Development, Acceptability, and Effectiveness of Phonemic Awareness Learning Resource for Kindergarten Learners

This study focused on the development, acceptability, and effectiveness of a phonemic awareness learning resource for kindergarten learners in selected public elementary schools in Pasig City during the School Year 2025–2026. The participating schools were Caniogan, De Castro, Manggahan, Maybunga-Annex, Maybunga-Main, Napico, and Rosario Elementary Schools. The study employed developmental, descriptive, and experimental research designs. Forty-six teacher-respondents, considered experts in early childhood education, evaluated the learning resource’s acceptability, while 30 kindergarten learners were exposed to the resource to determine its impact on reading performance.The acceptability of the learning resource was assessed using a researcher-made questionnaire-checklist focusing on objectives, content, learning activities, format and language, and usefulness. Results indicated that teachers found the resource highly acceptable across all aspects. Analysis revealed no significant differences in acceptability when teachers were grouped by civil status, educational attainment, position, length of service, or in-service trainings attended; however, age was a significant factor in perceived usefulness, suggesting generational differences in teaching preferences and familiarity with digital or play-based learning tools.Effectiveness was measured through pretest and posttest assessments of learners’ phonemic awareness skills. Findings showed a significant improvement in reading performance, with learners progressing from the Instructional level to the Independent level after exposure to the developed resource. The learning resource was designed to be interactive, multisensory, and aligned with the Kindergarten Curriculum Guide, emphasizing play-based activities that enhance sound recognition, blending, and segmenting skills.The study concludes that the developed learning resource is both acceptable and effective in supporting early literacy development among kindergarten learners. It recommends piloting the resource in other classrooms, integrating it into the curriculum, providing continuous teacher training, producing similar digital or play-based learning tools, offering continuous learner feedback, and regularly revising the material to maintain relevance. Parallel studies on acceptability and effectiveness are encouraged to further validate and expand its use.