基于游戏和视频的语音集成和幼儿园学生的识字能力

This study examined the integration of play-based learning and video phonics instruction in improving the literacy competence of Kindergarten learners at Sagnap Elementary School, Loay District, Bohol, during School Year 2026–2027. Anchored in constructivist, sociocultural, and multimedia-supported learning perspectives, the study employed a quantitative, quasi-experimental one-group pretest–posttest design involving eleven (11) purposively selected learners. Data were gathered using the Kindergarten Literacy Checklist, an adapted literacy assessment questionnaire, and classroom observations.