2026 IJRSE – Volume 15 Issue 12
Available Online: 16 May 2026
Author/s:
Caspe, Glinn
Leyte Normal University, Philippines (Glinn935@gmail.com)
Abstract:
This study determined the effectiveness of interactive phonics games in enhancing the phonemic awareness of Kindergarten pupils at St. Scholastica’s College Tacloban, Inc. during the School Year 2025–2026. Specifically, it assessed the pupils’ level of phonemic awareness before and after the intervention, examined the significant difference between pre-test and post-test scores, and described pupils’ engagement and learning experiences during the implementation of the activities. The study employed an action research design using purposive sampling to select Kindergarten pupils who required support in phonemic awareness skills. Data were gathered through a teacher-made phonemic awareness test, an observation checklist, and reflective journal entries. The intervention consisted of interactive phonics games implemented over a five-week period. Descriptive statistics such as mean and percentage were used to analyze the pupils’ level of phonemic awareness, while a paired t-test determined the significance of the difference between pre-test and post-test scores. Qualitative data were analyzed thematically to describe pupils’ engagement and learning experiences. Findings revealed that the pupils’ mean score improved from 25.94 in the pre-test to 28.82 in the post-test, both interpreted as High. The computed t-value of 4.87 exceeded the critical t-value of 2.120, indicating a significant difference between the two sets of scores. The observation checklist yielded an overall mean of 2.79, interpreted as “Always Observed,” indicating high engagement and participation. The study concludes that interactive phonics games effectively enhance phonemic awareness and promote active learning among Kindergarten pupils. It is recommended that teachers integrate interactive and play-based strategies in teaching early literacy skills to improve learners’ reading readiness.
Keywords: phonemic awareness, interactive phonics games, Kindergarten pupils, early literacy, action research, sound blending
DOI: https://doi.org/10.5861/ijrse.2026.26209
Cite this article:
Caspe, G. (2026). Enhancing phonemic awareness through interactive phonics games among kindergarten pupils. International Journal of Research Studies in Education, 15(12), 167-173. https://doi.org/10.5861/ijrse.2026.26209