THE PIGGY SYLLABLE BANK STRATEGY IN IMPROVING THE SYLLABLE RECOGNITION OF KINDERGARTEN LEARNERS

This study aimed to evaluate the effectiveness of the Piggy Syllable Bank Strategy in improving the syllable recognition skills of kindergarten learners at Englandad Primary School, Paoay, Atok, Benguet. Employing a pre-experimental one-group pretest-post-test design, the study involved a total enumeration of eight (8) kindergarten pupils as its participants. The research addressed the following questions: (1) What is the level of syllable recognition skills of kindergarten learners before the use of the Piggy Syllable Bank Strategy? (2) What is the level of recognition skills after the use of the Piggy Syllable Bank Strategy? (3) Is there a significant difference in the syllable recognition skills of the kindergarten learners before and after the intervention? The results revealed that prior to the intervention, the learners’ mean score was 5.88, categorized as "Developing." Post-intervention, the mean score significantly increased to 11.88, corresponding to a "Proficient" level. Statistical analysis using a dependent t-test yielded a computed t-value of 7.895, which exceeded the critical t-value of 1.895 at a 0.05 significance level, indicating a significant improvement in learners' syllable recognition skills. The findings of the study conclude that the Piggy Syllable Bank Strategy is an effective intervention for enhancing syllable recognition skills among kindergarten learners. The study concludes that the kindergarten learners possessed minimum syllable recognition skills before the integration of the syllable bank strategy. The kindergarten learners have developed their syllable recognition skills after the integration of the piggy syllable bank strategy. The use of piggy syllable bank strategy is effective in improving the syllable recognition skills of the kindergarten learners.