Utilization Of Phonics Strategies and Communication Skills in English and Mother Tongue of Grade 3 Learners

AUTHOR(S)

RUBY N. MATUGAS

ABSTRACT

— The main purpose of this study is to evaluate on the extent of utilization of Phonics strategies to the Communication Skills in English and Mother Tongue Of Grade 3 Learners in Libertad Elementary School, Ormoc City Division, Ormoc City. The findings of the study were the bases for the proposed intervention plan. The research design employed in the study titled “Extent of the Utilization of Phonics Strategies and Communication Skills in English and Mother Tongue of Grade 3 Learners” followed a descriptive-correlational approach to examine how phonics strategies are being applied in classroom instruction and how these relate to the learners’ communication skills in both languages. The process began with the identification of the problem and formulation of clear objectives focused on assessing the level of phonics integration and its impact on oral and written language skills. A thorough review of relevant literature, including phonics instruction theories, DepEd curriculum standards, and multilingual education frameworks, provided the foundation for the study. The Test of Relationship, which examines the correlation between the extent of utilization of phonics strategies and learners’ performance in two language domains: English and Mother Tongue. The table shows the Pearson correlation coefficient (r), computed t-values, the critical table value at a 0.05 level of significance, the decision on the null hypothesis (Ho), and the interpretation of the strength of the relationship. The objective of this analysis is to determine whether phonics strategies significantly impact learners’ communication skills in both language areas. The first correlation result, between the extent of phonics strategy utilization and performance in English, shows a Pearson r and a computed t-value, which is significantly greater than the table value. This leads to the rejection of the null hypothesis and confirms a very strong and statistically significant relationship. This implies that as teachers integrate phonics strategies more thoroughly in English instruction, learners’ communication performance in English markedly improves. Similarly, the correlation between phonics strategy utilization and performance in the Mother Tongue yielded an even stronger r value and a t-value, again exceeding the critical value. The null hypothesis is likewise rejected, confirming a very strong relationship. This further emphasizes the effectiveness of phonics-based instruction not only in second language learning but also in enhancing first language proficiency among Grade 3 learners. These findings imply that phonics instruction—through explicit teaching of letter-sound relationships, blending, segmenting, and interactive activities—has a substantial positive influence on learners’ reading fluency, comprehension, and oral communication. The results reinforce the importance of embedding phonics systematically in early grade curricula to strengthen foundational literacy in both English and the Mother Tongue. Schools and teachers should consider sustaining and enriching these approaches to further boost learners’ academic success and language development. Keywords — Utilization, phonics strategies, communication skills, Grade 3, English, MTB