Multisensory Learning Approach as Strategy in Teaching Phonological Awareness: A Guiding Tool for Kindergarten Instruction

Mary Ann  Faunillan,

Multisensory Learning Approach as Strategy in Teaching Phonological Awareness: A Guiding Tool for Kindergarten Instruction

Discipline: Education

Abstract:

The Multisensory Learning Approach (MLA) has already been utilized to master the skills in phonological awareness in the Philippine educational setting. This study aims to describe the effectiveness of Multisensory Learning Approach for teaching phonological awareness to kindergarten learners at the identified kindergarten schools in the District of Alegria, Cebu for the S.Y 2022-2023 as basis for an instructional guide activity. This study used a Mixed-method research design wherein experimental was for the quantitative that used questionnaire to elicit numeral evidence and descriptive- qualitative research design for the qualitative data, semi-structured interview guide was utilized. The Level of Performance in pre-test and posttest result of phonological awareness using the Multisensory Learning Approach in terms of words and sentences, rhymes, syllables and phonemes construed a significant difference with a p-value of 0.00. There were three themes generated in this study – Happiness Overload (Theme 1), Too Much in a Plate (Theme 2), and The Light (Theme 3). These themes and the significant difference justified that the multisensory activities as intervention is an effective one and may be used across all districts of Cebu Province.