Assess Analyze Act

BACKGROUND
Matias B. Salvador Memorial Elementary School is committed to
provide quality and sustainable education amidst the threat of the Covid-19
pandemic. Due to these challenges, the school head, teachers, learners, and
other stakeholders play new roles and significant responsibilities in the
teaching and learning process for this school year.

Last October 1, 2020, Kindergarten teachers conducted an ECCD

assessment for all Kindergarten pupils. Based on the result, pupils from Kinder-
Violet have the highest number of pupils who are struggling with letter
recognition under the Cognitive Domain of the said assessment.
 Graph 1: ECCD Baseline Result
90.56%
The graph 40.80

shows that 40.70 40.75

89.86% 89.87% 89.93%
Kinder Violet 40.60
89.65% 89.65%
40.50 89.59%
got an MPS of 40.40
40.44 40.44 89.37% 40.47
40.22 or 40.30 40.33 40.34 40.31
89.37% from 40.20 40.22
40.10
ECCD 40.00

Baseline 39.90
1

Result K-RED K-YELLOW K-BLUE K-GREEN K-ORANGE K-PINK K-VIOLET K-WHITE

 Graph 2: ECCD Baseline Result of Kinder
Violet
100% 100%
93.94% 93.94%
The graph shows 35 90.91%

that 69.79 % or 30
69.70%
23 out of 33 25

pupils from 20

Kinder Violet 15

matched the 10

uppercase and 5
lowercase letters 0
correctly. shapes colors Numbers Things that are
Big and Small
Find the
different in a
Matching big
and small
group letters
 Most Mastered
Competency
Item
No. Competency Frequency
1-6 Tinutugma ang mga hugis 33
7-12 Tinutugma ang 2-3 kulay 30
13-17 Kinikilala ang bagay na naiiba sa pangkat 29
18-22 Nalalaman ang wastong bilang ng mga bagay 27
23-27 Inaayos ang mga bagay ayon sa 2 katangian (laki at kulay) 29
 Least Mastered
Competency
Least Mastered Competency
Item No. Competency Frequency
28-45 Tinutugma ang malalaki at maliliit na mga titik 10
 Graph 3: ECCD Baseline Result of
Identified Pupils from Kinder Violet
ECCD Baseline Result
14
12 12
The graph shows 12
10 10
11
10 10 10 10 10 10
11
10 10 10
11
10
11

tpupils from 10 9 9
8
Kinder Violetgot 6
66
5 5
66
5 5
66
5 5
66
5 5
66
5 5
66
5 5
66
5 5
66
5 5
66
5 5
66
5 5
an average score 4
of 10.60 or an 2

MPS of 70.67 0
A B C D E F G H I J
matching big and shapes -6 colors -6
small letters Numbers -5 Things that are Big and Small -10

assessment Find the different in a group -5 Matching big and small letters -15
 PRE-TEST RESULT: RECOGNIZING LETTERS IN THE ALPHABET
10 KINDER VIOLET PUPILS

The table shows that letters d,m,q, w, b, and p got the

lowest frequency in Alphabet Recognition.
BACKGROUND

To address the root cause of this problem a Why-Why analysis was conducted on
the group of learners from the Kindergarten section Violet experiencing difficulties in letter
recognition. It was noted that some causes were the type of instructional materials used
during sessions as well as the strategies used by the teacher/s and para-teachers in
teaching the Letters of the Alphabet.

The CI Team of our school come up with a project called Project PEARL-Play-based
Activities for Easier Alphabet Recognition and Learning, to cope with kindergarten
learners who experience difficulties in recognizing letters. Specifically, recognizing most
mistaken lowercase letters such as m and w, p and q, b and d.
BACKGROUND

At the end of the project, the CI Team hopes that the

identified 10 pupils from Kinder Violet will be able to yield an
understanding of the materials which they use in the project after
such interventions were provided to them. The use of play-based
activities such as flashcards, manipulatives, and PowerPoint
presentations are suited and relevant to their age and needs, thus
making learning enjoyable and meaningful among our pupils.
CIP Agenda:
Crafting of CI Title and Project Background
Selection of CI Team Members and Their Position
 Mary Joyce M. Santiago
Team Leader

Daisy Mae Ann P. Lozada Jennyvi R. Regondon

Facilitator Facilitator

Anna Sharmaine M. Hipolito

Communications
Jobelle C. Meneses
Scribe
Perla E. Dela Cruz
Resource Person

Rosbel M. Alex
Ofelia D. Rivera
Documentation
Process Observer
CIP Agenda:
INTERNAL
Meeting with CUSTOMERS
the School
Principal about
the Objectives
and Focus
Problem of the
CI Project
 CIP Agenda:
Orientations of parents
and pupils about the CI
Project

EXTERNAL
CUSTOMERS
EXTERNAL CUSTOMERS
CIP Agenda:
Kasunduan
Consent
 1. Arnix Kali M. Flores
2. Sean Eli Cruz
3. Maria Danica B. Barredo
4. Martha Janella B. Estrella
5. Megara Isabella D. Estrella
6. Carmela Venice Oliveros
Identified 10 7. Carla Sophia C. Sorro
Pupils from 8. Ma. Serena S. Santos
Kinder Violet 9. Rey Jr. N. Corpuz
10. Christel Joy Navarro
 GABAY NA TANONG SA MGA
BATA
1. Ikaw ba ay nasisiyahan sa pag-aaral ng alpabeto?
Oo Hindi
2. Mayroon bang gumagabay sa iyo sa inyong tahanan sa pag-aaral ng alpabeto?
Meron Wala
3. Mayroon bang mga kagamitan sa inyong tahanan na maari mong magamit sa pag-aaral ng
alpabeto?
Meron Wala
4. May mga titik ba sa alpabeto na nahihirapan kang kilalanin?
Meron Wala
 Wala akong kagamitan Mahirap kilalanin ang mga
Hindi ako nasisiyahan Walang gumagabay sa sa pag-aaral ng titik sa alpabeto.Nakakalito
sa pag-aaral ng akin sa pag-aaral ng alpabeto silang pag-aralan
alpabeto alpabeto.
12
Nasisiyahan sa
tuwing nag-aaral Mayroong letrang hirap
ng Alpabeto tukuyin
10
10 Mayroong 10
Mayroong kagamitang
gumagabay sa pag-
ginagamit sa pag-aaral
8 aaral ng alpabeto
ng Alpabeto
7 7
6

4
ABAKADA
3 3
2

0
0

oo hindi meron wala meron wala meron wala

 GABAY NA TANONG SA MGA
MAGULANG
1. Sino ang gumagabay sa iyong anak sa pag-aaral ng mga titik sa
Alpabeto?
2. Ano ang iyong pangamba sa pagtuturo ng alpabeto?
3. Sa iyong palagay, anong titik sa alpabeto ang nahihirapan ang
iyong anak na kilalanin?
4. Sa iyong palagay, ano ang epektibong paraan upang madaling
matuto at makilala ng mga mag aaral ang bawat titik ng
alpabeto?
Hindi ko gaanong
nagagabayan ang aking anak
dahil ako ay palaging nasa
trabaho.
Inuutos ko na lang sa
nakakatandang kapatid ang
pag-gabay sa aking anak sa
pag-aaral ng alpabeto.
Hindi ko alam kung paano ko
Nalilito ang aking anak sa Sa tingin ko ay nakadepende ito
ituturo sa paraang
mga titik na d, m, b, p, q, at sa kung paano ko ituturo ang
matutuhan ng bata.
w alpabeto sa aking anak.
Hindi ko alam kung ano ang
Nahihirapan ang aking anak Dipende siguro ito sa mga
dapat kong kailanganin sa
sa mga titik na m, g, b, p, w, kagamitang aking gagamitin para
pagtuturo ng alpabeto sa
at d. ituro ang alpabeto sa aking anak.
aking anak.
9
Gabay ng magulang Mga Paraan sa
8 sa pag-aaral ng pagtuturo ng
alpabeto Pangamba ng Mga titik na hirap alpabeto
7 magulang sa pag- kilalanin
6 aaral ng alpabeto

0
meron wala stratehiya kagamitan d,m, b, p, q,w m,g,b,p,w,d iba't-ibang stratehiya Iba't-ibang
kung paano kagamitan kagamitan at
ituro stratehiya sa
pagtuturo
 CURRENT STATE
SUPPLIERS INPUTS PROCESS OUTCOME
30% or 10 out of 33 CUSTOMERS
Kindergarten pupils who obtained
Modules low scores on ECCD
Teachers Teaching- assessment under 30% or 10 out 33
School Head Online Learning Cognitive Domain
specifically matching pupils from Kinder
Lessons/ Process upper and lower case Violet
Discussions letters conducted last
October 1, 2021

PREPARATION PRESENTATION EVALUATION

 FUTURE STATE
INPUTS PROCESS OUTCOME CUSTOMERS
SUPPLIERS The identified 10 pupils
from Kinder Violet can
Flashcards recognize and distinguish
Manipulatives Play-based most mistaken 10 Kindergarten
Teachers PowerPoint activities for lowercase letters of the
pupils from Kinder
School Head Presentation Easier alphabet
Synchronous and (m&w, p&q, b&d) Violet
CI Team asynchronous video Alphabet
Teachers Results of Pre and Post
lessons Recognition and Tests Parents
Seminar/Workshop Learning Results of ECCD Baseline
and Summative

PREPARATION PRESENTATION EVALUATION

 Conduct an interview Gather all the Conduct an interview
Designation of with the Kinder with the pupils and
Identify the current needed data to
Teachers for CI Teachers, pupils and teachers. Distribute
parents through state of the pupils established state of the consent form to
Team
Google Meet the CI project the parents.

NO
Orient the target Pilot Test Pilot test the chosen Conduct series of Develop intervention
participants of the Result intervention materials meeting with the materials that will
CI project about the on the selected pupils CI Team to improve improve the
objectives and goals Passed or of Kinder White and and validate the competencies needed
to attain. Failed Kinder Red materials. by the learners.

YES
Conduct online lesson Pupils will do the
via google meet to scheduled play- Send synchronous Send parent- Conduct online
introduce the lesson to based activities video lessons via guided exercises discussion via
know the pre-requisite provided by the CI messenger via group chat google meet
skills about the topic. team

NO
Post Test Evaluate the Pupils will do the
Conduct a post test
Result effectiveness of scheduled play-
END Passed or
the CI project
through the result
with the identified
10 pupils from
based activities
provided by the CI
Failed KInder Violet
of the post test team
 PRIORITY IMPROVEMENT AREAS
AREAS PROBLEMS SOLUTIONS
Provided learning materials suitable for distance learning such as
Available materials for the conduct of distance learning.
flashcards, book of manipulatives and PowerPoint Presentation.
1. Preparation
Willingness of the parents and pupils to participate in the Conducted an orientation through google meet and asked the
administration of the CI Project parents to sign the Agreement Form.

Contact the parents or guardians to inform them on the dates of

Parents were not able to get the learning materials on the
scheduled date.
2. Presentation
Unable to attend synchronous classes due to poor
internet connectivity and unavailability of device
distribution and learning materials and schedule of the parent-guided
activities via messenger
Contact the pupils at their convenient time to discuss the lesson.
Provided recorded copy of the asynchronous lesson.
Crafted play-based materials like set of manipulatives, flashcards and
PowerPoint Presentations.

Took video of their child while doing activities.

3. Assessment Authenticity of pupils’ output
Provided monitoring tool to assess the learner.
 FOCUSED PROBLEM
STATEMENT
30% or 10 out of 33 pupils obtained low
scores on ECCD assessment under Cognitive
Domain specifically matching upper and
lower case letters of the alphabet conducted
last October 1, 2021
PROBLEM Pupils find it boring to
Pupils doesn’t have an learn letters of the
ANALYSIS interest in learning the
alphabet
alphabet through the
use of paper and
pencil

30% or 10 out of 33 Parents lack

Parents have poor
experience in teaching
pupils obtained low reinforcement
early literacy
scores on ECCD
assessment under
Cognitive Domain
specifically matching Pupils have a limited Lack of parents initiative
upper and lower case learning resources to be or skills to produce
letters used in learning learning materials
alphabet
 PROJECT
OBJECTIVES
To improve the performance of 8 out of 10 or
at least 80% of identified Kinder pupils in
recognizing most mistaken lowercase letters
such as m and w, p and q, b and d through
Project PEARL.
 DEVELOP SOLUTIONS
1. Organize the CIP Team which will facilitate the planning, documentation, and evaluation
of the CI Project.
2. Orient teachers on the CI Project-Project Pearl
3. Produce/ develop play-based materials/activities suited to the personal experiences of
the pupils.
4. Validate the instructional materials to be used in the CI Project and work on its strengths
and weaknesses.
5. Pilot Test the play-based materials to a different set of pupils with the same
comprehension level.
7. Initialize the CI Project.
8. Evaluate the outcome of the CI Project among the identified 10 pupils from
Kinder–Violet.
 DEVELOP SOLUTIONS
4 Ws and 1H
What is the solution developed by the team? Flashcards
Where did the team apply it? During Online Kumustahan at Talakayan
When did they implement it? February 17, 2022 to March 17, 2022
Who are responsible Teachers/Facilitators and Para-Teachers
How did it work? The Facilitators conducted online Kumustahan at
Talakayan through the use of flashcards in recognizing
letters of the alphabet with the help of Para-Teachers at
home.
Para-Teachers are also task to monitor the pupils’
progress by doing drills and oral recitation through the
use of flashcards.
➢ Flashcards
DEVELOP SOLUTIONS
4 Ws and 1H
What is the solution developed by the PowerPoint Presentations
team?
Where did the team apply it? During Online Kumustahan at Talakayan
When did they implement it? February 17, 2022 to March 17, 2022
Who are responsible Teachers/Facilitators
How did it work? The Facilitators conducted online
Kumustahan at Talakayan through the
use of PowerPoint Presentations as aid to
recognized and familiarized the pupils
with the most mistaken letters of the
alphabet.
➢ PowerPoint
Presentations
 DEVELOP SOLUTIONS
4 Ws and 1H
What is the solution developed by the Manipulatives (Scope and Stack, Letter Lacing, Sort into Shapes)
team?
Where did the team apply it? During Online Kumustahan at Talakayan
When did they implement it? February 17, 2022 to March 17, 2022
Who are responsible Teachers/Facilitators and Para-Teachers
How did it work? The Facilitators conducted online Kumustahan at Talakayan and uses
manipulatives as aid to easily recognized and familiarized the pupils
with the most mistaken letters of the alphabet.
The Para-Teachers guided the pupils in using manipulatives at home.
Para-Teachers are also task to monitor the pupils’ progress by
facilitating hands-on activities with their child at home.
➢ Manipulatives
 FINALIZE IMPROVEMENT PLANS
ACTION PLAN IN CIP – Project PEARL
Person/s Expected
Target Strategies/Activities Time Frame Materials Needed Funds
Involved Outcomes
Conduct CIP Orientation School CIP Team Meeting December 15, CIP Team Guide and Samples None Cooperation and
2021 participation of the Team
Accomplish the CIP Project Submission of complete CIP Proposal December 17, School Head/ CIP Project Proposal None Successfully submitted the
Proposal 2021 Team Project Proposal
Conduct interview to parents Online interview via Google Meet January 6, 2022 CIP Team/ Laptop and mobile phones None Listen to the voice of the
and pupils Parents/Pupils customers
Develop intervention materials Design intervention materials, innovate January 19-28, CIP Team Flashcards, Manipulatives, video Php 1,500/ 100% of the CIP materials are
that will improve the activities and video lessons 2022 lessons and presentations School fund ready
competency MOOE
Orient the target participants Online Orientation via Google Meet February 10, 2022 CIP Team/Pupils Laptop and mobile phones None Clear goals and objectives
about the CIP project
Launch the CIP project *Online discussions about the lesson via Google February 17 – CIP Team / Pupils Laptop /mobile phones / flashcards None Gather accurate data needed
Meet March 27, 2025 / set of manipulatives, PowerPoint in the assessment of the
*Distribution and retrieval of intervention Presentations & Video Lessons project
materials
*Provide asynchronous video lessons via
messenger
*Conduct Post Test
 FINALIZE IMPROVEMENT PLANS
ACTION PLAN IN CIP – Project PEARL

Person/s Expected
Target Strategies/Activities Time Frame Materials Needed Funds
Involved Outcomes
Assessment Evaluate the result of the March 28, 2022 CIP Team / Post Test Result None Attain target goals
post test Pupils
Monitoring, Check the pupils June 16, 2022 Division CI Laptop and mobile None Achieve Successful
evaluation and progress and Team/Scho phones CIP Project
validation of the CIP improvement ol
Project Head/CIP
Team/Pupil
s
 IMPLEMENTATION PLAN
PROJECT Dec.15 Jan 5 Jan 6 Jan 12
Jan 13- Jan 19-
Feb 2-9
Feb 10- Feb 17-
March
ACTIVITY OUTPUT 2021 2022 2022 2022
15 28
2022
16 25
28 2022
Schedule 2022 2022 2022 2022

1. Get Organized Designate teachers who will lead the Kindergarten CI team of Matias B. Salvador Memorial
Elementary School. Discuss the roles of each member of the CI Team.

2. Talk with Costumers Conduct an interview with the Kinder teachers, pupils and parents through Google Meet.
ASSESS
3. Walk the Process Identify the current state of the pupils.

4. Identify Improvement
Gather all needed data to established the future state of the CI project.
Areas

Make use of Why-Why Diagram to analyze the root cause of the problem. Conduct an
5. Do root Cause Analysis
interview with the pupils and teachers concerned through Google Meet.

ANALYZE Organize a meeting with the CI Team members and develop intervention materials that will
6. Develop Solutions
improve the competencies needed by the learners to attain the set goals of the CI project.

7. Finalize Improvement
Conduct series of meeting with the CI Team to improve and validate the materials.
Plans
PROJECT Dec.15 Jan 5 Jan 6 Jan 12
Jan 13- Jan 19-
Feb 2-9
Feb 10- Feb 17-
March
ACTIVITY OUTPUT 2021 2022 2022 2022
15 28
2022
16 25
28 2022
Schedule 2022 2022 2022 2022

Orient the target participants of the CI project about the objectives and goals to attain. The
8. Pilot Solutions CI team will pilot test the chosen intervention materials on selected pupils from Kinder Red
and Yellow.

ACT Implement the project by utilizing different intervention materials including video lessons
9. Roll Out Solutions (synchronous and asynchronous), flashcards, set of manipulatives and PowerPoint
presentations.
10. Check Progress
Evaluate the effectiveness of the CI project through the administration of post-test.
FINALIZE IMPROVEMENT PLANS
The intervention materials needed to complete the project were
validated by the CIP Team. They ensured that every student in the
program would achieve positive outcomes. It is intended that each
student's letter recognition skills will have improved because of the
materials utilized and the treatment provided to them.

Play-based learning materials, such as manipulatives, flashcards, and

PowerPoint presentations, were agreed to be used as intervention
materials to see if they would help students recognize letters better,
especially these materials were more relevant and familiar to the
students' experiences
Preparation of
Play-based
Instructional
Materials
PROPOSED SOLUTIONS
➢ Online Discussions

➢ PowerPoint Presentations

➢ Flashcards

➢ Manipulatives
 School Validation of
Intervention Materials
School Validation of Materials
➢ PowerPoint
Presentations
➢ Flashcards
➢ Manipulatives
PILOT SOLUTIONS Pilot Testing using play-based
manipulatives, flashcards, and a
prepared PowerPoint Presentation was
given to Kinder Yellow pupils with the
same level of comprehension to test the
validity of the intervention materials. It
will show that materials are valid and
applicable to be used.
 PILOT
SOLUTIONS
 PILOT
SOLUTIONS
 PILOT
SOLUTIONS
 PILOT
SOLUTIONS
 ROLL OUT SOLUTION IMPLEMENTATION
TIME BUDGET/ DATE STATUS OF ISSUES/ CONCERS/
TASK PERSON/S INVOLVED SOLUTIONS
FRAME RESOURCES ACCOMPLISHED IMPLEMENTATION NEEDS

Conduct online Talakayan via Google

Difficulty in attending Provide
meet to present the lesson and assess
February February 11, 2022 online class due to poor asynchronous video
the pupils to know the pre-requisite None Facilitators/ pupils Done
11, 2022 internet connection and lesson and recorded
skills about the topic using a monitoring
access. copy of the lesson.
tool.
Set the distribution
Parents are unavailable of materials ahead
Facilitate the distribution of CI materials February February 15, 2022 for the scheduled of time so that
None Facilitators/ Parents Done
(Flashcards, and set of manipulatives). 15, 2022 distribution of learning parents can
materials. prioritize the said
event.
Difficulty in attending Provide
online class due to poor asynchronous video
internet connection and lesson and recorded
Facilitators will meet the pupils via February
February 17 to access. copy of the lesson.
Google meet to conduct Online lessons 17 to Facilitators/
None March 25, 2022 Done
and perform scheduled activities using March 25, Pupils
Parents are unavailable Adjust the date of
the given manipulatives. 2022
to guide the pupils the discussion
during online where parents are
discussions available
 ROLL OUT SOLUTION IMPLEMENTATION
BUDGET/ PERSON/S DATE STATUS OF ISSUES/ CONCERS/
TASK TIME FRAME SOLUTIONS
RESOURCES INVOLVED ACCOMPLISHED IMPLEMENTATION NEEDS

Parents are
Provide/Assign a parent-guided Allow other
February 17 Facilitators/ unavailable to guide
activities at home using flashcards February 17 to family members
to March None Parents/ Done the pupils during on
to monitor their child's March 25, 2022 to complete the
25, 2022 Pupils scheduled parent-
development. task.
guided activity
Difficulty in Provide
Facilitators/ March 16-17, attending online asynchronous
Conduct an online discussion via March 16-
None Pupils 2022 Done class due to poor video lesson and
Google Meet. 17, 2022
internet connection recorded copy of
and access. the lesson.
March 23-24,
Facilitate the conduct of post-test March 23- CI
None 2022 Done None None
with the 28 pupils of Kinder Violet 24, 2022 Team/Pupils

Evaluate the effectiveness of the

March 25, March 25, 2022
CI project through the result of None CI Team Done None None
2022
the post-test,
ROLL OUT SOLUTION

CI Team of Project PEARL

conducted a meeting about the project’s
Roll Out Solution. Parents are informed
about the materials, schedule of Online
Kumustahan at Talakayan, signed
Kasunduan and Parental Consent.
ROLL OUT SOLUTION
CI Team of Project PEARL administered Online
Kumustahan at Talakayan to Kinder-Violet pupils to
develop their skills in recognizing most mistaken
lowercase letters in the alphabet such as m & w, b & d, p
& q. It started last February 17, 2022, up to March 25,
2022, CI Team has provided play-based instructional
materials like, flashcards, PowerPoint presentations,
and a set of manipulatives. Through these kind of play-
based activities, the learners will be able to recognize
and differentiate the letters of the alphabet, especially
the most mistaken ones.
ROLL OUT SOLUTIONS
ROLL OUT SOLUTIONS
Pupils
CRUZ, Sean Eli
Score
5
Rubrics
CORPUZ, Rey Jr. N. 5
FLORES, Arnix Kali M 5 DESCRIPTION SCORE
BARREDO, Maria Danica 4 One (1) letter is matched to its 3
corresponding letter.
ESTRELLA, Martha Janella B. 5
Two (2) letters are matched to 4
ESTRELLA, Megata Isabella D. 5
its corresponding letter.
NAVARRO, Christel Joy 5
All of the (3) letters are 5
OLIVEROS, Carmela Venice 5 matched perfectly to its
SANTOS, Ma Serena 4 corresponding letter.
SORRO, Carla Sophia 4
 Level of Effectiveness of Scoop and
Stack The graph shows
100%
that 8 out of 10
80%
or 80% of the
60%
target pupils
40%
mastered most
20%
mistaken
0%
beginning developing Consistent
lowercase
-20%
letters. While 2
-40%
of them or 20%
-60%
are working on
-80%
gaining abilities
-100%
in recognizing
a b c d e f g h i j
them.
Pupils Score
Rubrics
CRUZ, Sean Eli 5
CORPUZ, Rey Jr. N. 5 DESCRIPTION SCORE
FLORES, Arnix Kali M 5 Pupils identified some of the
letter and completely threaded 3
BARREDO, Maria Danica 5
all the holes in the alphabet.
ESTRELLA, Martha Janella B. 5
Pupils identified most of the
ESTRELLA, Megata Isabella D. 5 letters and completely
4
NAVARRO, Christel Joy 5 threaded all the holes in the
alphabet.
OLIVEROS, Carmela Venice 5
Pupils identified all the letters
SANTOS, Ma Serena 5 and completely threaded all 5
SORRO, Carla Sophia 5 the holes in the alphabet.
 Level of Effectiveness in Letter Lacing
100%

80% The graph

60%
shows that 10
40%
out of 10 or
20%
100% of the
0%
target pupils
beginning developing Consistent consistently
-20% letter tracing
identified
-40%
letters and
-60%
laced them
-80%
completely.
-100%

a b c d e f g h i j
Pupils
CRUZ, Sean Eli
Score
5
Rubrics
CORPUZ, Rey Jr. N. 4
FLORES, Arnix Kali M 5 DESCRIPTION SCORE
BARREDO, Maria Danica 5 Some of the three (3) letters
are sorted into shapes 3
ESTRELLA, Martha Janella B. 5
perfectly.
ESTRELLA, Megarra Isabella D. 5
Most of the three (3) letters are
NAVARRO, Christel Joy 4 4
sorted into shapes perfectly.
OLIVEROS, Carmela Venice 5 All of the three (3) letters are
5
SANTOS, Ma Serena 5 sorted into shapes perfectly.
SORRO, Carla Sophia 5
 Level of Effectiveness of Sort into Shapes
The graph
100% illustrates that
80% 8 out of 10 or
60%
70% of the
40%
target students
20%
correctly
0%
identified and
beginning developing Consistent sorted letters,
-20% sort into shapes
while the
-40%
remaining 30%
-60%
are still
-80%
developing.
-100%

a b c d e f g h i j
Flashcards
Flashcards
Workshops/Seminars
Workshops/Seminars
Workshops/Seminars
 PRE-TEST POST-TEST
VS

The table shows that on the Pre-Test, Kinder Violet pupils had an MPS of 75.38%, which climbs to 99.23% on
the Post-Test.
 ECCD Baseline ECCD Summative

14
ECCD Baseline Result VS 16
ECCD Summative Result

12 14
12
10
10
8
8
6
6
4
4
2 2
0 0
A B C D E F G H I J A B C D E F G H I J

shapes -6 colors -6 shapes -6 colors -6

Numbers -5 Things that are Big and Small -10 Numbers -5 Things that are Big and Small -10
Find the different in a group -5 Matching big and small letters -15 Find the different in a group -5 Matching big and small letters -15

The table shows that on the Baseline Assessment, Kinder Violet pupils had an MPS of 70.67%, which climbs to
98% on the Summative Assessment. This shows that after such intervention was made, pupils learn and can recognize
letters specially the most mistaken ones.
SUMMARY
➢ Based from the results of the post-test evaluation given to the
identified ten (10) Kinder Violet students, a 28.35 percent increase has a
substantial impact on the pupils' abilities to learn and recognize the
most mistaken lowercase letters in the alphabet. The MPS increases
from 75.38 percent on Pre-test to 99.23 percent on Post-Test.

➢ The identified (10) Kinder Violet students had an MPS of 70.67% on the
baseline assessment, and an MPS of 98% on the summative assessment.
From the baseline to the summative assessment, there was a
substantial rise of 27.33%.
 CONCLUSION
Based on the result of the Post-Test and
ECCD Summative Assessment, it was
concluded that the use of play-based
instructional materials or activities greatly
help the pupils of Kinder Violet in recognizing
and learning letters.
RECOMMENDATION
1. Play-based instructional materials like flashcards, sets of manipulatives,
and presentations are an easier way to teach pupils in learning and
recognize letters.
2. Teachers and Para-Teachers should work hand in hand to produce
effective instructional materials and produce meaningful learning for pupils.
They should continue to use play-based materials and activities
which are bound to make learning fun and easier for pupils.
3. Since proven effective, play-based materials and activities should be a
part and parcel of teaching and learning process not only in kindergarten
but in other grade levels as long as it suits the needs of the learners.