Teachers’ Perceptions on the Use of Songs and Rhymes in Teaching Phonics to Grade 1 Pupils

Winelyn B Demonteverde; Celso C Dumalig

doi:10.55927/fjmr.v5i7.143

Authors

Winelyn B Demonteverde Northeastern College
Celso C Dumalig Northeastern College

DOI:

https://doi.org/10.55927/fjmr.v5i7.143

Keywords:

Phonics Instruction, Songs and Rhymes, Teachers’ Perceptions

Abstract

This study examined teachers’ perceptions on the use of songs and rhymes in teaching phonics to Grade 1 pupils using a descriptive-correlational design. Data were collected through a survey questionnaire administered to seven teachers from selected elementary schools in Taytay, Rizal. Findings revealed that teachers strongly agreed on the effectiveness of songs and rhymes in improving pronunciation, phonemic awareness, engagement, and classroom behavior, with an overall mean of 4.27. Statistical analyses further indicated significant relationships between teachers’ perceptions and their demographic profiles, including sex, age, teaching experience, and educational background. Overall, the study concludes that songs and rhymes are valuable instructional tools that enhance phonics learning and contribute positively to early literacy development.

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