Paper Title
STRENGTHENING EARLY LANGUAGE SKILLS FOR KINDERGARTEN LEARNERS: BASIS FOR A PROPOSED FRAMEWORK FOR EFFECTIVE LEARNING DESIGN
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Registration ID: IJNRD_309514
Published ID: IJNRD2509158
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Abstract
This study aims to strengthen early language skills among Kindergarten learners by examining strategies and learning resources that support the teaching of foundational language concepts as part of the K to 12 Curriculum in P. Gomez Elementary School, Division of City Schools- Manila City for School Year 2023-2024. Utilizing a questionnaire as the main data-gathering tool, the study assessed the proficiency levels of Kindergarten learners, identified areas of difficulty in language development, and determined the acceptability of proposed instructional materials based on specific evaluation criteria by Kindergarten teachers in P. Gomez Elementary School, Division of City Schools- Manila City. The study investigated the learners’ performance in early language learning through an analysis of teacher-made test results, identified gaps in language acquisition in relation to instructional objectives, and evaluated the effectiveness of suggested instructional materials in addressing these challenges. The study involved nineteen (19) Kindergarten teachers as respondents and thirty-five (35) Kindergarten learners as subject respondents. Data were analyzed using frequency, percentage, and average weighted mean to answer the research questions. The findings revealed the following: (1) The Kindergarten learners’ proficiency in early language skills, based on teacher-made test results, showed that 15 learners, or 42.86 percent, demonstrated significant gaps in learning; (2) Kindergarten teachers identified that learners had weaknesses in developing language skills as a learning area, with an average weighted mean (AWM) of 3.35, categorizing them as “weak”; (3) The proposed instructional materials were effective in addressing these difficulties and improving the early language skills of Kindergarten learners; and (4) The instructional materials were evaluated as “acceptable” by Kindergarten teachers based on established criteria. Based on these findings, the study drew the following conclusions: (1) The overall proficiency level of Kindergarten learners in early language skills can still be enhanced; (2) The learners need further support and targeted instructional interventions to strengthen their language development; (3) The proposed instructional materials effectively address the identified gaps and serve as valuable resources for enhancing early language acquisition; and (4) Kindergarten teachers found the instructional materials acceptable for classroom use. In light of these conclusions, the study recommends the following: (1) The instructional materials should be submitted to DepEd officials for evaluation, reproduction, and possible district-wide implementation by Kindergarten teachers in the Aguilar District, Schools Division Office I Pangasinan; (2) The instructional materials should be used as supplementary resources for strengthening early language skills in Kindergarten classrooms; and (3) Further research should be undertaken to validate and refine the findings of the study, contributing to the formulation of a proposed framework for effective learning design in early language development.
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How To Cite (APA)
JAZMIN DE GUZMAN MISLANG (September-2025). STRENGTHENING EARLY LANGUAGE SKILLS FOR KINDERGARTEN LEARNERS: BASIS FOR A PROPOSED FRAMEWORK FOR EFFECTIVE LEARNING DESIGN. INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT, 10(9), b594-b613. https://ijnrd.org/papers/IJNRD2509158.pdf
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Volume 10 Issue 9, September-2025
Pages : b594-b613
Other Publication Details
Paper Reg. ID: IJNRD_309514
Published Paper Id: IJNRD2509158
Research Area: Others area
Author Type: Foreign Author
Country: Basista, Pangasinan, Philippines
Published Paper PDF: https://ijnrd.org/papers/IJNRD2509158.pdf
Published Paper URL: https://ijnrd.org/viewpaperforall?paper=IJNRD2509158
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