Implementation Of Phonics-Based Approach And The Performance Of The Grade 3 And 4 Pupils In English

AUTHOR(S)

JONATHAN M. SIOC

ABSTRACT

— The main purpose of this study is to determine the extent of implementation of Phonics-Based Approach and the Performance of the Grade 3 & 4 Pupils in English, Dayhagan Elementary School, Ormoc City Division, Ormoc City. The findings of the study were the bases for the proposed intervention plan. This study employed a descriptive-correlational research design to determine the extent of implementation of the Phonics-Based Approach and its relationship to the performance of Grade 3 and 4 pupils in English. The descriptive component focused on assessing how frequently and effectively phonics strategies—such as letter-sound recognition, blending, segmenting, and decoding—are implemented in the classroom. Data on implementation were collected using a validated teacher questionnaire, while academic performance data were gathered from learners’ English grades and performance in standardized reading assessments aligned with curriculum competencies. the Test of Relationship, which examines the correlation between the implementation of the Phonics-based Approach and the performance of learners in English. The analysis used Pearson’s correlation coefficient (r) and a corresponding t-test to determine whether the observed relationship is statistically significant at the 0.05 level of significance. The computed r-value with a computed t-value compared to the critical t-table value. Based on these values, the null hypothesis (Ho), which states that there is no significant relationship between the variables, was rejected, leading to the conclusion that there is a moderate and statistically significant relationship between the implementation of phonics-based instruction and learners’ academic performance. The correlation coefficient of 0.58 indicates a moderate positive relationship between the two variables. This means that as the level of implementation of the phonics-based approach increases, learners’ academic performance in English also tends to improve. The strength of this correlation suggests that while phonics instruction is not the sole factor influencing academic success, it plays a substantial and meaningful role. The computed t-value exceeding the critical value (further confirms that the observed relationship did not occur by chance and is statistically significant at the 5% level. This result affirms that the phonics-based approach contributes significantly to learners’ English proficiency, supporting findings from Tables 1 and 2. The strong implementation of phonics strategies—such as blending, segmenting, and letter-sound recognition—appears to be positively influencing reading comprehension, word recognition, and spelling abilities. Consequently, these foundational skills translate into better academic performance in English. The moderate relationship also implies that while phonics is effective, other factors such as teaching strategies, learner motivation, and parental involvement may also impact academic outcomes and should be explored in future studies. Based on the findings, there are important implications for instructional planning and curriculum enhancement. Schools should continue to strengthen the use of phonics-based instruction as an evidence-based strategy for improving learners’ academic performance. Professional development programs for teachers could be designed to refine the use of explicit and systematic phonics, while interventions can be targeted toward learners who fall within the lower performance ranges. Moreover, school leaders should consider sustaining administrative and material support to ensure consistent implementation across grade levels and schools Keywords — Implementation, Phonics-Based Approach, performance, Grade 3&4, English