Researcher: MICHELLE I. ICALLA

Abstract:

The Kindergarten pupils of Lablabig Elementary School have difficulties on the competency on identifying the letter during the S.Y. 2019-2020 period. There were 3 out of 6 pupils who did not master the learning competencies on identifying letters. To address this problem, an intervention named FLASH (Flashcards and Activity Sheets) on alphabet recognition was designed by the proponent. This action research made use of total enumeration of the participants.. Pre-test ang Post-test was conducted among the kindergarten pupils to look into the effectiveness of FLASH as an intervention. In analyzing the results of the pre-test and post-test the researcher used mean and standard deviation, paired sample t-test to determine if there is a significant difference between the mean pretest and posttest scores of the learners; and Cohen’s D to analyze the effect size of the FLASH as an intervention in improving the learning competencies in identifying letters. The pretest and posttest results unveiled that there was a significant difference. This showed that the letter identification performance of the kindergarten pupils improved a lot in the conduct of a Positive Project FLASH intervention on the pupils has aided in identification of letters for beginning readers. The following recommendations were formulated based from the findings and conclusions; frequent use of the alphabet flashcards as a pre activity and learning activity sheets as written exercises to make teaching-learning process more interesting; this intervention be used by other kindergarten teachers to enhance letter recognition skills of learners; further conduct of the modalities and intervention programs geared towards the improvement of performance on letter recognition among learners.

Keywords: Beginning Reading, Letter Recognition, Assessment,