By: Milanes, Arlyn; Boadilla, Daniela; Campos, Roselyn; Danao, Renz Martin; Dionisio, Rhea; Emocling, Carla Mae; Querimit, Gerald
ABSTRACT
This action research examined the effectiveness of game-based learning in improving letter recognition among preschool children. A pretest-posttest design revealed a significant increase in mean scores from 73.23 (SD = 5.70), classified as “Fairly Satisfactory,” to 84.53 (SD = 4.76), rated as “Very Satisfactory.” The decrease in standard deviation suggests more consistent learning outcomes. Statistical analysis using the Wilcoxon Signed-Rank Test (W = 528.000, p < .001) confirmed a significant improvement following the intervention. Game-based activities—such as scavenger hunts, call-out games, and memory match—leveraged principles of active engagement, multi-sensory learning, and developmentally appropriate practices. These findings align with both global (Prensky, 2021; Shams & Seitz, 2019) and local research advocating for play-based approaches to early literacy. The results suggest that incorporating interactive letter games meaningfully supports preschoolers’ foundational literacy skills, particularly in enhancing letter recognition, and underscores the value of integrating educational games in early childhood classrooms.
keywords: engagement, games, literacy, preschool, recognition
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Bughaw Review 
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