Introduction
Oral English anxiety is a common barrier to early literacy among primary learners, limiting phonological awareness, reading fluency, and participation in classroom activities (Horwitz, 2017). In linguistically diverse contexts, learners often struggle to develop confidence in oral English, which may negatively affect academic outcomes. Research indicates that parental involvement significantly enhances literacy development and mitigates language-related anxieties (Epstein, 2018).
In the Philippines, parental engagement is often passive, focusing on homework monitoring rather than active literacy support (Bautista, 2020). To address this gap, the Kibingem Sak-en Approach was developed as a culturally responsive framework that guides parents in home-based literacy activities while fostering regular communication with teachers. This study aimed to evaluate its effectiveness in enhancing phonological awareness, reading performance, and oral English confidence among primary grade learners at Bauko Central School.
The research addressed three questions:
1. What is the current level of phonological awareness among primary grade learners at Bauko Central School who experience oral English anxieties?
1.1 What are the perceived barriers to developing phonological awareness among these learners?
2. How does the implementation of the Kibingem Sak-en Approach influence learners’ phonological awareness?
3. Is there a significant difference in learners’ phonological awareness before and after the implementation of the Kibingem Sak-en Approach?
https://doi.org/10.65494/pinagpalapublishing.129
