Play-Based and Video Phonics Integration and Literacy Competence of Kindergarten Learners

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. The intervention consisted of six instructional sessions integrating interactive play-based activities and audiovisual phonics materials. Data were analyzed using frequency counts, percentages, mean scores, Wilcoxon Signed-Rank Tests, and a paired-samples t-test. Initial assessment results revealed that nine learners (82%) were classified as Not Competent, while two (18%) demonstrated Emerging Competency. Following the intervention, the mean literacy score increased from 15.55 to 31.82, with nine learners (82%) attaining the Competent level. The paired-samples t-test confirmed a statistically significant improvement in literacy performance (t(10) = −12.311, p < .001). The findings suggest that integrating play-based learning and video phonics may strengthen foundational literacy skills, particularly phonemic awareness, letter-sound recognition, and emergent reading. The study recommends teacher training, appropriate instructional resources, and continuous literacy assessment to support effective implementation. The research contributes to Sustainable Development Goal 4 (Quality Education) and supports Sustainable Development Goal 10 (Reduced Inequalities) by promoting responsive and inclusive early literacy instruction. Its educational and institutional sustainability implications include strengthening evidence-informed teaching practices and continuous instructional improvement. However, the small sample and absence of a comparison group limit the generalizability and causal interpretation of the findings.