter sounds
by associating the sound with something concrete such
as an animal name or other concrete object was the
quickest and most long-lasting method for learning the
letters and their corresponding sounds. Teaching the
letter names and letter sounds themselves was the
beginning stage of phonics instruction (Adams, 2020).
The primary objective of preschool and kindergarten
should be the development of strong phonemic
awareness skills. With the exception of a few early
attempts at letter writing, early training in phonemic
awareness should be primarily oral. Every kid should
learn to identify letters and sounds and acquire good
phonemic awareness skills during the preschool and
kindergarten years. It was unsuccessful to start phonics
lessons until the child had mastered phonemic
awareness and letter identification. Making sure that
first graders have these two fund amental
comprehensions at the conclusion of the kindergarten
year would greatly aid them in developing strong
starting reading skills. Some activities help students
develop letter identification and letter-sound
identification skills (Adams, 2020).
Phonemic awareness was the ability to hear, identify,
and manipulate the sounds of the language. It was
important because it was the primary predictor of early
reading and spelling skills in kindergarten through 2nd
grade. They should introduce their children to both of
these literary luminaries and continue to make them a
part of their read-aloud sessions (Seuss, 2020).
Children without phonemic awareness would find it
difficult, if not impossible, to learn the sound-spelling
correspondences, according to Goose (2019), who said
that phonemic awareness had nothing to do with IQ
(phonics). Phonemic awareness had nothing to do with
written letters; it was all about hearing sounds.
Activities that improve phonemic awareness include
reciting rhymes, creating rhymes, clapping sounds and
syllables, and playing word games. Readers had to pay
attention to how letters expressed sounds. It got
readers ready for print. It provided readers with a
method for decoding and reading unfamiliar words. It
made readers more aware of the alphabetic
principle—the idea that words' letters are consistently
represented by sounds—in sentences.
The National Reading Panel Report National Institute
of Child Health and Human Development (2018), the
level of phonemic awareness that children possessed
when first beginning reading instruction and their
knowledge of letters were the two best predictors of
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how well they would learn to read during the first two
years of formal reading instruction. Prior to learning to
read, youngsters must comprehend that the sounds
associated with the letters correspond to the speech
sounds they heard, according to Adams (2020). For
those of us who already had reading and writing skills,
they said, "This discovery felt quite basic, even clear.
However, study revealed that humans did not naturally
or easily accept the idea that spoken language was
composed of sequences of these little sounds. Before
receiving formal training in reading, a basic grasp of
phonemic concepts must be in place. It was important
that a young child understood that the words on the
page were just "conversation written down."
How Pre-Phonics Skills Impact Reading &
Comprehension
Phonemic awareness was the key to unlocking your
child's future door if reading was that door. Phonics
was difficult to master without phonemic or
phonological awareness skills, which made learning to
read, reading fluency, and reading comprehension
difficult. These were considered to be pre-phonics
abilities at times. They were fundamental building
blocks needed for phonics and everything that came
after (Adams, 2020).
The phonemic awareness definition was narrower. It
described the ability to pick out phonemes the sounds
that made up words in spoken words. By picking out
they meant to hear each unique phoneme. It identified
and manipulated each phoneme. Before children
learned to read the written language, they needed to
become aware of how the sounds in words worked,
this was phonemic awareness (Goose, 2019).
Why Phonemic Awareness Matters
Since infancy, individuals have developed their
vocabulary and semantics through oral language and
hearing. Every phoneme in every word was recognized
by the brain, which then recorded it in oral word
memory and assigned it a meaning. After that, as they
read, they converted the text symbols they had seen on
the page into phonemes, connecting them to words and
meaning in our oral word memory. For instance, if
"sam" is stored in your child's word memory as having
the phonemes /s/, /a/, and /m/, she will instantly
recognize it when she encounters the letters s-a-m in
text. Text symbols were linked to our speech language
by phonemes. The connecting competency was
phonemic awareness (Yopp, 2021).
Most children entered kindergarten with a substantial
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vocabulary and adequate syntax. In addition, they had
a sufficient command of most of the phonemes that
constituted their language. They can pronounce most
sounds clearly (Lundberg et al., 2018).
The aspect of language that these young children
typically lack, however, was phonemic awareness. It
was an understanding that speech was composed of a
series of individual sounds. Cat, in other words, was
simply a cat, a furry animal that purrs. Young children
were unaware that the spoken utterance cat was a word
that was made up of a series of sounds, or phonemes
(Adams, 2020).
There are several tasks that can be used to determine
whether or not a youngster was phonemically
conscious. The task challenged the youngster to
combine a number of sounds that were provided
verbally to create a word. For instance, the youngster
should answer with the word run given the individual
sounds, /r/-/u/-/n/. Another option is to ask a youngster
to describe the sound that they hear at the start, middle,
or finish of a spoken word. What noise can you make
out at the beginning and end of the word kite? A more
challenging task asks the kid to divide an utterance
into its individual sounds. Children that succeed at
these tasks have command over the phonemes, which
are the smallest units of speech. They were considered
phonemically aware (Davis, 2021).
Performing phonemic awareness task is not easy. The
tasks required that children treat speech as an object
and that they shifted their attention away from the
content of speech to the form of speech. Phonemic
awareness tasks demanded that children analyzed or
manipulated the units of speech rather than focus on
meaning (Smith, 2018).
Furthermore, it was challenging to be conscious of
phonemes because of their very nature. Phonemes
were abstract speech units since they were not
syllabic-sized discrete units but rather bigger ones that
were encoded at the auditory level (Kennedy, 2019).
How Weak Phonemic Awareness Undermines
Reading Comprehension
However, if your child has trouble remembering words
from oral conversations, written English will not
always be immediately identifiable and appear to be a
completely different language. The text d-o-g makes
little sense if your toddler cannot hear the phonemes in
"dog." Your child doesn't know the word. Millions of
children aged 4 to 7 experience this. Learning to read
is significantly more difficult when the brain's
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recognition of phonemes is hazy or ambiguous. As
language processing abilities develop in later grades,
phonemic awareness abilities also advance. However,
this improvement is frequently relatively slight. While
sounding out is accurate, it still calls for focus. It is not
effortless or automatic. This lack of automaticity and
need to concentrate when decoding, when sounding
out unrecognizable words, slows reading down and
gets in the way of reading comprehension(Adams,
2020).
Growing older naturally leads to better language
processing, better phonemic awareness, and better
reading skills. But in the same way as decoding is not
automatic, neither is phonemic awareness. This serves
as a barrier to achieving the ultimate reading aim of
comprehension. Reading comprehension is hampered
and compromised by the focus on the mechanics of
decoding (Adams, 2020).
Helping Your Child Develop Phonemic Awareness
Many nations postponed reading education until the
age of 7, because phonological awareness does not
fully develop in many kids until then. If your young
child struggled at first with reading, keep in mind that
phonological awareness requires natural cognitive
abilities that may still be developing. It is probably
better to wait until these abilities are developed before
applying too much pressure and running the danger of
losing your child to reading. Some people recommend
reading slowly at first and quickly later. Instead of
using text, it can be preferable to practice spoken
language at home through rhyming games, quick
naming, frequent discussion, etc. Additionally, sound-
based exercises or phonics teaching can help you
develop and exercise your phonological awareness
(Yopp, 2021).
Parents Involvement
In a perfect world filled with parents eager to partner
with teachers and filled with parents who were highly
involved in their children’s education, all of the
students in the researcher’s class would perform better
with good grades. In this world, the role of parents in
the edu cation of their ch ildr en cannot be
underestimated. Parents help to ensure that their
children complete all of their homework assignments
and study for tests and quizzes and exams. Parents
urged their kids to ask their teachers for further
assistance. Unfortunately, since the world is not ideal,
many parents did not participate as much in their
children's education as they could have. Teachers have
recently been under fire for the declining student
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performance in schools, but this criticism has forgotten
that education is not just a teacher or school concern.
The parents were largely responsible for it because it
was a household duty. Along with the teachers and
school administration, the larger society also played a
part in the school. Therefore, determining parental
participation in their children's academic achievement
is another goal of the current study (Quinan, 2018).
Education was seen as a wise investment for a
country's development all over the world. The
elementary school level was crucial to the success or
failure of the entire educational system since it served
as the foundation for the rest of it. Therefore, it was
expected that everyone would be involved in the
teaching of children rather than only school officials
and teachers. The parents and the child's close relatives
were most affected by this. The notion that parents can
have a good impact on their children's education
should be looked into in light of this concept (Federal
Republic of Nogeria, 2018).
Parents play a significant role in their kids' academic
success. Some parents consulted their child's teacher
before assisting their youngsters at home. A
comprehensive implementation of the school's reading
program should be ensured by the principal. Make sure
your child is receiving one-on-one or small group
teaching in phonemic awareness and phonological
skills if they were previously taught in the classroom
(often from kindergarten to the first or second grade).
These quick and enjoyable exercises aid in your child's
development of sound abilities. Additionally, keep
your toddler from becoming frustrated (Lareau, 2020).
Encourage your youngster to come up with several
words that begin with the letters /m/ or /ch/ or other
beginning sounds. Create absurd statements with
words that share the same sound, such "Nobody was
friendly to Nancy's neighbor." Play easy rhyme or
blend activities with your kid, like taking turns coming
up with rhymes or merging straightforward phrases.
Read rhyme-filled novels. Teach your child songs,
rhymes, and short poetry. By reading alphabet books
and pointing out the letters you see, you can practice
your alphabet skills. Use computer programs that
emphasize phonological and phonemic awareness
development. Many of these programs use colorful
graphics and animation that keep young children
engaged and motivated (Dietel, 2019).
Methodology
This section presents the explicit details on how the
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researcher collected, organized, presented, and
analyzed data. It includes research design, research
environment, respondents, sampling procedures, data
gathering procedures, research instruments and their
validity and statistical treatment of the data.
Research Design
In this study, there were two learning groups: the
comparative teaching group (control group) and the
downloaded video teaching group (experimental
group). It was a quasi-experimental approach because
the subjects were picked in a non-random way while
the grouping was taken into account. Both sets of
respondents were classified into diverse groups of
below-average, average, and above average levels
based on their Early Childhood Care and Development
(ECCD) checklist results at the beginning of the
academic year.
Research Environment
The study was conducted at Purakan Elementary
School, a public elementary school belonging in
Linamon District, located at Purok 2, Purakan,
Linamon, Lanao del Norte. The school was established
-in the year 1946 and stands in one -hectare area in
Barangay Purakan and situated 3 kilometers from the
Poblacion of Linamon through private vehicle and
motorcycle. In the school year 1966-1967, it became a
complete elementary school. The school is just a
walking distance from the homes of the pupils.
Majority of them belong to low-income families. At
present, Purakan Elementary school continues to cater
not only to the elementary age populations of barangay
Purakan but also to the neighboring sitio of Tangkal
and barangay Puntod in the lower part of the
Municipality of Matungao, Lanao del Norte. The
school is manned by nine (9) committed and
competent teachers and administered by one (1)
appointed School In-Charge, with 306 pupils enrolled.
There are six school buildings, one mini-school stage
and three water and sanitation facilities with eight
classes. The school is one of the best implementors of
Bridaga Eskwela 2019 Division Level.
Moreover,Lanao del Norte is known as the province of
land of beauty and bounty, it is situated in Northern
Mindanao, along the northwest and southwest coast of
the Mindanao Island. The province prides itself as a
major contributor to the overall development of
Mindanao. It hosts three of the seven Agus
Hydropower Plants, which generates 80% of the
Mindanao power grid. There are more than 70,000
hectares of coconut land found in Lanao del Norte, and
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is the second largest producer of copra in the region.
Other major products include rice, fruits, corn, and
aquaculture products. The province of Lanao was
divided into Lanao del Norte and Lanao del Sur on
July 4, 1959 with the passage of Republic Act 2228.
Iligan City once served as the capital of Lanao del
Norte until June 24, 1982. Lanao del Norte has a total
land area of 3,824.79 square kilometers, representing
almost 19% of Region’s total land area. The province
ranks number 2 area-wise among the five provinces of
the region.
Respondents and Sampling Procedures
The respondents of the study were the kindergarteners
of Purakan Elementary School during the school 2022-
2023. There were forty (40) pupils in two sessions of
kindergarten classes, twenty (20) pupils in morning
session with 11 males and 9 females and another
twenty (20) pupils in afternoon session with 8 males
and 12 females who served as the respondents of the
study.
Additionally, the respondents from the two sessions
were paired according to their Early Childhood Care
and Development (ECCD) checklist results. After the
pairing, the identification of the comparative group
and downloaded-video group were done through
tossing of the coin. The “head” for the downloaded-
video group and the “tail” for the comparative
group.
Research Instrument and Its Validity
As the primary instrument for acquiring data for this
study, the researcher created a 20-item test for the
learners. As a pre-test and post-test, kindergarten
students took a test on phonemic awareness of four
letters, such as m, a, s, and b. The researcher
administered a pilot test to the other kindergarten
students at Robocon Elementary School, the closest
nearby school, in an effort to determine the exam's
validity and reliability. Additionally, the researcher
gave the test she had created to the lead coordinator for
kindergarten, the head of school, and the master
instructors to ensure its validity. In order to enhance,
the objects' picture names and difficulty levels were
updated. The adviser then reviewed it before it was
finished. Lastly, the researcher reproduced the final
copies for the respondents to answer.
Data Gathering Procedures
In gathering the information needed, permissions to
conduct the study were obtained from Schools
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Division Superintendent of Lanao del Norte, District
In-Charge and School-in-Charge.
Both the comparative and downloaded-videos groups
took a 20-item pretest on the first day of the study's
execution. The researcher further explain the
significance of the questionnaire and its mechanics to
the respondents as the questionnaires were being
distributed. Both the comparative and downloaded-
videos groups of kindergarten students received an
introduction to and delivery of the lesson. Both the
actual lesson and learning activities were included in
the lesson. In the comparative group, charts and
drawings serve as the primary teaching and phonemic
awareness development tool. Activities were also
carried out to extend the lesson's discussion.
On the other hand, the downloaded-videos as
instruction on developing phonemic awareness were
incorporated in the presentation of the lesson for the
downloaded-video group. There were activities used as
the developmental activity. After more than one (1)
month of delivery of the lesson, a post-test was given
to both groups. Confidentiality of their answers and
names was assured by the researcher.
Results and Discussion
This section presents the analysis, results, and
discussions of the data gathered by the researcher.
The pre-test scores of the respondents in the
comparative teaching and downloaded video
teaching groups
Table 1. Pretest Scores of the Respondents in the
Comparative and Downloaded Video Teaching
Groups
Table 1 presents the distribution of respondents in
terms of their pretest scores in the Comparative and
Downloaded Video groups. Result showed that 13 or
65% of the respondents in the Comparative group had
pretest scores which were classified as did not meet
Sasam & Arazo
expectations, while 14 or 70% of the respondents in
the Downloaded Video group had that score range,
which was also classified as did not meet expectations.
Further, both comparative and downloaded video
groups had 4 or 20% of the respondents which earned
fairly satisfactory performance and both had 1 or 5%
of the respondents had satisfactory performance in
their pretest scores. Also, 2 or 10% of the respondents
in the Comparative group had pretest scores which was
classified as Very Satisfactory performance while 1 or
5% of the respondents in the Downloaded video group
had that score range which was also classified as Very
Satisfactory performance. Lastly, none of the groups
got Outstanding performance of their pretest scores.
This showed that the respondents in both groups had
comparable performance prior the intervention.
In this regard, selecting the "best" instructional
resources for students' learning presented a problem to
the teachers. Implementing those techniques once they
have been found could be difficult and enlightening
(University of Washington 2019). According to the
George Lucas Educational Foundation (2018),
educators were urged to pay close attention to how
each student studied and to push and inspire them to
learn.
The post-test scores of the respondents in the
comparative and downloaded video groups
Table 2. Posttest Scores of the Respondents in the
Comparative and Downloaded Video Teaching
Groups
Table 2 presents the distribution of respondents in
terms of their posttest scores in the Comparative and
Downloaded Video groups. Result showed that 2 or
10% of the respondents in the downloaded video group
had posttest scores of 19-20 which was classified as
outstanding performance, while only 1 or 5% of the
respondents in the comparative group had outstanding
performance in their posttest scores. Further, 8 or 40%
of the respondents in the Downloaded Video group
had posttest scores of 16-18 which was classified as
very satisfactory performance. Meanwhile, the
findings also revealed that only 4 or 20% of the
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respondents in the Comparative group had very
satisfactory performance in their posttest scores. This
indicated that the respondents in Downloaded video
group performed satisfactorily than in the Comparative
group after the intervention.
In a related study, Muraina et al. (2019) found that
there was a significant difference in means between
the groups receiving computer-assisted instruction and
those receiving conventional instruction,
demonstrating how much the computer-assisted
instruction group outperformed the conventional
method group.
A further point made by Gulley (2018) was that the
use of computer technology in the classroom had the
potential to address many issues that teachers were
unable to do. These included assisting students in
improving their test results. Unlike in conventional
teaching methods when charts, chalk, and boards were
the sole primary instructional materials. Computers
engaged students' interest, motivated them to study,
and raised their own responsibility for learning.
Additionally, it had restricted investigation to the
students' learning.
The pretest and posttest scores of the respondents
in the Comparative group and Downloaded Video
groups
Table 3. Pretest and Posttest Scores of the
Participants in the Comparative Group
The pretest and posttest results for the respondents in
the Comparative group are shown in Table 3. The
results showed that none of the respondents received
an outstanding performance in the pretest, and only
one percent of them did so in the post-test. In addition,
13 percent of the respondents—or 65%—belonged to
the category of respondents who did not meet
expectations, and four percent—or 20%—of them
received a score in the post-test that fit that
description. Additionally, the majority of them had
posttest performance results that ranged from fairly
satisfactory to satisfactory. This said that even without
intervention, the responders in the Comparative group
Sasam & Arazo
showed some improvement in their performance.
Result showed that none of the respondents in the
pretest got Outstanding performance and only 1 or 5%
of them had that performance in the post-test. Also,
there were 13 or 65% of them belonged to did not
meet expectations in the pretest and 4 or 20% of them
had that score in the post test which described as Did
Not Expectations.
The finding was corroborated by Heubner's (2010)
assertion that for instruction to be most successful,
learning must take place in the child's zone of
proximal growth and be tailored to the student's
preferred learning style. However, utilizing the most
suitable downloadable educational video service
provider was crucial in Boyle's study (Boyle, 2021), as
it allowed each teacher to feel confident about the
caliber of the information and teaching they would be
delivering beforehand. Lesson preparation time should
be reduced for instructors or parents by using the
appropriate online educational video service. This
made it simple for them to find and choose the
appropriate video for the lesson and to make use of the
other resources made available by that service. Also, it
enhanced the learning outcomes and the quality and
benefits of each lesson.
Table 4. Pre-test and Post-test Scores of the
Participants in the Downloaded Video Group
Table 4 presents the pretest and posttest scores of the
respondents in the Downloaded Video group. The
findings showed that no respondents in the
downloaded video received an Outstanding
performance, and just two, or 10%, of them did so in
the posttest. Additionally, 5% of them shown
satisfactory performance on the pretest, and 40% of
them demonstrated very satisfactory performance on
the posttest. The results also showed an increase,
which meant that 50% of them performed very
satisfactorily to outstandingly on their posttest results.
This suggested that the students' performance in the
group using the downloaded movie had improved
noticeably.
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In a related study, Cavanaugh et al. (2018) came to a
conclusion that the use of films in the classroom
affects students' test scores, higher-level thinking
abilities, retention, and transfer of learning.
A computer was also utilized to show the instructional
content and track student learning when using
downloaded video as an interactive teaching method. It
included a wide range of computer technology that
enhanced the learning environment in the classroom. It
significantly improved a student's ability to access
material (Collins, 2020).
The significant difference between the pre-test
scores of the respondents in the comparative
teaching and downloaded video teaching groups
Table 5. Differences on the Pretest Scores of the
Participants between the Comparative and
Downloaded Video Teaching Group
Table 5 reveals that there was no significant difference
on the mean pretest scores of the respondents between
the Comparative and Downloaded Video approach
group since a p-value of 0.793 did exceed at the 0.05
level of significance. This result depicted that before
the intervention applied, the two groups had
comparable mean scores in their pretest performance.
Furthermore, it was an indication of good comparison
since the two groups showed comparable performance
prior to the intervention. Thus, the null hypothesis
which stated that there was no significant difference on
the mean pretest scores of the respondents between the
Comparative group and Downloaded video group was
not rejected.
This result was similar to the study of Aktaruzzaman
and Muhammad (2019), wherein, the difference of the
pretest scores between control (comparative group)
and experimental (downloaded video group) was not
significant due to lack of knowledge background on
the specific topic and the given topic was new to them.
But one should remember that today's learners are
different from those who were around yesterday. It
may be claimed that the availability of information and
access to it had undergone the most significant shifts.
A large portion of this information was provided
Sasam & Arazo
rapidly and interactively in a graphic fashion.
Television, periodicals, billboards, radio, cell phones,
and other electronic devices were everywhere. As the
amount of information available to students increased,
the learning process had to change (Descy & Forcier,
2019).
The significant difference between the pretest and
posttest scores of the respondents in the
Comparative and Downloaded Video groups
Table 6. Differences between the Pretest and Posttest
Scores of the Participants in the Comparative Group
Table 6 presents the paired differences between the
pretest and posttest scores of the respondents in the
Comparative group. Result revealed that there was a
highly significant difference between the pretest and
posttest scores of the respondents since the p-value of
0.000 (t=-16.122) did not exceed at the 0.05 level of
significance. This result implied that posttest
performance (M=12.40, SD=4.03) of the respondents
was significantly higher as compared to their pretest
performance (M=7.95, SD=4.55). There was a
significant increase of the pupils’ performance relative
to their pretest and posttest scores in the comparative
group even without the use of the intervention. Thus,
the null hypothesis of no significant difference
between the pretest and posttest scores of the
participants in the Comparative group was rejected.
The result held true to the study of Kauser et al. (2019)
which revealed that even the test scores of both groups
gained the same. The comprehension skills of the
pupils were not much affected by the integration of
downloaded videos instruction since there was also a
positive increase of comprehension level of the pupils
in the group where classroom lecture was also used.
The study by Chetwynd et al. (2020) further reinforced
the idea that the traditional or comparative teaching
approach was unquestionably archaic. But it remained
the standard approach in educational institutions. But it
was crucial to remember that today's classic teaching
approach had taken on a new shape. There was more
flexibility for experimenting, but the classroom layout
remained the same. Therefore, the traditional teaching
approach forms the basis of our educational system.
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However, certain contemporary components were
mixed in to maintain it relevant to the times.
Table 7. Differences1 between the Pretest and Posttest
Scores of the Participants in the Downloaded Video
Group
Table 7 presents the paired differences between the
pretest and posttest scores of the participants in the
Downloaded video group. Results disclosed that there
was a highly significant difference between the pretest
and posttest scores of the respondents since the p-value
of 0.000 (t=-19.042) did not exceed at the 0.05 level of
significance. This result suggested that posttest
performance (M=14.35, SD=3.63) of the participants
was significantly better as compared to their pretest
performance (M=7.60, SD=3.78). This indicated that
there was very highly significant increase of pupils’
performance relative to their pretest and posttest scores
in the downloaded video group with the use of the
intervention. Thus, the null hypothesis of no
significant difference between the pretest and posttest
scores of the participants in the Downloaded Video
group was rejected.
This result was corroborated by a related study by
Palmer (2020), whose findings indicated that the usage
of technology aided students in learning difficult
concepts. Additionally, Shoemaker (2018) discovered
that the usage of downloaded films in instruction had a
favorable impact on low-performing students' attitudes
and helped them achieve well in their coursework.
In a related study, Starr et al. (2021) discovered that
computer-based instruction improved student
performance and significantly decreased the amount of
time students required to spend studying.
Additionally, the George Lukas Foundation (2018)
underlined how downloading videos to computers has
had a significant impact on education since its
interception. Downloaded videos had a big impact on
schooling. They were beneficial for students to use as
resources and tools for knowledge collecting. They
were used by teachers as resources for effective and
successful students. The students were interested when
the lesson was pertinent. Students' motivation to study
about a certain subject is increased by using the
Sasam & Arazo
downloaded videos because they are so familiar to
them.
The significant difference between the post-test
scores of the respondents in the comparative
teaching and downloaded video teaching groups by
controlling the pretest score
Table 8. Analysis of Covariance Result of the
Differences of Posttest of the Respondents by
Controlling their Pretest Score
Table 8 presents a one-way ANCOVA that used to test
the effect of teaching method in the performance
(measured by posttest) of the respondents while
controlling for pretest score. Levene’s test and
normality checks were carried out and the assumptions
were met. Results revealed that there was a significant
difference in posttest performance of the respondents
[F(1,37)=29.114, p<.001] among the group (teaching
methods). Post hoc test showed that there was
significant difference in posttest scores between the
two teaching methods. For instance, respondents in the
Downloaded Video group had a significantly different
posttest score in comparison to Comparative group
(p=0.000). This indicated that there was a significant
performance difference between the two groups, with
the downloaded video group's students outperforming
those in the comparison group. This meant that the
downloaded video group's scores were significantly
different from those of the comparison group.
Additionally, it was implied that the teaching strategy,
and not chance, was to blame for the big discrepancy.
The students' performance and interest in the lesson
development were both enhanced by the downloaded
video education technique. By controlling the pretest
results, the null hypothesis, which claimed that there
was no discernible difference in the respondents'
posttest scores between the comparative teaching and
downloaded video instruction groups, was rejected.
In a related study, Yu-Ju et al. (2020) discovered that
students who had computer integration in their
learning were more willing to modify their ways of
thinking. It also demonstrated a stronger understanding
of the offered topics' notions. Therefore, it could more
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properly apply the information to real-world instances
than the control group, which simply used the
conventional paper and pencil method.
One way for teachers to engage preschoolers’ thinking
skills was through reading quality children’s books
that promoted aspects of cognition such as reasoning
and problem solving, symbolic play, metacognitive
knowledge, memory and social cognition. Outlined
below were teaching methods, book recommendations,
and activities that can be used to encourage cognitive
development in each of these areas. The benefits of
using videos in education included providing a sensory
experience that allowed concepts and ideas to actually
become an experience. This should come to life as
students were guided through each adventure (Tonn,
2019).
In addition, one of our goals as educators was to
enthuse and engage pupils in the practical learning
process. There's little doubt that video was a more
engaging and enjoyable form of training than the more
conventional printed materials. Video was the ideal
medium for students who were auditory or visual
learners since it combined sight and sound. Each
youngster had the option to watch, listen to, or read
each presentation after the addition of subtitles.
Students' interest was sparked and sustained by the use
of video for extended periods of time. It offered
instructors a creative and efficient way to address and
deliver the necessary curriculum information (Tonn,
2019).
Conclusion
Based from the analysis and findings of the study, the
following conclusions were formulated. The study
concluded that the used of downloaded movies as
training in phonemic awareness development as an
alternative to conventional instruction had a beneficial
impact and significantly improved the pupils’
performance in letter sounds based on the data
presented. Hence, the more engaged they were, the
more active they became and thus, more learning
occurred. This further implied that using downloaded
video in teaching will enhance the pupils’ interest in
learning and motivate in developing phonemic
awareness in all letters.
It is also concluded that there was a significant
difference between the pretest and posttest scores of
the respondents in the downloaded video group. This
suggested that there was a very highly significant
increase in pupils’ performance in their pretest and
Sasam & Arazo
posttest scores in the downloaded video group with the
use of the intervention. Thus, one important note that
could be concluded in the current study was that the
downloaded videos on developing phonemic
awareness proved as more effective method compared
with the traditional instruction method to enhance and
to develop the phonemic awareness skill of every
kindergarten pupil.
Based on the analysis, findings, and conclusions made
in the study, the following recommendations are set
forth: (1) That kindergarten teachers and students
utilize the downloaded video tutorial stored in Google
Drive as a study output to improve phonemic
awareness. (2) With the aid of downloadable movies,
students can more readily understand the concepts of
developing sounds in each letter and gain the
motivation to become interested in phonemic
awareness. (3) For kindergarten teachers to modernize
their teaching methods by incorporating active
learning strategies like ICT integration, which would
assist them to advance their teaching abilities. They
may use the downloaded videos' soft copies in their
regular classroom instruction.
Furthermore, (4) for the school administrators to
conduct training to upgrade and enhance new
techniques needed for teaching phonemic awareness
for young learners. They may provide equipment’s
such as television, laptop, computer and speaker to
teachers in every classroom as a tool in integrating
technology in teaching. (5) For the Kindergarten
District Coordinators to distribute the research's
findings by offering everyone helpful advice on how to
use downloaded video lessons. Additionally, they can
share advice and ideas on how they use ICT in the
classroom based on their own experiences. The results
of this study may also motivate kindergarten teachers
to use downloaded videos widely for a variety of
lessons. (6) For the parents to know their children’s
class standing and performance in school and to
support them whatever activities they have particularly
in dealing with ICT integration in the teaching-
learning process.
Moreover, (7) for the community and stakeholders to
be informed of the use of technology in schools and to
understand gradually the importance of adapting this
trend of technology. (8) For the curriculum planners
to assess the use of technology in the curriculum. This
will open their minds to support the educational goals
of K to 12 Basic Education as part of the 21 st Century
skills towards ICT integration in the teaching-learning
process. And may they be able to introduce training
and seminars to prepare teachers equipped with
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pedagogy and computer programming skills. (9) For struggling first and second graders.
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the effectiveness of various types video instruction for Chetwynd, N., (2020). Teaching kindergarten through downloaded
various topics in kindergarten. And for them to have v i d e o s .
this study as basis and benchmark for further similar https://www.commonsense.org/education/articles/teachers-essential-
studies to be undertaken along the line of modern guide-to-showing-movies-and-videos-in-the-classroom
instruction.
Collins, D., (2020) Computer-Aided Instruction: a study of student
evaluations and academic performance.
https://eric.ed.gov/?ti=Computer+ Assisted+ Instruction,
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