Abstract:
Teaching approaches are significant as they directly influence the development of foundational
skills among learners, enhance engagement and comprehension, and foster a supportive learning
environment that caters to diverse needs, ultimately shaping academic success and lifelong
learning habits. This study examined the teaching approaches and reading skill levels of
Kindergarten learners in Zones III and IV, Schools Division of Zambales, during the School Year
2024-2025. Employing a descriptive-correlation research design, the study involved 157
kindergarten teachers and 157 reading facilitators using total population sampling and a
researcher-designed questionnaire. The kindergarten teachers were predominantly female, aged
30–39 years, in Teacher I positions, with less than nine years of service and master's units.
Teaching approaches—storytelling and narrative, interactive read-alouds, multisensory methods,
and engagement in a literacy-rich environment—were moderately demonstrated as perceived by
both kindergarten teachers and reading facilitators. The learners' reading skills—alphabet
knowledge, print awareness, vocabulary building, and listening comprehension—were also rated
as moderately skilled by their kindergarten teachers. Statistical analysis revealed no significant
difference in teaching approaches as perceived by kindergarten teachers and reading facilitators.
However, significant differences were noted in teaching approaches based on the kindergarten
teachers’ age, position, and educational attainment, while sex and length of service showed no
significant effect. A positive, moderately significant correlation was established between the
teaching approaches and the reading skill levels of kindergarten learners. Based on these findings,
an enhanced pre-reading instructional program was developed to address the moderate
demonstration of teaching approaches and skill levels, aiming to improve literacy outcomes for
young learners in the Schools Division of Zambales. |
