Effectiveness of Music and Movement Activities to The Fluency Skills Development of Kindergarten Pupils

AUTHOR(S)

PAULA THERESE M. GIANAN

ABSTRACT

— — This study evaluated the Effectiveness of Music and Movement Activities to the Fluency Skills Development of Kindergarten Pupils in Ormoc Se San School in the Division of Ormoc City. The findings of the study were the bases for an Intervention Plan. The study utilized a Quasi-Experimental type of research design to evaluate the effectiveness of music and movement activities on the fluency skills development of Kindergarten pupils based on the different Most Essential Learning Competencies (MELCs) for the 4th grading period in Se San School. The implementation followed three key phases: pre-assessment, intervention, and post-assessment. In the pre-assessment phase, both groups were evaluated using a teacher-made fluency rubric aligned with the MELCs for the 4th grading period. The rubric assessed criteria such as pronunciation, pacing, intonation, expression, and clarity when speaking or reading aloud. These baseline scores served as a reference for comparing progress after the intervention. The test of Difference Between the Pre-test and Post-test Scores of Kindergarten Learners. It shows the statistical results comparing the performance of learners before and after the implementation of an intervention focused on fluency skills. The table highlights both the computed and critical t-values to determine whether there is a significant difference between the pre-test and post-test results of the experimental group. Additionally, it includes the decision made regarding the null hypothesis (Ho) and its interpretation. As indicated in the table, the pre-test score had a weighted mean while the post-test score significantly increased. The computed t-value which is greater than the critical tvalue. This difference leads to the rejection of the null hypothesis, indicating that there is a statistically significant improvement in the fluency skills of Kindergarten learners after the intervention. The increase in scores reflects a marked enhancement in the learners’ oral fluency performance from the pre-test to the post-test phase. The results clearly show that the guided intervention—possibly involving music and movement activities—had a positive impact on learners’ fluency development. The significant difference between the pre- and post-test scores suggests that the learners responded well to the strategies used, which facilitated not only recognition of words but also improvement in pronunciation, pacing, and overall verbal expression. The increase in mean scores also illustrates a strong grasp of the Most Essential Learning Competencies (MELCs) in oral fluency by the end of the instructional period. The implications of these results are substantial. The average rating increased from (Good) in the pretest to (Excellent) in the post-test. The result implies that the intervention effectively enhanced fluency skills among Kindergarten learners. Rejecting the null hypothesis confirms the presence of a significant difference, and this shift supports the effectiveness of the approach implemented. All learners benefited from the intervention, as reflected by the complete movement from midlevel performance to the highest fluency category. Keywords — Effectiveness, Music and Movements Activities, Fluency Skills, Kindergarten