THE ROLE OF RHYMES IN ENHANCING PUPILS' PHONEMIC

AWARENESS

A Thesis
Presented to the
COLLEGE OF TEACHER EDUCATION
CORDOVA PUBLIC COLLEGE
Gabi, Cordova, Cebu

In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Elementary Education

GENEVIE Y. POGOY
JANET VERDIDA
MYLENE DIVINE S. DEGAMO
ZYRELL G. ESPIEL
CHRISTINE NINA FE T. ESTRERA
ESTIBAN RECREO JR.

May 2023
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APPROVAL SHEET

This thesis entitled “THE ROLE OF RHYMES IN ENHANCING

PUPILS' PHONEMIC AWARENESS” prepared and submitted by GENEVIE
POGOY, et al., in partial fulfillment of the requirements for the degree of
BACHELOR OF ELEMENTARY EDUCATION has been examined and is
recommended for acceptance and approval for Oral Examination.

THESIS ADVISORY COMMITTEE

FATIMA RICHELL F. EVIOTA, Dev. Ed. D.

Chairman

JENYLEN T. CABISO, Dev. Ed. D. RONALD Y. FERRER, RN, LLB, DM

Adviser Member

VONN CLYDE C. NUÑEZ, Dev. Ed. D. ELDINO E. DINOY, Dev.Ed.D.

Member Member
Approved by the Committee on Oral Examination with a grade of PASSED.

PANEL OF EXAMINERS

FATIMA RICHELL F. EVIOTA, Dev. Ed. D.

Chairman

JENYLEN T. CABISO, Dev. Ed. D. RONALD Y. FERRER, RN, LLB,

DM
Adviser Member

VONN CLYDE C. NUÑEZ, Dev. Ed. D. ELDINO E. DINOY, Dev.Ed.D.

Member Member

ACCEPTED and APPROVED in partial fulfillment of the requirements for the degree
BACHELOR OF ELEMENTARY EDUCATION (BEEd).
Date of Oral Examination: May 21, 2023

JENYLEN T. CABISO, Dev. Ed. D.

Dean, College of Teacher Education
2

ABSTRACT

THE ROLE OF RHYMES IN ENHANCING PUPILS’ PHONEMIC

AWARENESS

Genevie Pogoy, et al.

Cordova Public College
pogoygenevie@gmail.com/
09064402983

The main objective of this study is to enhance phonemic awareness among

selected grade 1 pupils of Cordova Central Elementary School during the academic
school year 2022-2023. This study used a qualitative and quantitative research
design describing how the subjects produced phonemic sounds and collected and
analyzed the numerical data of their pre-and post-reading scores. The participants
consisted of 10 pupils selected through a purposive sampling technique. The data
were obtained through audio recording, then analyzed by the researchers and
translated into text format. The study revealed that using rhymes enhances the
subjects’ phonemic status since they were aware of the same sound of the last
syllable of the given rhyming words. However, it did not directly teach them to
produce the phonemic sound correctly. Thus, they committed errors on it,
particularly in the Cebuano vowel. The errors in the three Cebuano vowels are;
instead of the phoneme /ʌ/, they pronounce it as /ʌ/ as /ɑ/, / i / as /i/, and / u / as /o/.
The researchers also found that they still had confusion in recognizing some of the
consonant letters and producing their correct phonemic sounds. The errors are;
instead of the phoneme /b/, pupils pronounce it as /d/, /d/ as /b/. Based on the
findings, the researchers proposed a phonemic material, a video showing how to
produce phonemes using rhymes correctly.

Keywords: Rhymes, Phonemic Awareness

Program: Bachelor of Elementary Education

Research Started:
February 2023 Research
Completed: May 2023
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ACKNOWLEDGMENT

This study was successful through the help of significant people who

guided and directed the Researcher throughout the making and completion of this

research. They would like to extend their utmost and sincere gratitude to God, the

provider, and the aide. The most significant source of everything and the

immeasurable blessing to make this research possible according to His plan.

The researcher would like to thank the following individuals who were

next to them during these complex and challenging times and assisted in the

success of this study conducted at Cordova Public College in Gabi, Cordova,

Cebu.

To our school administrator and chairman of the thesis advisory

committee, Dr. Fatima Richell F. Eviota, the rest of the Research Panelists, Dr.

Eldino E. Dinoy, Dr. Ronald Y. Ferrer, and Dr. Vonn Clyde C. Nuñez, for

their time and effort, guidance, and words of enlightenment.

To the Research Adviser, Dr. Jenylen T. Cabiso, who has given us her

time and effort, and support throughout the process of conducting this study.

To the Respondents, for their full cooperation and participation in

conducting the study, their help is much appreciated, for it greatly helps and

contributes to the success of this study.

To the School Principal and Teacher for their approval and help to gather

the data and conduct the study with their permission, consideration, and support.

And lastly, to our Parents, and Guardians, for their never-ending aid,

understanding, and financial support which greatly provided us to finish this study.
2

The Researchers
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TABLE OF CONTENTS

TITLE PAGE i
APPROVAL SHEET ii
ABSTRACT iii
ACKNOWLEDGMENT iv
TABLE OF CONTENT v
LIST OF TABLES vi
LIST OF FIGURES vii

Chapter

1 THE PROBLEM AND ITS

SCOPE INTRODUCTION

Rationale of the Study 1

Theoretical Background of the Study 4

THE PROBLEM

Statement of the Problem 7

Scope and Delimitation 7

Significance of the Study 8

Definition of Terms 9

2 REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature

Related Studies

3 RESEARCH METHODOLOGY

Design 26

Respondents 26

Environment
2

Instrument

Data Gathering Procedure

Method of Analyzing Data 30

Statistical Treatment 30

4 PRESENTATION, ANALYSIS 32

AND INTERPRETATION OF DATA

5 SUMMARY OF FINDINGS, CONCLUSIONS 40

AND RECOMMENDATIONS

REFERENCES 43

APPENDICES 46

A. Transmittal Letter 47

B. Parents’ Consent 48

C. Reading Material 50

D. Documentation

E. Certificate of Similarity Index 51

CURRICULUM VITAE
2

TABLE CONTENTS PAGE

1 The Pre-reading and Post-reading Scores of the Participants 33

2 Significant Difference Between the Pre-reading and 33

Post-reading Scores of the Participants

Segmental Phonetic Production Open Low Central
3 34
Unrounded Lax

4 Segmental Phonetic Production Close High Front Unrounded 37

Tense

5 Segmental Phonetic production Close High Central Rounded

Lax
Phonetic Production on Bilabial Plosive b to d
6
Phonetic Production on Bilabial Plosive b to d

7 Phonetic Production on Bilabial Plosive d to b

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LIST OF FIGURES

FIGURE CONTENTS PAGE

1 Theoretical-Conceptual Framework 6

2 Locale of the Study 28

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Chapter 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale of the Study

Reading is a necessary skill for every learner. It improves vocabulary and

linguistic abilities and serves as a gateway for learning anything about everything.

It is significant because it sharpens the mind and imparts information and life

skills. In first grade, pupils acquire fundamental reading skills through phonemic

awareness. They were taught to focus on and manipulate individual sounds

(phonemes) in spoken language, including blending sounds into words.

Department Order No. 74 in 2009 mandates using the mother tongue or first

language as the primary medium of instruction from kindergarten to grade three

(K -3). Mother Tongue-Based Multilingual Education (MTB MLE) program was

implemented to develop teaching in beginning reading. However, teaching reading

among grade 1 takes work and effort. Hall, S. mentioned in her article entitled

“Early Signs of a Reading Difficulty” that one of the defining traits of reading

difficulties that can observed at an early age is difficulty in manipulating sounds in

words. Pupils have struggled in reading, primarily in focusing on sounds, and may

have trouble in making associations between letters and sounds. She also added

identifying differences in speech sounds and carrying out performance tasks such

as; pronouncing new words and remembering them, breaking terms apart into

sounds, blending sounds to make words, and finally, remembering the names and
2

sounds of the letters are noted. Olao (2016) observed how students who struggle

with letter recognition also have trouble learning letter sounds, blending sounds,

and thus reading words. The teacher or researcher is also aware of how these

children’s difficulties with letter recognition directly affect their reading and

writing abilities.It shows that when pupils start to learn reading, they struggle with

letter recognition with its sounds and how to blend towards reading the entire

words.

The participants of this study are the selected grade 1 pupil in Cordova

Central Elementary School. They are the chosen subjects considering their grade

level, which is crucial in acquiring reading fluency as they proceed to higher

grades. As diverse learners, difficulties in identifying letters, manipulating letters’

sound, and combining it with the other letters in a word are some of the struggles

in teaching reading at an early age. The researcher also opted for Cordova Central

Elementary School as the learning institution for the study since it is one of the

most prominent schools in Cordova. The study aims to enhance phonemic

awareness among grade 1 pupils in their ability to identify and manipulate

individual sounds in spoken words. The study will determine the pupils' phonemic

awareness of how they produced the phoneme and what letters they struggled to

recognize. It will be used as the basis for formulating the proposed phonemic

material and will help for later reading acquisition.

Theoretical-background of the Study

The research presents the theories noting the key concepts supporting the

study. Theories give meaning, comprehension, and explanation to study, providing

basic processes that underlie learning and teaching reading. It allows and helps the

researchers to guide in conducting the study. This research anchored on two theories

which are: Dual Route Theory by Coltheart et al. (2001) and the Nativist Theory of

Language by Noam Chomsky (1986), as cited by Smith (2017).

Dual Route Theory

Dual Route Theory assumes that when we read, we recognize words

already stored in our long-term memory, but when we come across new words, we

shift to the sounding out (phonological) strategy. Children access more terms

automatically as their reading skills advance. The dual Route theory introduced by

Coltheart et al. (2001) can achieve this by either the linguistic or the sub-lexical

route. The lexical route enables us to directly map the pronunciation of a word to

its orthographic structure. In contrast, the sublexical route allows us to pronounce

words by dividing their structure into smaller sound units and combining them

(Joubert et al., 2004). The lexical route is how skilled readers can identify familiar

words simply by looking them up in a "dictionary." This approach holds that each

word a reader has acquired stored in a mental database of phrases and their

pronunciations, sometimes known as an internal lexicon or dictionary. A skilled

reader can access the dictionary entry for a word and acquire information about its

pronunciation once they have seen and visually recognized it in writing.

On the other hand, the reader can "sound out" a printed word in a
nonlexical or sub-lexical way. By recognizing the word's parts (letters, phonemes,

and graphemes), the reader can actively construct a phonological representation of

the word and read it aloud by applying knowledge of how these parts are

associated, such as how a string of neighboring letter sounds together. This

mechanism can think of as a letter-sound rule system.

In connection to this study, they determined the reading status of the pupils

by the class adviser. They chose the pupil's recognition of the letters and

manipulation to produce the phonemic sound from the given rhyming words by

translating audio-recorded into text format. This theory supported the participants'

ability to recognize words as they read based on what they had already learned and

showed if they could pronounce and read the given words directly or divide the

structure of the word.

The Nativist Theory of Language

The Nativist theory of language assumes that humans are born with an

innate knowledge or language ability wired into their brains, called universal

grammar. Thus, this theory argues that children have the natural ability to

organize language laws, allowing them to learn their mother tongue. The

Nativist Theory of Language was proposed by Noam Chomsky (1986) as cited

by Smith (2017). He believed that every individual has the Language

Acquisition Device (LAD), which helps them acquire language and explains

how children learn structures in a particular order and the mistakes they make

as they know.In connection with this study, in identifying the phonemic

awareness of the pupils, it would help the Researchers identify the phonemic
sound that the pupils produced and what letters they found hard to recognize.

Based on the framework below, the pupils have an innate ability to

organize laws of language, allowing them to learn their mother tongue as

assumed by the Nativist Theory of Language by Noam Chomsky (1986) as

cited by Smith (2017). The researchers conducted pre- and post-reading tests to

determine how pupils recognized and produced phonemic sounds in the reading

material. The researchers take audio recordings while the pupils are reading. As

Dual Route Theory, Coltheart et al. (2001) assume when pupils read, they

recognize words already stored in their memory and shift to sounding out when

they come across new comments. After the reading test, the researchers will

analyze the audio-recorded material by considering how the pupils recognize,

manipulate, and produce phonemic sounds on the given rhyming words. It will

be the basis for proposing a phonemic material.

 Nativist Theory of Language
Noam Chomsky (1986) as cited
by Smith, D. (2017)

Pre-reading Post-reading

Dual Route Theory

Colheart et al., (2001)

Phonological Analysis

Proposed Phonemic Material

Figure 1. A Schematic Presentation of the Theoretical-Conceptual Framework of

the Study
 THE PROBLEM

Statement of the Problem

This study investigated the role of rhymes in improving phonemic

awareness among Grade 1 pupils in Cordova Central Elementary School during

the S.Y. 2022-2023 as the basis for phonemic material.

Specifically, it sought to answer the following questions:

1. What are the participants’ phonemic sounds before and after using

rhymes?

2. Are there significant differences between the status of the phonemic

sound before and after the use of rhymes?

3. What are the phonemic sounds produced by the learner?

3.1 Vowels; and

3.2 Consonant?

4. Based on the findings, what phonemic material is proposed?

Null Hypothesis

Ho: There is no significant difference in the pre-reading and post-reading

scores.

Scope and Delimitation

The primary goal of this research aims to investigate the role of rhymes in

enhancing phonemic awareness among pupils and have a basis for producing

phonemic material. The participants of the study were the bottom 10 grade 1 pupils

in one section enrolled in Cordova Central Elementary School in S.Y 2022-2023.

Thus, the investigation concerns the subject's ability to know and manipulate the

Cebuano vowels and consonant phonemes.

Significance of the Study

The significance of the study on enhancing phonemic awareness of grade

one pupils in the use of rhymes has several implications for various stakeholders.

Administrators. The study offers essential ideas on how rhymes affect pupils’

phonemic awareness. Administrators may use this information to implement and

promote phonemic material in the reading experience.

School. The study offers insightful information regarding the influence of rhymes

on the phonemic awareness of pupils. It will help schools to give and ensure

potential phonemic material for phonological awareness achievement.

Teachers. This study can assist teachers in modifying their phonemic materials to

match the requirements of their students better and raise phonemic awareness.

Students. The study offers necessary information regarding the enhancement of

phonemic awareness through the use of rhymes. It will help the pupils to be able to

know and manipulate spoken language, which will result in blending sound into

words in the best way possible.

Future researchers. This research is a starting point for further studies into how

rhymes enrich pupils' phonemic awareness. It can enhance knowledge and foster a

deeper comprehension of the partcipants.

 Definition of Terms

For a better understanding of this study, the following terms were defined

operationally:

Consonant. This refers to the Cebuano fifteen basic speech sounds in

which can be blend to vowels in order to create a syllable.

Phonemic material. This term refers to teaching/learning tool to be used

to enhance phonemic awareness. It is a video-recorded material to be utilized in

determining the ability of pupils with regard to their phonemic awareness.

Phonemic awareness. This refers to the ability of the pupils to hear,

identify and manipulate the smallest unit in oral language (phonemes). It also

refers to the skills in which pupils are able to distinguish and blend the sound of

letters in words.

Phonemic sound. This refers to the smallest unit of sound that separates

one word from another. In reading, letters is being used to signify or stand for

sounds since they cannot be written.

Rhymes. This refers to the repetition of the same phonemes in the final

stressed syllable and any following syllables of the two words. Rhymes are the

similarities of sounds that the letters make in the end part of the words.

Role. This refers to a part or function being played by the rhymes in the

phonemic awareness of the pupils. It is the capacity by which pupils will be aware

of the sounds and sound patterns in a given rhyming word.

Vowel- This refers to the Cebuano three basic speech sounds in which can be

combined to consonants to create a syllable. These letters produced sounds in which air
leaving mouth without obstruction by the tongue, lips, or throat.
 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and studies to understand this

study completely. The phonemic awareness of grade one pupils in the context of

rhymes have been the subject of some research. These studies have highlighted

various potential concerns associated with this instructional strategy.

Related Literature
Anderson et al. (2019) argue that rhymes play a significant role in

language development because, during the first three years of life, the brain develops

quickly and most stimulated by exposure to sights, sounds, and conversation. The

repeating nature of rhymes is beneficial. Children are taught words and musical

rhythms language, learn the rhyme's lyrics quickly, and increase comprehension and

listening abilities. Recreating and performing scenarios from stories and poems are

enjoyable builders of language abilities. Chants, rhymes, and songs are a natural

component of an early childhood education program, as they are not just for

entertainment but also have a huge; they have educational value and should be taught

to students in early childhood education. Teachers employ the rhymes to serve

various functions, including transitions, enhancing theme units, and attracting kids to

get them moving and focused Adu (2018).

May (2019) claims that the qualities of rhymes, such as beat, rhythm, and

melody, significantly contribute to children's musical experience. Additionally, the

poetic texts of rhymes work in ways that encourage children's language playfulness
as well as their imagination, focus, sense of community, and shared identity through

the repetition of words with similar sounds and familiar texts (Arleo, 2004). Rhymes

with multiple forms of literacy have also served as the curriculum in modern early

childhood classes as a well-liked and entertaining tool.

Mello et al. (2022) believed that employing rhymes and songs in the

classroom can help primary school students learn languages more quickly since they

make learning new vocabulary, cultures, pronunciations, and intonations simple and

adaptive for the kids. These are carried out in a way that makes it simple for kids to

follow along and pick them up gradually. Before the 1600s, humorous poems known

as nursery rhymes were written to calm infants and entertain young children. Over

time, youngsters began to love singing nursery rhymes at home, in class, and during

playtime. According to Reilly and Ward (2003), traditional songs' rich, colorful

language tends to broaden children's vocabulary beyond the confines of their day-to-

day contacts. In order to make learning more substantial and thorough, this

environment creates a different learning environment (De Castro, 2000). Nursery

rhyme instruction has long been used to improve language, cognition, affect, and

cultural characteristics are all present (Prosic-Santovac, 2015).

The Department of Education (DepEd) challenged the Bilingual Education

by releasing an order that called for the institutionalization of mother tongue-based

multilingual education (MTB-MLE). Following these orders, Filipino and English

must be taught separately in all subject areas in kindergarten through grade three

(Philippines Department of Education, 2009). Another order, published in 2012,

provided more detailed recommendations for MTB-MLE and incorporated the

reform into the just-adopted "K to 12 Basic Education Program" (Philippines

Department of Education, 2012). This order departed from the original mother

tongue strategy by designating twelve significant regional languages as the teaching

medium. Teachers are given government-issued resources in their regional languages

under this order, but they should also change them to reflect the pupils' first

languages. Bypassing the Enhanced Basic Education Act in January 2013, the

Philippine Congress officially supported this effort. This legislation mandates that

instruction from kindergarten through grade three be delivered in the "regional or

native language of the learners," in addition to moving toward a K–12 educational

framework from grades four through six, with a mother tongue transition program.

According to Andrino (2022), the Philippines' educational system has

undergone many changes. The Mother Tongue-Based Multilingual Education (MTB-

MLE) Policy, incorporated into the K–12 curriculum as required by Republic Act

10533, is one of the most significant but radical changes to the nation's educational

system (Philippines Department of Education, 2012). In order to improve literacy

and education in areas like mathematics, science, health, and social studies, the

MTB-MLE Policy mandates the use of more than two languages (Nolasco, 2018).

Additionally, this program aims to prevent, if not diminish, the "high functional

illiteracy of Filipinos" (Nolasco, 2018, p. 2, as referenced in Medilo, 2018), where

language seen as a key contributing aspect. Using a child's mother tongue is said to

have a variety of beneficial effects on education as it fosters and supports a child's

expressiveness, activity, and participation in the learning process (Berowa &

Agbayani, 2019). It fosters the development of students' critical thinking (Brock-

Utne, 2006 as cited in Burton, 2013), enhances literacy and English language

proficiency (Cummins, 2000 as cited in Burton, 2013), it increases academic

achievement for students (Walter & Dekker, 2011 as cited in Burton, 2013), and it

promotes greater classroom participation (Benson).

According to Baker (1988, cited in Tonio & Ella, 2019), teachers' opinions

usually come to light when they reflect on the language they use in the classroom.

Their intentional or unintentional behaviors significantly impact how language

develops, deteriorates, is repaired, or is destroyed. Attitude, on the other hand, is

described by Garrett (2010) as a "disposition to react favorably or unfavorably to a

class of objects" (p. 20). Years after the policy's creation, studies focused on

teachers' perceptions of MTB-MLE and how their views affected the implementation

procedure.

According to Eberhard et al. (2020), there are 186 languages in the

Philippines, 184 of which are still spoken now. Cebuano Visayan, one of the 184

living languages, is regarded as one of the principal tongues in the Philippines

(Caturza, 2012; Dita, 2010; Pesirla, 2019) and has roots in the Austronesian Malayo-

Polynesian language family (Bell, 1976; Caturza, 2012; Eberhard et al., 2020;

Endriga, 2010; Pesirla, 2019). Three vowels and fifteen consonants comprise the

Cebuano Visayan language (Cebuano et al., 2020; Pesirla, 2019). The a, i, and u

make up the vowels, while p, t, k, b, d, g, m, n, ng, s, h, w, l, r, and y make up the

consonants. In Pagpalambu sa Pinulungan'g Sugbu-anun'g Binisaya, Pesirla (2019)

notes that all words in the Cebuano Visayan language have phoneme-grapheme

correspondences and are written as they are spoken. Thus, the fifteen consonants and
all three vowels spelled how they are pronounced. Contractions are written with an

apostrophe, while glottal or sound stops (Endriga, 2010) are written with a hyphen

(Pesirla, 2019). Glottal stop (/)? / Can occur in any position (Endriga, 2010) but most

frequently between two vowels (Pesirla, 2019; Endriga, 2010).

Related Studies

Foreign

Cunningham et al. (2021) stated that advanced phonemic awareness

training might benefit word reading for reasons other than the hypothesis that

phonemic proficiency enhances orthographic mapping. For example, advanced

phonemic awareness training may strengthen phonological memory (i.e.,

phonological short-term or working memory), observed to be positively correlated

with reading and spelling development self-teaching hypothesis. Stronger

phonological memory may allow students to retain partially decoded sound

segments in working memory for extended periods, which may enable more

accurate recoding (i.e., blending) when attacking an unknown word. As another

possibility, the use of daily oral phonemic awareness exercises with a variety of

words may expand entries in students’ oral vocabulary, thus providing a more

substantial basis for set-for-variability (i.e., the ability to adjust approximate or

partial pronunciations to match a correct pronunciation in oral vocabulary), which

is associated with word-reading especially for phonetically irregular words.

Based on the study of Cunningham (2021), through advanced phonemic

awareness, students will strengthen their phonological memory through reading

their pronunciation, and recognition of words will expand the entries of student

learning. Through intervention and teaching the phonemic awareness of grade one

pupils in the context of rhythms, stated that becoming aware of the Cebuano words

describes the awareness of spoken language they can manipulate by their

understanding and by the influence of their environment. As they manipulate

individual phonemes in words, their knowledge about the Garay words they can

manipulate by identifying each letter and each of the sounds. As students

recognize the words, they can identify each sound they can manipulate based on

their learnings, as they know the proper pronunciation of each word they

encounter. Stronger phonological memory may allow students to retain partially

decoded sound segments in working memory for extended periods when attacking

an unknown word. It may enable more accurate recording by blending from its

word. Oral phonemic awareness exercises by intervention with a variety of words

may expand entries in students’ oral vocabulary, thus providing a more substantial

basis for set-for-variability, the ability to adjust approximate or partial

pronunciations to match a correct pronunciation in oral vocabulary. It is associated

with word reading, especially for phonetically irregular words. It is supported by

Cunningham by encouraging students into reading intervention so they can read

pronouns properly as they should through their level easily.

To date, one experimental study investigated the Heggerty Phonological

Awareness programs. Coyne et al. (2021) study entitled "Evaluating the Effects of

Advanced Phonemic Awareness Instruction in First Grade." This study randomly

assigned kindergarten and first-grade students by the school to receive the

Heggerty program or business-as-usual reading instruction. Teachers in the

Heggerty condition are trained and coached to implement it according to the

publisher's guidelines. Year-end literacy measures indicated that students in the

Heggerty condition outperformed BAU students on phoneme isolation, blending,

segmenting, and manipulation, with an effect size of 0.55. However, there were no

statistically significant differences between groups on measures of pseudo-word

decoding or oral reading fluency, with effect sizes < .05. The results did not reveal

a benefit of developing students' advanced phonemic skills on their reading

development. Coyne et al. (2021) Supported as grade one or a lower level were

trained to learn, especially in reading; they are encouraged to have phonemes and

make learners aware early through rhyming, blending, segmenting, and adding

letters upon reading. Using the program is a big help in letting learners quickly

learn to read through the reading materials provided.

Gersten et al. (2020) conducted a study entitled "Meta-Analysis of the Impact

of Reading Interventions for Students in the Primary Grades" It showed a meta-

analysis of 33 intervention studies for students with reading difficulties in grades 1

to 3. The average effect of all interventions on reading skills was 0.39. Whether an

intervention focused on decoding, fluency, or comprehension did not result in

differential effects from the overall average. However, interventions that included

phonological awareness components were associated with statistically

significantly smaller effects than average on reading skills. In contrast,

interventions that included spelling or writing were associated with more

substantial reading outcomes than interventions with other elements. Advanced

phonemic awareness training programs emphasize oral-only instruction rather than

explicitly teaching segmenting, blending, and manipulation of phonemes

connected to letters within words. This perspective's rise so perplexing is the long-

standing evidence that reading outcomes are more substantial when phonemic

awareness is integrated with print, the hallmark of phonics instruction.

Hoover and Tunmer (2020) conducted a study entitled "The Cognitive

Foundations of Reading, and It is Acquisition: A Framework with Applications

Connecting Teaching and Learning. The researchers believed the first three

phonological awareness skills are words into syllables, rhyme awareness, and

production and alliteration. These skills build an early learner's capacity to hear

and identify the spoken word and parts of words as separate units of meaning.

Phonemic awareness, a subset of phonological awareness, moves further along the

continuum of complexity. It refers specifically to the ability to focus on and

manipulate individual Bus and Van Ijzendoorn (2020) found that combining

phonological awareness training with print resulted in better reading outcomes

than phonological awareness training alone. The NRP report observed that effect

sizes for interventions that integrated phonemic awareness activities with print (d

= 0.67 for reading and 0.61 for spelling) were almost twice as large as phonemic

awareness training without letters (d =0.38 for reading and 0.34 for spelling). The

panel unambiguously concluded, "Methods that teach children to manipulate

phonemes with letters are more effective than methods limiting manipulation to

spoken units" (p. 2–41). Another characteristic of advanced phonemic awareness

training is the simultaneous targeting of multiple phonological and phonemic

awareness skills. The Heggerty programs, for instance, target rhyming, onset

fluency, blending, initial/medial phoneme isolation, segmenting, adding, deletion,

and substitution in the same lesson.

In contrast, the NRP (2000) found that interventions that taught one or two

phonemic skills (d = 0.71 to 0.79 for reading outcomes and d = 0.74 to 0.87 for

spelling outcomes) were more effective than those that taught three or more skills

(d = 0.27 for reading outcomes and d = 0.23 for spelling). Additionally,

interventions focused on blending and segmenting had more significant effects (d

= 0.67 for reading outcomes and d =0.79 for spelling) than those focused on other

phonemic skills (d = 0.27 for reading outcomes and d = 0.23 for spelling)—

phonemes in spoken words. Moving from identifying spoken words and parts of

words to individual sounds in a word is complex and requires explicit knowledge.

This skill is critical for learning the alphabetic coding of a language. Research

informing these reports has shown that a preschool child's phonemic awareness

level strongly predicts later success with reading (Hill, 2021, p. 135). As phonemic

awareness has a reciprocal relationship with reading (Hoover & Tunmer, 2020),

these skills need to taught systematically and explicitly.

Kilpatrick & O'Brien (2019) conducted an "Effective Prevention and

Intervention for Word-level Reading Difficulties" study. It advocated devoting

instructional time to phonemic awareness activities beyond the first grade and into

upper elementary grades for students with reading difficulties. Instruction is often

presented using oral exercises without print to develop students' proficiency with

oral phoneme manipulation tasks, representing the most sophisticated end of the
phonemic skill continuum. Tasks viewed as "more challenging" (Kilpatrick &

O'Brien, 2019) or requiring "advanced" phonemic awareness include phoneme

elision (i.e., phoneme deletion, "say 'cat' without /k/"), phoneme replacement (e.g.,

"say 'cat.' Now change the/k/ to /p/") including medial sounds or sounds in blends

(e.g., "say 'bat.' Now change the /a/ to /i/"; or, "say 'stop.' Now change /t/ to /l/").

Advocates of these perspectives contend that advanced phonemic manipulation skills

are critical for reading proficiency, as opposed to limiting instruction to "basic" skills

such as phonemic segmentation (e.g., "tell me each sound you hear in 'cat'") or

phoneme blending (e.g., "what word do these sounds make: /k/-/a/-/t/"). They refer to

this type of instruction and related recommendations as advanced phonemic

awareness training, given how educators across the United States have referred to it.

A study by Macajova et al. (2019) entitled "Creation of Rhymes as Part of

the Development of Phonemic Awareness of Preschool Children" found that

understanding rhymes is an indication of language sense, the capacity to recognize

the phoneme structure of words and awareness of the sounds of the last syllable. The

study discusses the theoretical basis, key terms, and research findings in rhyme

formation. The paper's main subject is the investigation of preschool-aged kids in

Slovakia. Eight hundred sixty-six children between the ages of four and seven were

evaluated on their capacity to create rhymes that serve as cue words. For some

beginning readers, rhyme awareness has a significant impact on the development of

phonemic awareness. The ability of the kid to hear sounds within the words is

necessary for rhyme identification. This skill aids a kid in developing a basic

knowledge of the word and its sound segmentation.

 Wagner et al. (2017) observed that word reading skills did not predict

subsequent phonological awareness. Other studies have observed that learning to

read and spell words is associated with further development of phonemic

awareness. Studies indicated that first-grader's phoneme blending skills enabled

decoding, but improvements influenced gains in phoneme deletion in word

reading skills. Phoneme deletion skills likely resulted from students' spelling

knowledge and pseudoword decoding, and exposure to word spellings improved

readers' ability to detect and identify phonemes in those words. Phonological

awareness describes how spoken language consists of smaller components and the

ability to identify and manipulate these (Torgenson et al., 2019; Ehri & Flugman,

2018).

Hoover's study (2015) entitled "The Cognitive Foundations of Reading

and Its Acquisition: A Framework with Applications Connecting Teaching and

Learning" revealed that phonemic awareness is the understanding that spoken

words consist of a series of individual sounds. Phonemic awareness is a cognitive

skill involving three elements: phonemes, explicit and conscious awareness to

these linguistic units, and the ability to manipulate such units explicitly. First,

phonemes are the most basic units of speech that speakers and listeners

unconsciously combine and contrast to produce and perceive words in the spoken

language". Then, to be phonemically aware requires explicit and reflective

knowledge of the linguistic units underlying language. The third phonemic

awareness element involves blending, segmenting, and manipulating sounds in

spoken words. Children with control over the most minor speech units are
considered phonemically aware. Research has shown that phonemic awareness is

a crucial determinant of success in reading and spelling attainment of an

alphabetic language. The definition and importance of phonemic awareness, its

relations with phonics, and guidelines for phonemic Awareness instruction are

illustrated in this section.

Andrews & Wang's study (2015) entitled "Bridging Theories of

Phonological Awareness for Deaf and Hard of Hearing Children: Perspectives

from Verbotonal Specialists in of Hearing Children Specialists in the United

States" stated that in order to understand the significance of the theories and

assumptions explored throughout in their study, it is essential to define common

concepts related to the process of decoding. Broadly and linguistically speaking,

the study of phonology refers to the minor contrastive units of language, which

can be identified as sounds in spoken languages or fingerspelling in natural sign

languages. This term encompasses both phonemic awareness and the alphabetic

principle and involves the understanding that words are made up of sounds that

can manipulated. Sounds and print are connected to conscious awareness of these

linguistic units and the ability to manipulate such units explicitly. First, phonemes

are the most basic units of speech that speakers and listeners unconsciously

combine and contrast to produce and perceive words in the spoken language".

Then, to be phonemically aware requires explicit and reflective knowledge of the

linguistic units underlying language. The third phonemic awareness element

involves blending, segmenting, and manipulating sounds in spoken words.

Children who control the minor speech units are phonemically aware. Research
has shown that phonemic awareness is a crucial determinant of success in reading

and spelling attainment of an alphabetic language. The definition and importance

of phonemic awareness, its relations with phonics, and guidelines for phonemic

Awareness instruction illustrated in this section.

Andrews & Wang (2015) states that to understand the significance of the

theories and assumptions explored throughout their study, it is essential to define

common concepts related to the decoding process. Broadly and linguistically

speaking, the study of phonology refers to the minor contrastive units of language,

which can be identified as sounds in spoken languages or fingerspelling in natural

sign languages. This term encompasses both phonemic awareness and the

alphabetic principle. It involves understanding that words are made up of sounds

that can manipulate and connect sounds and print.

Phonemic awareness is the conceptual and explicit understanding of

distinctive features of individual phonemes and developed through listening

alone. Phonemic awareness skills include skills such as initial letter identification

and alliteration (identifying words that begin with specific sounds, e.g., "What is

the first sound you hear in boat, boat?"), elision (dropping a sound to create a new

meaning), segmenting (how many phonemes are in a word), Araújo et al., 2015.

Phonemic awareness predicts skilled reading, but correlational studies should not

interpret as evidence supporting advanced phonemic awareness training. Many

constructs correlate with reading development, but that does not mean they should

all be targets of instruction. For example, rapid automatized naming (RAN) – the
ability to quickly name stimuli such as colors, letters, numbers, or objects – is

predictive of learning to read across written languages).

However, evidence that RAN training improves reading skills is tenuous

at best. Few recommend that reading instruction include teaching students to

name colors, objects, or even letters more quickly. Advocates of advanced

phonemic awareness training have helped alert educators to an essential part of

reading instruction that teacher training programs and classroom practice have

historically ignored. The Heggerty programs use explicit instruction, and

anecdotal reports indicate they are highly engaging for students. Kilpatrick's work

has helped draw educators' attention to reading research and prominent reading

development theories.

The researchers reiterate that phonemic awareness is essential in

beginning reading instruction, especially when integrated with print. We do not

imply that phonemic awareness instruction should cease, nor that state-wide

efforts to promote practices consistent with the science of reading are misguided.

The present debate about the nature of phonemic awareness indicates that,

although there is considerable work to done, the field has made significant

progress in understanding effective reading instruction. A primary implication for

practice is that lack of evidence supporting advanced phonemic awareness

training should give educators pause before devoting time or resources to it with

students beyond initial reading instruction, teaching it independent of print, or

considering it as a primary objective of reading instruction. Caution especially

warranted if educators are implementing advanced phonemic awareness training

instead of, or as a prerequisite for, phonics instruction and reading practice

Martin, M. and Byrne, B.'s (2010) study sought to determine whether

teaching pre-schoolers to recognize rhyme enhanced their capacity to recognize

phoneme relationships. It employed an experimental technique for an

experimental group of 23 pupils taught to rhyme and an untaught control group of

23 pupils. It revealed that both groups showed no improvement on an immediate

and a delayed post-test conducted in phonemic awareness. Thus, the result

contradicts the theory that is rhyming sensitivity precedes phoneme sensitivity in

a causal precursor. The researchers conclude that teaching rhymes to young

children is still a crucial pre-literacy task, but not because it directly fosters

phonemic awareness.

Overall, research indicates that sophistication in phonemic awareness is

partly a consequence of learning to read and spell. Initial phonemic awareness

helps facilitate students' access to the alphabetic code. Subsequently, acquiring

alphabetic knowledge, decoding, and spelling facilitates the further development

of phonemic awareness. Perfetti et al. (2021) noted, "The two systems,

orthographic and phonemic, are developing in mutual support." Orthographic

knowledge, which can only develop through exposure to word spellings, is vital

for completing phoneme deletion and manipulation tasks. This work has also not

revealed that a lack of proficiency with "advanced" phonemic manipulation skills

is a cause of reading difficulty. Difficulties on advanced phonemic tasks may be

due to under-developed code-related skills and lack of reading opportunities, not a

direct cause. By extension, the reciprocal relation means that assessments of

alphabetic knowledge, decoding, and spelling involve access to phonological

information. Any assessment involving printed letters will likely be a stronger

predictor of reading skills than oral-only tasks. These interactive, reciprocal

relations have been known for quite some time yet need to be more acknowledged

by advocates of advanced phonemic awareness training.

Local

According to the study by Abdon, and Barrios (2022) entitled,

“Phonological Awareness Intervention in Mother Tongue Among Filipino

Kindergarten Learners”, to overcome linguistic and academic challenges and to

ensure future academic achievement, children must develop good reading

abilities. The degree of phonological awareness (PA) has a significant impact

on children's reading skills (Hoff, 2014). In the current study, twenty sessions

of a 30-minute comprehensive PA intervention were given to kindergarteners in

the Philippines. The intervention uses complementary strategies, including

immediate feedback, mother tongue use, attention to scope and sequence, and

language experience through storytelling. The study used a mixed-methods

research design and assigned scores from reading exams in English and

Batangas Tagalog to one group prior to and following the intervention. At three

different times during the intervention, semi-structured interviews with

kindergarten teachers and educational aides were conducted. The results show
that the overall PA and letter knowledge scores in both English and Batangas

Tagalog were significantly different before and after the intervention. Scores in

English and Batangas Tagalog exhibit a very strong positive significant

association. Observations show that the students have improved since receiving

the intervention. The study creates an expanded framework for PA intervention

in the Philippines that takes into account what appears to be good for Filipino

children.

Based on the study of Abdon, and Barrios (2022) that the overall

knowledge of students in English and Batangas Tagalog were significantly

different before and after the intervention of Mother Tongue and that children

must develop good reading abilities which means, through the intervention and

teaching students using the rhyming words is helpful for them in enhancing

their phonemic awareness as they will gain essential skills that have far-

reaching impacts on their overall language abilities and academic success. By

integrating phonological awareness activities into early numeracy instruction

which are the grade 1 learners, the teachers can help the children with their

numeracy development that contribute to their overall growth in numeracy

which is supported by the study of Dulay et.al which he states that the first level

of early numeracy was found to be significantly predicted by phonological

awareness, vocabulary and age since grade 1 is typically the beginning of

formal education which serves as the foundation for learning. In grade 1 ESL

students, there are also a level of bilingualism which can affect them and faced

consequences which is supported by Abdon et al that outlines the route that

phonological awareness instruction for young bilingual children will take in the

future where bilingual students are also examined about their phonological

awareness skills with the use of reading materials and other methods. By

engaging with materials using rhyme words, students become more aware of

the individual sounds that make up words, leading to improved phonological

awareness.

The study of Dulay et al., (2021) entitled, “How do Phonological

Awareness, Rapid Automatized Naming, and Vocabulary Contribute to Early

Numeracy and Print Knowledge of Filipino Children”, looked into how early

numeracy and print knowledge development trajectories were affected by

phonological awareness, rapid automatized naming (RAN), and vocabulary. A

total of 128 young Filipino children were followed up three times at ages where

they were, on average, 4.5, 5.0, and 5.5. Early numeracy and print knowledge

growth rates, as well as their initial levels (the intercept and slope,

respectively), were estimated. The first level of early numeracy was found to be

significantly predicted by phonological awareness, vocabulary, and age,

according to the results. The growth rate of early numeracy was significantly

influenced by RAN and vocabulary. The differences in the early degree of print

knowledge were uniquely explained by phonological awareness, RAN, and

vocabulary. Results show how phonological awareness, RAN, and vocabulary

knowledge play various roles in the growth of early numeracy.

Tomas et, al. (2021) study entitled “The Perceived Challenges in

Reading of Learners: Basis for School Reading Programs” uses a mixed method
research study was conducted to look into the reading profiles of learners in

English and Filipino, their problems, difficulties, and lessons, the schools'

agenda and initiatives for enhancing reading programs to get rid of these

obstacles and difficulties, as well as the support and commitment of

stakeholders. The responses from the interviews with school administrators and

instructors, as well as the reading profiles of 4056 Filipino and 4216 English

children in grades 1 through 7, were described using descriptive measures and

subjected to thematic analysis. The majority of the students, according to the

results, were at a frustration level. The absence of a reading culture, the

presence of learners-at-risk, and non-mastery of the reading elements were

other perceived causes, origins, and attendant variables of the student's reading

level. The suggested reading programs and activities may be used as reading

literacy initiatives in schools and as a component of the contextualized reading

curriculum. These programs are divided into three categories: individual

reading recovery programs, enrichment/enhancement programs, and literacy

programs.

Salvador et al., (2021) “Effectiveness of Each One Teach One on

Reading Skills of Grade 3 Learners”, The purpose of this study was to

determine how well the "Each One Teach One" method improved reading skills

in Grade 3. Clear evaluative examination configuration was utilized in this

review. The study's respondents were 36 Malaban Elementary School students

in Grade III during the 2018–2019 school year. In this study, a quasi-

experimental research design was used. The t-test, mean, and standard deviation
were utilized for statistical analysis. In terms of rhyme, oral blending, and oral

segmentation, it was discovered that the students in the conventional approach

and the pretest approach were at the beginning level. Pretend play students

outperformed the conventional group on formative and posttests in terms of

their phonemic awareness, especially when it came to rhyme oral blending and

oral segmentation. According to these results, the pretend play group performed

better than the traditional group. This outcome depicted that the imagine play is

compelling in upgrading the phonemic familiarity with the kindergarten

students regarding rhyme, oral mixing, and oral division. The findings of this

study served as the basis for the study's conclusions. Both the hypothesis that

there is no significant difference between the pre-test and post-test mean scores

of the learners on their phonemic awareness assessment using the conventional

approach and that there is no significant difference between the pre-test and

post-test mean scores of the learners on their phonemic awareness assessment

using the pretend play approach are rejected, as is the null hypothesis that there

is no significant difference between the formative tests and post-test of the two

group of kindergarten students on their phonemic awareness and reading

readiness. The researcher made the following suggestions or recommendations

based on the findings and conclusion: Due to the fact that the evidence

demonstrated that the pretend play approach is significantly more effective than

the conventional approach in promoting phonemic awareness among students,

other approaches that are comparable to pretend play may also be utilized in

this study, which focuses solely on the use of the pretend play approach in
 phonemic awareness. The pretend play approach may continue to be used in

teaching not only phonemic awareness but also other topics in kindergarten.

Abdon et al., (2019) Phonological Awareness Skills of English as

Second Language (ESL) Learners: The Case of First-Grade Filipino Bilinguals,

the level of bilingualism and its consequences on Grade I ESL students'

phonological awareness, a metalinguistic talent, are examined in this paper. The

three tests—the initial phoneme detection, the final phoneme detection, and the

deletion tasks—compare the performance of full and partial bilinguals. English

phonological awareness assessments were given to 40 sixth- grade students. The

study's findings showed that full bilinguals outperformed partial bilinguals on

phonological tests, with the exception of initial phoneme detection, where partial

bilinguals' group averages were 0.45 higher than full bilinguals. This article

stressed the benefits of examining bilingual children's phonological awareness

skills. It also outlines the route that phonological awareness instruction for young

bilingual children will take in the future.

Hoff (2014) “Phonological Awareness Intervention in Mother Tongue

among Filipino Kindergarten Learners”, states that it is essential for children to

develop strong reading skills in order to overcome language and academic

obstacles and ensure success in education in the future. The degree of

phonological mindfulness (Dad) significantly influences youngsters' ability to

understand in this manner, the objective of the review was to record the

achievement pace of ten Filipino kindergarten understudies signed up for one

government funded school in Calaca who went through twenty meetings of 30-
minute coordinated Dad mediation. Intervention-based mixed methods research

was used in the study. A single-group pretest-posttest provided the quantitative

results, and a thematic analysis of three interviews with educational assistants and

kindergarten teachers provided the qualitative ones. Muñoz et al. 's (2018)

pedagogical framework and Cummins' (1979) Linguistic Interdependence Theory

provided foundational support for analyzing how PA intervention in the mother

tongue helps children gradually improve their reading outcomes in English and the

mother tongue. Before and after the intervention, there were significant differences

in PA and letter knowledge in Batangas Tagalog and English. The Batangas

Tagalog scores have a significant positive correlation that is extremely high.

Additionally, after the intervention, observations reveal positive changes among

the students. The review exhibits that Dad mediation in the native language

possibly gives a promising and feasible method for further developing the early

perusing abilities of Filipino kindergarten understudies.

 42

Chapter 3

RESEARCH METHODOLOGY

This chapter explains various methodologies that were used in gathering

data and analysis which are relevant to the research. The methodologies will

include areas such as research design, respondents, environment, instrument, data

gathering procedure, method of analyzing data, and statistical treatment.

Design

This study used a qualitative and quantitative design, a research

methodology that enables finding and describing the acquired data accurately and

collecting and analyzing the numerical data. This method enables researchers to

conduct a thorough investigation of the role of rhymes in the enhancement of

phonemic awareness of the participants. The researchers used quantitative design

in problem numbers 1 and 2 since it deals with the numerical data, such as the

participants' pre-reading and post-reading reading scores. The researchers used

qualitative design in the statement of problem number 3 to determine and interpret

the phonemic sound produced by the participants in Cebuano consonants and

vowels in the given rhyming words.

Participants

The participants in this study were the bottom 10 readers of Grade 1 in the

academic year of 2022-2023 in Cordova Central Elementary School, located in

Poblacion, Cordova, Cebu. The participants were Grade 1 since reading was first

conducted in this grade level. The subjects were chosen through a purposive

sampling technique. Out of 34 learners, there were ten learners selected. The class
 43

adviser recommended these ten learners according to their reading skills that need

improvement.

Environment

The location of this study is Cordova Central Elementary School which

is located in Barangay Poblacion, Cordova. It is a public institution in region 7,

Central Visayas, Division of Cebu, Cordova district, which consists of primary

level from kindergarten until grade six. The school implements the DepEd-

recommended curriculum. It was established on January 1, 1944. Thus, it has been

in operation for 29 years. The current principal of the school is Mrs. Viurina

Baguio. There are 61 teachers in all levels from kindergarten to grade six.

Cordova Central Elementary School is a public learning institution with a

vision “We dream of Filipinos who passionately love their country and whose

values and competencies enable them to realize their full potential and contribute

meaningfully to building the nation. As a learner-centered public institution, the

Department of Education continuously improves itself to serve its stakeholders

better”.
 44

Figure 2. Map of the Study

Instruments

In this research, the researcher collected the data with the use of the list of

reading materials. The researchers prepared two sets of reading materials. The class

adviser checked these materials. The voice-recorded transcript is the process of

converting audio and video materials into text format and a list of reading materials

consisting of two sets of 25 pairs of rhyme Visayan words. The audio recording

measured the ability of students in focusing and manipulating phonemes in the

Mother Tongue language which is Cebuano that would be observed repeatedly by

listening to the audio recording. These concepts were based on the study of Saavedra

(2022) entitled, “Pronunciation of English Words with /th/ Sounds among Senior

High School Learners” of Baluno National High School, Baluno, Zamboanga City,

Zamboanga del Sur, Philippines.

Data-gathering Procedure

A letter was submitted to the school head to ask permission to conduct

the study. When the letter was approved, the researchers conducted the study. Two

sets of reading materials contain 25 pairs of Visayan rhyme words. The

researchers made them and asked the class adviser to check and approve them.

When the letter was approved, the letter for parental consent was given to the

respondents, who let their parents or guardians sign it. When they returned, the

researchers let the pupils read the first reading material, the pre-reading. While

doing so, the researchers took audio recordings. The next step was for the

researchers to conduct a teaching demonstration about rhyming words. Here, the

respondents were given tasks such as identifying rhyming words, reading rhyming

words, and giving examples. After the demonstration and reading practices, the

participants were asked again to read for the post-reading with the second set of

reading materials. The researchers took audio recordings. It would be the basis for

the interpretation of the data, such as determining the reading status of the pupils

before and after the use of rhymes to be graded by the class adviser, identifying

the significant differences in their phonemic sound status, and how the pupils

produced phonemic sound as the basis for the formulation of phonemic materials

to proposed.

Method of Analyzing Data

Data analysis, which refers to a systematic method of searching and

organizing the data sources and other materials, was conducted for the researcher

to produce conclusions. In this study, phonological analysis was used to analyze

the data. The researchers identified how the respondents could manipulate and

pronounce the oral sounds from the given reading material. Thus, the class adviser

determines their reading status before and after using rhymes. It was also

determined through the Early Grade Reading Assessment (EGRA) toolkit,

intended for use by Department of Education teachers, which measures a specific

set of critical early-grade reading skills. The next step is for the researchers to

translate the audio recording into text format. In this step, the phonemic awareness

of the pupils that have been identified is then determined to determine if they have

difficulties pronouncing the speech sounds.

Statistical Treatment

The study used a qualitative case study design and so the data will be

collected, and subjected to statistical treatment.

1. Phonological Analysis - This is to compile the information gathered by the

researchers in identifying and describing the systematic patterns of speech sounds

(phonemes) of Mother-tongue language to the respondents. To provide a

systematic and comprehensive description of the phonological system of a

language. In order to interpret the surveyed data, the researchers employed a

qualitative case study method.

2. Paired T-test – This is a statistical procedure that is used to determine the

difference between two variables for the same group. This will determine the

difference between the pre- and post-reading scores of the respondents.

 Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the findings, analysis, and interpretation of data gathered in

which the main objective is to determine the significant differences between the status

of the respondents’ phonemic sounds before and after the use of rhymes and analyze

the phonemic sound they produced in consonant and vowel sound from the given

reading material.

READING SCORES OF THE PARTICIPANTS BEFORE AND AFTER USING

RHYMES

This part presents the data of the respondents’ reading scores before and after the use

of rhyming words.

The Early Grade Reading Assessment (EGRA) toolkit is the reading

assessment being used by the class adviser to determine the reading status of the

pupils. This reading toolkit has 8 components. According to the guidelines in

determining readers, a pupil can be considered a reader when they reach the

component 4. Based on the data given by the class adviser, the ten subjects did not

reach component 4 during the pre-reading, and they successfully reached

component 4 during the post-reading.

The table below presents the data of the respondents’ reading scores

before and after using rhyming words. The class adviser determines it through

Early Grade Reading Assessment (EGRA) toolkit.

 Table 1
The Pre-reading scores and Post-reading Scores of the Participants

Test Mean SD Interpretation

Pre-reading 3.3 0.90 Non-reader
Post-reading 6.9 0.99 Reader

Table 1 presents the pre-reading and post-reading scores of the subject. It shows

that the pre-reading mean is 3.3, with a standard deviation of 0.90, and the interpretation

of a non-reader is considered to need improvement. It indicates that the student only

achieved component 3-initial sound identification using the EGRA toolkit. However, the

post-reading had a mean of 6.9 with a standard deviation of 0.99 and a reader's

interpretation. It indicates that the student can read up to Component 4 familiar word

reading, as they achieved in this level most of the bottom ten students able to read in

Component 4, which says that in Component 4, it is determined that a student is a reader.

It assesses learners' ability to familiarize themselves with the word upon reading each

Cebuano word in the reading materials provided.

Jiménez et al. (2014) study entitled “Internal Structure and Standardized Scores of

the Spanish Adaptation of the EGRA (Early et al.) for Early Reading Assessment

examined the validity and normative data for the version used in this study with students.

Researchers determined reading risk status by creating a composite score (EGRA) of

some of the subtests that saturated in the first extracted component, “decoding and

comprehension” reading of familiar words (test-retest reliability components).

Phonological awareness and decoding have a reciprocal relation and are considered the

gateway to reading words automatically. Therefore, it makes sense that these components

would be taught early and, at the same time, maximize the benefit of mastering these
skills on reading comprehension in learners (see, for example, Jiménez et al., 2014). On

the other hand, developing oral comprehension can start early through reading aloud,

even before children start first grade. It was found that the pre-reading test scores

mean of the participants increased at the post-reading test. Therefore, the reading status

of the participants before has improved after the use of rhymes based on the reading test

conducted as determined by the class adviser of the participants through the use of the

Early Grade Reading Assessment (EGRA) Toolkit. As mentioned, the reading assessment

has eight components or sub-tests the learner needs to fulfill, each with a different

scoring procedure. In the pre-reading test, the participants were interpreted as non-

readers, which means that they were unable or failed to reach and got a passing score in

the fourth component. They were interpreted as readers in the post-reading test, which

means that they successfully reached component 4. Therefore, the use of rhymes helped

them to enhance their phonemic awareness in a way that during the teaching

demonstration, reading activities, and practice with the use of rhyming words,

participants enhanced their ability to recognize and identify letters and produce it is a

phonemic sound that they were able to read and showed better reading skills during the

post-reading assessment than the pre-reading. As the researchers listened to the audio

recording repeatedly, it was found that the participants committed an error in producing

the correct phonemic sound of the vowels and misrecognized some of the consonants (see

Table 3 to 7). It still shows that they had read better during the post-reading test than the

pre-reading.
 SIGNIFICANT DIFFERENCE BETWEEN THE PRE-READING AND
POST-READING SCORES OF THE PARTICIPANTS

This part presents the significant difference between the pre-reading

and post-reading test scores of the participants.

Table 2
Significant Difference Between the Pre-reading and Post-reading Scores
of the Participants

Variables Mean T-value P-value Decision Interpretation

Pre-reading 3.3
44.09 −12 Reject Ho Significant
7.93 x 10
Post-reading 6.9
Note: Significant at P-value <0.05

Table 2 presents the significant difference between the participants' pre-reading

and post-reading test scores. As shown, both variables are less than the P-value of

7.93x10-12, which means that the researchers decided to reject the null hypothesis with

the interpretation that the two variables are both significant. It means there is a significant

difference between the participants' pre-reading and post-reading test scores.

Further, comparing the mean of the two variables shows that the post-reading test

is more significant or higher than the pre-reading test. It implies that the use of rhymes

substantially enhances the phonemic awareness of the participants, as determined by the

class adviser through a reading assessment conducted using the Early Grade Reading

Assessment (EGRA) Toolkit. Researchers also determined that the use of rhyming words

made the participants aware of the phoneme structures of the words, considering that they

end with the same sound as the last syllable of the word.
 It was found in the study of Macajova et al. (2019) entitled “Creation of Rhymes

as Part of the Development of Phonemic Awareness of Preschool Children” that

understanding rhymes is an indication of language sense, the capacity to recognize the

phoneme structure of words and awareness of the sounds of the last syllable. The study

also revealed that for some beginning readers, rhyme awareness has a significant impact

on the development of phonemic awareness among learners at an early age. Concerning

this study, using rhymes helps the participants improve their awareness of recognizing,

manipulating, and producing the phonemic sound in spoken words.

It was found that there is a significant difference between the participants' pre-

reading and post-reading test scores. It shows that using rhymes helps the participants

enhance their phonemic awareness based on the reading assessment conducted. It also

indicates that when the participants were aware that the given pair of words had the same

ending sound, it made it easier to read the word in a way that they listened to the sound of

the last syllable. All they needed to do next was tried to identify word parts. It includes

focusing more on recognizing the letters and identifying the sound on the first syllable of

the words and less on the last syllable since it has the same ending sound. Thus, it makes

them faster and easier to read the entire words. In addition, the researchers analyzed that

the use of rhymes promote knowledge and ability among grade 1 pupils to hear the same

sounds of the letters of a word and divide the word into syllable, which significantly

helps them to blend the sound of a single letter into the other to read the entire word

finally.
 PHONEMIC SOUNDS PRODUCED BY THE PARTICIPANTS

This part presents the phonemic sound of Cebuano vowels / ʌ/, /i /, and / u / and

consonants /b/ and /d/. It also shows how the participants produced these phonemic in the

given reading materials.

Table 3
Segmental Phonetic Production Open Low Central Unrounded Lax

Phonemes Word Cebuano Student

Equivalent Equivalent
/ ʌ/ duwa [duwʌ] [du:wɑh]
hawa [hʌwʌ] [hɑ:wɑh]
baha [bʌhʌ] [bɑ:hɑh]

It is found in Table 3 that the phoneme /ʌ/ is an open mid-central unrounded lax

and is substituted by /ɑ/, an open low-central unrounded lax. The final sound /ʌ/ found

in words duwa and hawa is substituted by /ɑ/, and the final /h/ is added. It is also

observed that pauses can be seen on the medial pattern V-C. The words duwa, hawa,

and baha are pronounced in Cebuano as [duwʌ], [hʌwʌ], [bʌhʌ], but were pronounced

by the students as [du:wɑh], [hɑ:wɑh], [bɑ:hɑh] which was influenced by the Waray

dialect. Garellek et al. (2021): Among the world's sounds, there is much

variation in how they are pronounced: when a sound is analyzed as voiceless, it can be

voiced, and when a sound is analyzed as voiced, it can devoice. Among voiceless

glottal sounds specifically, voicing is far and wide: language specialists frequently

anticipate the voiceless glottal stop [ʔ] and fricative [h] to be wholly voiced,

particularly between vowels, to investigate the degree to which glottal consonants and
non-modular (raspy and creaky) vowels contrast as far as rate endlessly voicing force

in three phrasal positions. In the initial position, voiceless [h] is slightly less voiced

than voiced [ɦ]. When placed between two vowels, [h] and [ɦ] have the same voice as

breathy vowels. Both glottal stops and creaky vowels have high percentages of voicing.

However, their voicing intensity is different: glottal stops typically have periods of

strong and weak voicing in all phrasal positions, whereas creaky vowels have strong

voices. Conversely, vowels portrayed as 'rearticulated', 'checked', or 'glottalized' show

comparable drops in voicing power to glottal stops. Additionally, many instances of [ɦ]

and [h] can be considered phonetically underspecified for voicing because voicing

during [ɦ] and [h] is predictable mainly from prosodic and respiratory constraints.

Based on the findings in this table, the participants cannot produce the correct

pronunciation of the phoneme /ʌ/. Some participants were unaware of the correct

pronunciation of this Cebuano vowel in such a way that instead of pronouncing /ʌ/in

words [duwʌ], [hʌwʌ], and [bʌhʌ], they pronounced it as /ɑ/ and added /h/ in the last

syllable, such as [du:wɑh], [hɑ:wɑh], [bɑ:hɑh]. The researchers found that there must

be a contributing factor in a Cebuano-Visayan speaker's committing phonological

errors, such as watching videos producing these sounds, which might influence

learners.

Table 4
Segmental Phonetic Production Close High Front Unrounded Tense

Phonemes Word Cebuano Student

Equivalent Equivalent
/i / dali [dʌli] [dʌ:lɪ]
sapi [sɑpi] [sʌ:pɪ]
 baki [bʌki] [bʌ:kɪ]
It is found in Table 4 that the phoneme /i/ is a close high front unrounded tense

and is substituted by /ɪ/ open high front unrounded lax. The final sound /i/ found in

words dali and sapi was substituted for /ɪ/. It is also observed that pauses can see on the

medial pattern V-C. The words dali, sapi, and baki are pronounced in Cebuano as

[dʌli], [sʌpi], [bʌki], but were pronounced by the students as dʌ:lɪ], [sʌ:pɪ], [bʌ:kɪ]

which is the standard Cebuano pronunciation.

Kirkpatrick (2010) shows that speakers realize the long vowel /i/ inconsistently,

producing /ɪ/ or /e/ vowels in some cases. In the transcription of the recorded video

lecture, participants tend to keep the tenseness of /i/ in words like between [btwin];

dream [drim]; feel [fil]; and meek [mik]. However, speakers seemed to use the long

vowel /i/ instead of its short /ɪ/ counterpart in words like conditions, enthusiastic, and

miss, which were also heard as kənˈdiʃənz], [ɪnˌθuziˈæstik], and [mis] in their

spontaneous responses. Short /ɪ/had also had instances when it was produced as /e/

or /ɛ/ in words like forbidden [ˈfɔrbɛdən] and optimistic [ɑptəˈmɛstɪk]. Hence,

phonological errors are committed in the context of the recorded discussion. However,

it is worth noting that this inconsistent realization of the long vowel /i/ and short

vowel /ɪ/ is a trend caused by the speakers' mother tongue.

Based on our research findings, the participants still needed phonemes,

especially in the correct Cebuano pronunciation of words. We came up with this

finding through post-reading with our reading materials. The researchers, made audio

recordings to interpret and analyze their readings to gather accurate data. The

participants still need to be made aware of how to pronounce the words correctly;
instead of using the short vowel, they used the long vowel. They pronounced the /i/

as /ɪ/, which is not the correct pronunciation in Cebuano.

Table 5.
Segmental Phonetic production Close High Central Rounded Lax

Phonemes Word Cebuano Student

Equivalent Equivalent
/u/ dato [dʌtu] [dʌ:toh]
dako [dʌku] [dʌ:koh]
It is found in Table 5 that the phoneme /u/ is a close high central rounded lax

and is substituted by /o/, a close mid-back rounded tense. In the final sound /u/ found in

words dato and dako, /o/ was substituted for the final /h/. It is also observed that pauses

can be seen on the medial pattern V-C. The words dato and dako are pronounced in

Cebuano as [dʌtu], [dʌku], but were pronounced by the students as [dʌ:toh], [dʌ:koh ,

which influenced by the Waray dialect.

Garellek et al. (2021). Among the world's sounds, there is much variation in

how they are pronounced: when a sound is analyzed as voiceless, it can be voiced, and

when a sound is analyzed as voiced, it can devoice. Among voiceless glottal sounds

specifically, voicing is far and wide: language specialists frequently anticipate the

voiceless glottal stop [ʔ] and fricative [h] to be voiced entirely, particularly between

vowels, to investigate the degree to which glottal consonants and non-modular (raspy

and creaky) vowels contrast as far as rate endlessly voicing force in three phrasal

positions. In the initial position, voiceless [h] is slightly less voiced than voiced [ɦ].

When placed between two vowels, [h] and [ɦ] have the same voice as breathy vowels.

Both glottal stops and creaky vowels have high percentages of voicing. However, their

voicing intensity is different: glottal stops typically have strong and weak voicing
periods in all phrasal positions, whereas creaky vowels have strong voices. Conversely,

vowels portrayed as 'rearticulated,' 'checked', or 'glottalized' show comparable drops in

voicing power to glottal stops. Additionally, many instances of [ɦ and [h] can be

considered phonetically underspecified for voicing because voicing during [ɦ and [h] is

predictable mainly from prosodic and respiratory constraints.

In this part, the participants also mispronounced the phoneme /u/ in the given

reading materials. The researchers found that instead of the phoneme /u/, they

pronounced it as /o/ and added /h/ in the last syllable or the ending sound. It is not the

correct way of producing the sound of this particular Cebuano vowel, and this led the

researchers to conclude that just like in Table 1 with the phoneme // that was produced

as // and added /h/ at the final syllable, there must also be contributing factors as to

why these participants uttered it. They likely produced the phonemic sound using the

English alphabet, and the corresponding factor or reason is the influence of the L2. In

general, the three Cebuano vowels were primarily mispronounced by the participants,

and the researchers, therefore, conclude that they are not native speakers of Cebuano; if

they were, they might be strongly influenced by their L2 since they also use this as part

of their everyday communication.

Table 6.
Phonetic Production on Bilabial Plosive b to d

Phonemes Word Cebuano Student

Equivalent Equivalent
/b/ buhi [buhi] [du:hi]
baki [bʌki] [dʌ:ki]
It is found in Table 6 that the bilabial plosive /b/ is substituted for the bilabial

plosive /d/. The initial sound /b/ found in words buhi and Baki was substituted for /d/. It
is also observed that pauses can see on the medial pattern V-C. The words buhi and baki

are pronounced in Cebuano as [buhi], [bʌki], but were pronounced by the students as

[du:hi], [dʌ :ki], and they had a hard time identifying the letter, which led to confusion

between "b" and "d" in reading.

Lachmann (2002) states that there is a process that exists, and it comprises the

asymmetrical organization of phonological representations, which contrasts with the

symmetrical storage and retrieval of bottom-up visual information, which is believed to

be represented symmetrically in the cortex. This creates confusion because of many

phonological It's possible that the codes ("bee" vs. "dee") refer to the same visual

representation (b = d) in mind.

Based on the audio recording, most of them say d and b in a mirror. If they can

make the association between the 'lip-shut' line of the band and the open-mouth

roundedness of the d, it may help them remember how the letters formed. When children

learn to read and write, they often muddle up similar-looking letters. However, the two

letters that seem to cause young readers the most confusion are b and d. This is very

normal for children up to the age of seven. Allen (2021), who conducted a study titled

"Instant Results with Multi-sensory Strategies for b and D Reversal," says that it is it is

essential to know that it is common for young children, such as preschoolers and

kindergarteners, to reverse some letters. However, by age seven and, at the latest, age 8,

children should be reversing letters infrequently or not at all. If they are doing it

frequently and with little success despite remediation, you should consider testing to

determine if other issues need to be addressed first. After all, they still have time to learn

and practice as they struggle and flip some of its letters. It will encourage students to use
intervention strategies that work better for one child than another, so always use the one

that works best for each child.

Table 7.
Phonetic Production on Bilabial Plosive d to b

Phoneme Word Cebuano Student

Equivalent Equivalent
/d/ dali [dʌli] [bʌ:li]
daya [dʌjʌ] [bʌ:jʌ]

It is found in Table 7 that the bilabial plosive /d/ is substituted for the bilabial

plosive /b/. The initial sound /d/ found in words buhi and baki was substituted for /b/. It

also observed that pauses can see on the medial pattern V-C. The words dali and daya

were pronounced in Cebuano as [dʌli], [dʌjʌ ], but were pronounced by the students as

[bʌ:li], [bʌ:jʌ], and they had a hard time identifying the letter, which led to confusion

between "d" and "b" in reading.

Braddy's (2011) study entitled "Word Recognition Skills: One of the Essential

Components of Reading Comprehension" found out that letter confusion happens in

correspondingly molded letters (e.g., b/d, p/q, g/p) because in everyday life, shifting the

course or direction of an article, for example, a tote or a vacuum, does not change its

character; it stays a satchel or a vacuum. A few youngsters do not comprehend that their

situation in space can change their personality for specific letters. It might take some time

for kids to comprehend that redirecting the letter b will make it into the letter d and that

these images are called various things and have various sounds. Confusions are standard

and not caused by "seeing letters backward" until students gain experience with print,
both reading and writing. To lessen the probability of disarray, educate the/d" sound for

"d" to the point that the understudies know it reliably prior to presenting the letter "b."

In this part, it was found out that the phoneme /d/ was recognized and identified

by some participants as phoneme /b/. These two Cebuano consonants have almost the

same appearance or highly similar forms; no wonder that the participants identified them

interchangeably. This finding is normal for those learners at an early age who have just

started to learn and study how to read and write. Consonants like b, d, and p are most

likely to confuse since they almost have the same appearance or have the same shape in

reverse. It was proven and verified in the presentation of tables 6 and 7. Some

participants misrecognized these consonant letters, which made them misread the word,

but this was a typical or natural part of the learning process.

 61

Chapter 5

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS

This chapter concludes the study by dealing with the summary of

findings, conclusions, and recommendations.

Summary of Findings

The data gathered were analyzed and subjected to statistical treatment.

The following findings were formulated in response to the questions from the

statement of the problem: Based on the results, it is found that there is a significant

difference between the pre-reading and post-reading scores of the subject. The

researchers decide to reject the null hypothesis with the interpretation of

significance. The data also revealed that the pupils committed errors in pronouncing

the three phonemic vowels, namely, /ʌ/, /i/, and /u/. They pronounced the

phonemes /ʌ/ as /ɑ/, /i / as /ɪ/, and / u / as /o/. The study also revealed that pupils had

difficulty identifying consonant letters. The phonemic consonants that they have

committed errors in pronouncing are the phonemes /b/ and /d/. They pronounced the

phoneme /b/ as /d/ and the phoneme /d/ as /b/. Some pupils identified and

pronounced the phonemes interchangeably.

Conclusion

Based on the findings, the researchers conclude that rhyme awareness

helps develop phonemic awareness for some beginning readers. The use of rhymes

enhanced the status of the participants’ phonemic sound, as they understood the

same sound as the last syllable of the words, which indicates that they could
 62

recognize the phoneme structure of words and the awareness of the sound. The

researchers also found out that some participants committed errors in producing

the correct phonemic sound in Cebuano vowels, and they still had confusion in

recognizing some consonant letters and creating their accurate phonemic sound.

Some participants could acknowledge directly and produce the phonemic sound

from the given reading materials, and some took pauses to divide the structure of

the word to read it. This finding is supported by Dual Route Theory, as introduced

by Coltheart et al. (2001), which assumes that when reading, words recognized

through what already stored in our long-term memory, but when we come across

new words, it stated that we shift to the sounding out strategy. It is observed by

either the lexical route or the sub-lexical route. The lexical route enables the

participants to directly produce the phonemic sound according to its orthographic

structure, as observed by some participants who could recognize and create it. On

the other hand, the sub-lexical route indicates that pronouncing or making the

phonemic sound of the words involves dividing their structure into smaller sound

units and combining them as determined by the participants, who took pauses to

separate the form of the term to read it gradually. Based on the findings, the

researchers will propose a phonemic material, a video showing how to produce the

phonemes using rhymes correctly.

Recommendations

Based on the findings, the researchers proposed a phonemic material which is

a video showing how to correctly produce the phonemes using rhymes. The words

found in the video are:

 63

Words Cebuano Equivalent

Maya-Saya [mʌyʌ] – [sʌyʌ]

Bangka -Nangka [bʌngkʌ- [nʌngkʌ]

Halad-Palad [hʌlʌd] – [pʌlʌd]

Dili -Pili [dili] – [pili]

Hari-Pari [hʌri] – [pʌri]

Tahi-Gahi [tʌhi] – [gʌhi]

Baso -Laso [bʌsu]- [lʌsu]

Pako-Dako [pʌku] – [dʌku]

Liso-Piso

Budlay-Sudlay [budlʌy] – [sudlʌy]

Bibo-Libo [bibu] – [libu]

Buwa-Duwa [buwʌ] – [duwʌ]

Sabon-Tabon [sʌbun] – [tʌbun]

 64

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 67

APPENDICES
 68

APPENDIX A

APPENDIX B

PARENTS’ CONSENT

Date of Approval: April 22, 2023

Parental Consent Form for Child participation in Research Study

Title of Research: “The Roles of Rhymes in Enhancing Pupils’ Phonemic
Awareness”

A. Purpose and Background

Under the supervision of Dr. Jenylen T. Cabiso, Research Adviser of the College
of Teacher Education at Cordova Public College, we the researchers namely:
Genevie Y. Pogoy, Janet R. Verdida, Mylene Divine S. Degamo, Zyrel G. Espiel,
Christine Niña Fe T. Estrera, Estiban Recreo Jr. are conducting research on the
above title. This study aims to enhance phonemic awareness of Grade 1 pupils
through rhymes at Cordova Central School year 2022-2023.

GENEVIE POGOY
Researchers’ Leader

JENYLEN T. CABISO, Dev. Ed. D.

Research Adviser

MS. ERMALYN JUMAO-AS

Grade 1 Class Adviser
 69

B. Consent

PARENT’S CONSENT

We, Mr. and Mrs. , parents of , a Grade 1 pupil of

(section E.J) allow our daughter/ son to be one of the respondents of the research to
be made by the students of Cordova Public College entitled, “The Roles of Rhymes
in Enhancing Pupils’ Phonemic Awareness”.

We personally believe that the school will benefit its results. Furthermore, we
understand that it will be conducted inside the school premises, from 8:00-9:00.

In this regard, we will not hold the school officials liable for any untoward
incident that may happen beyond their control.

Parent’s Signature
 70

APPENDIX C

READING TEST

Pre-reading

Taba – Baba Mama – Nana

Papa – Dada Masa – Lasa

Mana – Lana Mata – Lata

Kapa – Kasa Puwa – Buwa

Tata – Bata Basa – Pasa

Bibi – Didi Gabi – Tabi

Bili – Dili Tiki – Tili

Sili – Hiwi Puti – Kuti

Gisi – Pisi

Bubu – Dudu Abo – Aso

Yoyo – Lolo Siko – Biko

Bato – Baso Laso – Baso

Bako – Dako Dalo – Dato

 71

Post-reading

Duwa – Hawa Tupa – Lupa

Baha – Saha Hala – Bala

Laya – Daya Yuta – Kuta

Maya – Kaya Tasa – Hasa

Kaka – Taka Saba – Taba

Dali – Bali Tahi – Gahi

Sapi – Dapi Hiwi – Bawi

Baki – Laki Buhi – Suhi

Dili – Huli

Polo – Tulo Uso – Puso

Kalo – Dalo Lobo – Bibo

Laso – Baso Kato – Lato

Nako – Dako Lato - Dato

 72

DOCUMENTATION
 73

APPENDIX C

CERTIFICATE OF SIMILARITY INDEX

 74

CURRICULUM VITAE

GENEVIE Y. POGOY
Calan 2, Poblacion,
Cordova, Cebu
pogoygenevie@gmail.com
09064402983

PERSONAL INFORMATION

Nationality: Filipino

Marital Status: Single

Age: 22

Birth Date: July 25, 2000

Sex: Female

Religion: Roman Catholic

EDUCATIONAL BACKGROUND

Tertiary:

2020-2024 Cordova Public College

Gabi, Cordova, Cebu

 75

Bachelor of Elementary Education

Secondary:

2013-2019 Cordova National High School

Day-as, Cordova, Cebu

Primary:

2007-2012 Bantuan Elementary School

Bantuan, Buenavista, Bohol

SEMINARS/WEBINARS ATTENDED

2022- May 18 Integrating Indigenous People’s Awareness and Peace

Education Across All Disciplines

November 18,25 to & December 2 , 2021

Webinar on Facilitating Learner-Centered Teaching with

the topics: “ Cognitive Processes, Classroom Processes,

and Motivation in the Classroom

WORK EXPERIENCE

2019-2020 Gaisano Grand Mall

Basak Lapu-Lapu City

Sales Assistant

CURRICULUM VITAE
 76

JANET R. VERDIDA
Catarman 2, Cordova,
Cebuverdidajaneteremulta.cte.21@
gmaicom09755332254

PERSONAL INFORMATION

Nationality: Filipino

Marital Status: Single

Age: 22

Birth Date: August 21, 2000

Sex: Female

Religion: Roman Catholic

EDUCATIONAL BACKGROUND
Tertiary:

2020- present Cordova Public College

Gabi, Cordova, Cebu

Bachelor of Elementary Education

 77

Senior High:

2017-2019 Kal-anan National High School

Kal-anan , Tabogon Cebu

Junior High:

2013-2017 Kal-anan National High School

Kal-anan , Tabogon Cebu

Primary:

2006-2012 Sambag Elementary School

Sambag, Tabogon Cebu

SEMINARS/WEBINARS ATTENDED

2022- May 18 Integrating Indigenous People’s Awareness and

Peace Education Across All Disciplines

November 18,25 to & December 2 , 2021

Webinar on Facilitating Learner-Centered Teaching with

the topics: “ Cognitive Processes, Classroom Processes, nd

Motivation in the Classroom

 78

CURRICULUM VITAE

MYLENE DIVINE S. DEGAMO

A. TUMULAK STREET, GUN-OB , LAPU-LAPU CITY
mylenedivine1@gmail.com
09770648963

PERSONAL INFORMATION

Nationality: Filipino

Marital Status: Single

Age: 20

Birth Date: May 25, 2002

Sex: Female

Religion: Roman Catholic

EDUCATIONAL BACKGROUND

Tertiary:

2020- present Cordova Public College

Gabi, Cordova, Cebu

Bachelor of Elementary Education

 79

Senior High:

2018-2020 University of Cebu Lapu-Lapu and Mandaue

: A. C. Cortes Ave, Mandaue City, 6014 Cebu

Junior High:

2014-2018 Babag National High School

Babag 1, Lapu-Lapu City

Primary:

2008-2014 Lapu-Lapu City Central Elementary School

P. Rodriguez St., Lapu-Lapu City

SEMINARS/WEBINARS ATTENDED

2022- May 18 Integrating Indigenous People’s Awareness and Peace

Education Across All Disciplines

November 18,25 to & December 2, 2021

Webinar on Facilitating Learner-Centered Teaching with

the topics: “ Cognitive Processes, Classroom Processes, and

Motivation in the Classroom

WORK EXPERIENCE

2021-2022 - Azpired, Inc.

Cebu I.T. Park, Lahug,

Cebu City Transport

Dispatch
 80

CURRICULUM VITAE

ZYRELL G. ESPIEL
Radar Babag 2, Lapu-Lapu
City zyespiel23@gmail.com
09952408496

PERSONAL INFORMATION

Nationality: Filipino

Marital Status: Single

Age: 21

Birth Date: October 23, 2001

Sex: Female

Religion: Roman Catholic

EDUCATIONAL BACKGROUND

Tertiary:

2020- present Cordova Public College

Gabi, Cordova, Cebu

Bachelor of Elementary Education

 81

Senior High:

2018-2020 Asian Learning Center

Sangi Road, Pajo, Lapu-Lapu City

Junior High:

2014-2018 Babag National High School

Babag 1, Lapu-Lapu City

Primary:

2008-2014 Babag 2 Elementary School

Babag 2., Lapu-Lapu City

SEMINARS/WEBINARS ATTENDED

2022- May 18 Integrating Indigenous People’s Awareness and Peace

Education Across All Disciplines

November 18,25 to & December 2 , 2021

Webinar on Facilitating Learner-Centered Teaching with

the topics: “Cognitive Processes, Classroom Processes, and

Motivation in the Classroom

 82

CURRICULUM VITAE

CHRISTINE NINA FE T. ESTRERA

Basak San Vicente Lapu-Lapu City
christineninafe@gmail.com
09398337361

PERSONAL INFORMATION

Nationality: Filipino

Marital Status: Single

Age: 21

Birth Date: October 30, 2001

Sex: Female

Religion: Born Again

EDUCATIONAL BACKGROUND
Tertiary:

2020-present Cordova Public College

Gabi, Cordova, Cebu

Bachelor of Elementary Education

Senior High:
 83

2018-2020 Asian Learning Center

Sangi Road, Pajo, Lapu-Lapu City

Junior High:

2014-2018 Marigondon National High

School Marigondon, Lapu-

Lapu City

Primary:

2008-2014 Basak Elementary School

Basak ., Lapu-Lapu City

SEMINARS/WEBINARS ATTENDED

2022- May 18 Integrating Indigenous People’s Awareness and Peace

Education Across All Disciplines

November 18,25 to & December 2 , 2021

Webinar on Facilitating Learner-Centered Teaching with the

topics: “Cognitive Processes, Classroom Processes, and Motivation

in the Classroom
 84

CURRICULUM VITAE

ESTIBAN RECREO JR.

Basak Lapu-Lapu City
estibanrecreojr@gmail.com
09367350635

PERSONAL INFORMATION

Nationality: Filipino

Marital Status: Single

Age: 23

Birth Date: December 13, 1999

Sex: Male

Religion: Roman Catholic

EDUCATIONAL BACKGROUND

Tertiary:

2020- present Cordova Public College

Gabi, Cordova, Cebu

Bachelor of Elementary Education

 85

Senior High:

2016-2018 Hilongos National Vocational

School Hilongos , Leyte

Junior High:

2012-2016 Hilongos National Vocational

School Hilongos , Leyte

Primary:

2006-2012 Hilongos South Central

School Hilongos , Leyte

SEMINARS/WEBINARS ATTENDED

2022- May 18 Integrating Indigenous People’s Awareness and Peace

Education Across All Disciplines

November 18,25 to & December 2 , 2021

Webinar on Facilitating Learner-Centered Teaching with

the topics: “ Cognitive Processes, Classroom Processes, and

Motivation in the Classroom

WORK EXPERIENCE

2019-2020 Mc Donalds

Pajo Lapu- lapu City

Service Crew
86