Effectiveness of Phonics-Based Gamification as A Low-Technology Teaching Strategy for Kindergarten Reading Development

This study determined the effectiveness of using phonics-based gamification as a low-technology-based teaching strategy to enhance reading instruction among kindergarten students at Marigondon Elementary School, Lapu-Lapu City, Cebu, during the School Year 2026–2027. It utilized a quasi-experimental research design, specifically the Non-Equivalent Control Group Pretest-Posttest Design, involving two intact Kindergarten classes with 25 learners each. The control group received traditional phonics instruction, while the experimental group participated in phonics-based gamification activities. A researcher-developed Phonemic Awareness Development Assessment Tool measured learners' skills across six phonemic awareness competencies before and after the intervention. Data were analyzed using frequency counts, percentages, means, standard deviations, and an independent-samples t-test at the 0.05 significance level. Pretest results showed that all learners in both groups were classified at the Beginning level across all six skills. Posttest results showed that the experimental group significantly outperformed the control group, leading to the rejection of the null hypothesis. Learners also responded positively to the gamification activities, expressing enjoyment, active participation, and motivation to learn. Based on these findings, the study developed a Phonemic Awareness Lesson Guide as its output.