The study investigated the effectiveness of alphabet videos from YouTube in improving the phonemic awareness skills of kindergarten pupils at Juan B. Tabla Elementary School. Motivated by the challenges in learning reading basics, the research aimed to assess the impact of digital tools, particularly YouTube videos, in enhancing phonemic awareness. An action research approach with a descriptive-comparative design was employed. The study was conducted during regular class days, involving 25 kindergarten pupils as subjects. Pretest and posttest assessments, using the Comprehensive Rapid Literacy Assessment (CRLA), were administered to measure progress. The intervention included selecting appropriate videos, guiding students, monitoring progress, and providing reinforcement. Findings revealed a significant improvement in phonemic awareness skills, with a 100% success rate in various aspects. Most subjects demonstrated a highly significant improvement in their phonemic awareness skills. It was found out that none of the subjects who performed excellent in their phonemic awareness skills went up to 60% (15 respondents) and leaving the 40% (10 subjects) at above average level. Thus, showed that no subjects were on the poor, below average, and average levels. The results highlighted the potential of incorporating YouTube alphabet videos as an effective instructional tool. For Juan B. Tabla Elementary School, these insights support the integration of digital resources in early literacy education. Further research is recommended to explore its applicability in different learning contexts.
Genobia et al. (Thu,) studied this question.