stdClass Object
(
    [id] => 16703
    [paper_index] => 202506-01-022629
    [title] => PROJECT SOUND-IT-OUT: A MULTIFACETED PHONEMIC AWARENESS INTERVENTION FOR GRADE 1 LEARNERS THROUGH PLAYFUL EXPLORATION AND INTERACTIVE LEARNING
    [description] => 
    [author] => Marjorie P. Bahis, Jaztene L. Salagoste, Deveyvon L. Espinosa , Kristy Jane R. Muegna , Jonelson C. Escandallo , Regine L. Generalao , Conie B. Cerna
    [googlescholar] => 
    [doi] => 
    [year] => 2025
    [month] => June
    [volume] => 11
    [issue] => 6
    [file] => fm/jpanel/upload/2025/June/202506-01-022629.pdf
    [abstract] => This action research investigated the effectiveness of Project SOUND-IT-OUT, a structured four-week phonemic awareness intervention implemented in a Grade 1 classroom at Clementa F. Royo Elementary School in Davao del Norte, Philippines. Recognizing the foundational role of phonemic awareness in early literacy development, the intervention was designed to support beginning readers through playful, engaging, and interactive learning experiences. The activities focused on enhancing letter-sound recognition, sound segmentation, blending, and phoneme manipulation using songs, games, movement-based tasks, and small-group drills that promoted student participation and enjoyment. A pre-test/post-test design was employed, using an adapted version of the Phonemic Awareness Assessment for 1st Grade to measure changes in students’ phonemic awareness before and after the intervention. Quantitative results analyzed through paired samples t-tests revealed a statistically significant improvement in phonemic awareness (t(19) = 8.10, p < .001), indicating a strong impact of the intervention. The computed effect size (Cohen’s d = 1.81) suggested a large and educationally meaningful improvement. In addition to test scores, qualitative data were gathered through informal interviews and reflective discussions with students after the intervention. The responses highlighted noticeable improvements in decoding skills, increased motivation to read, greater self-confidence in participating during reading tasks, and the emergence of independent reading habits among struggling learners. These findings suggest that Project SOUND-IT-OUT is an effective and developmentally appropriate approach for strengthening phonemic awareness among Grade 1 learners. The results underscore the importance of integrating playful and student-centered strategies into early literacy instruction to foster both academic gains and positive learning attitudes.
    [keywords] => Phonemic Awareness, Project Sound-It-Out, quantitative-descriptive, Grade 1 learners, Philippines
    [doj] => 2025-06-24
    [hit] => 
    [status] => 
    [award_status] => P
    [orderr] => 181
    [journal_id] => 1
    [googlesearch_link] => 
    [edit_on] => 
    [is_status] => 1
    [journalname] => EPRA International Journal of Multidisciplinary Research (IJMR)
    [short_code] => IJMR
    [eissn] =>  2455-3662 (Online)
    [pissn] => - --
    [home_page_wrapper] => images/products_image/11.IJMR.png
)
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