Enhancing Consonant-Vowel-Consonant (CVC) Word Patterns among Grade 1 Pupils Through Flashcard Gamification
DOI:
https://doi.org/10.5281/zenodo.22029289Keywords:
CVC word patterns, flashcard gamification, Grade 1 pupils, early reading, reading skills, word recognition, decoding skills, learner engagementAbstract
This research investigated the impact of flashcard gamification on the mastery of consonant-vowexl-consonant (CVC) word patterns among Grade 1 students facing challenges in early reading development. Utilizing a quasi-experimental design with a one-group pretest-posttest framework, the study involved 30 Grade 1 pupils from Barangay Masico, Pila, Laguna, who were identified as struggling with CVC words. A comprehensive 35-item test, developed by the researchers, assessed pupils’ performance in accuracy, fluency, and comprehension pre- and post-intervention. The intervention employed structured gamified flashcard activities designed to enhance learner engagement, sustain motivation, and promote active participation in CVC word learning. These activities provided progressive levels of practice aimed at strengthening decoding skills and word recognition among young learners. The effectiveness of the intervention was determined through comparison of pretest and posttest results. Analyzing the results, the average pretest score of 10.67, categorized as moderate, improved significantly to a posttest mean score of 20.10, classified as high. This indicates a substantial enhancement in the pupils’ understanding and application of CVC word structures. Additionally, while accuracy and comprehension achieved high levels of competency, fluency showed moderate progress, indicating a need for ongoing practice to facilitate reading automaticity. Statistical analysis demonstrated a significant difference in performance between pretest and posttest scores (p=0.000), validating the effectiveness of the intervention. The study concludes that implementing flashcard gamification provides an engaging and effective instructional approach, fostering early reading skills and significantly improving mastery of CVC word patterns among Grade 1 pupils.
Downloads
References
Abdul Rahim, M. E., Abdul Rahim, E. M., Razawi, N. A., & Mohamed, N. (2023). More than child’s play: Tackling speech anxiety among Malaysian ESL learners through gamification. Idealogy Journal, 8(2), 48–59. https://doi.org/10.24191/ideology.v8i2.450
Aguilera-Hermida, A. P., Quiroga-Garza, A., Gómez-Mendoza, S., Villanueva, D. R., Aleman De La Garza, L. Y., & Zepeda, J. (2021). Comparison of students’ use and acceptance of emergency online learning due to COVID-19 in the USA, Mexico, Peru, and Turkey. Education and Information Technologies, 26(6), 6823–6845. https://doi.org/10.1007/s10639-021-10473-8
Aljohani, M. (2025, August 19). Understanding CV and CVC words [Presentation]. Prezi. https://prezi.com/p/yzfvdmohjgut/understnadibf-cv-and-cvc-words/
Andales, J. A., Balamad, M. L., Corpuz, D. K., & Del Rosario, S. M. (2023). The effectiveness of using flashcards in reading literacy among Grade 1 learners. Journal of Primary Education Research, 5(2), 45–58.
Arbiol, J. M., & Jorgio, F. C. (2025). Reading recovery program: Experiences of Early Childhood Education (ECE) teachers. International Journal of Research and Innovation in Social Science, 9(3), 112–124.
Bernardino, S. G., Coronel, R. S. P., Cruz, L. M. A., Balbuena, D. S., Sanico, J. J. C., Domingo, E. G., Faustino, J. B., & Santos, J. M. (2025). Development of AlpaLit for improving language literacy skills of kindergarten pupils. International Journal of Research and Innovation in Social Science, 9(6), 399–412. https://doi.org/10.47772/IJRISS.2025.906000399
Cabillas, A. J. Q. B., Patigayon, M. S., & Baluyos, G. R. (2025). Enhancing reading fluency among Grade 1 learners through the use of “READ Tiles”: A memory-based learning approach. International Journal of Research and Scientific Innovation, 9(10), 4037–4049. https://doi.org/10.47772/IJRISS.2025.910000331
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
De Vera, C. M. C., & Casingal, C. P. (2025). Mobile application in developing reading skills among kindergarten learners. Southeast Asian Journal of Agriculture and Allied Sciences, 4(1), 12–25. https://doi.org/10.63943/sajaas.vol4iss1art24pp12-25
Dela Cruz, R. A. (2024). Developing kindergarten learners’ phonemic awareness through contextualized play-based activities [Unpublished manuscript]. ResearchGate. https://www.researchgate.net/publication/389883724
Department of Education. (2023). National reading program report. Republic of the Philippines Department of Education.
Dizon, R. (2019). Phonics instructional materials in Filipino: Input for managing instructions for improved reading competencies. Ascendens Asia Journal of Multidisciplinary Research Abstracts, 3(2M), 15–22. https://ojs.aaresearchindex.com/index.php/AAJMRA/article/view/8242
Ederio, E. E. (2023). Phonological awareness and reading competency of kindergarten pupils [Master’s thesis, Naga College Foundation]. NCF Library and Resource Center. https://lrc.ncf.edu.ph/phonological-awareness-and-reading-competency-of-kindergarten/
Esteban, M. (2026). Development, acceptability, and effectiveness of phonemic awareness learning resource for kindergarten learners. International Journal of Sustainability and Advanced Integrated Research, 2(1), 339–346. https://doi.org/10.65339/ijsair.v2i1.38
Fahkrunisa, L., & Rizki, R. A. (2022). The effectiveness of flashcard vocabulary in learning foreign language (English and Japanese) to enhance the speaking skill for beginner. Journal of Curriculum and Pedagogic Studies, 1(1), 42–51. https://doi.org/10.30631/jcps.v1i1.1377
Fitriana, R. O., Hadi, M. S., & Izzah, L. (2021). Improve students’ English vocabulary skills with flashcard media. Jurnal Ilmiah Pendidikan Profesi Guru, 4(3), 521–530. https://doi.org/10.23887/jippg.v4i3.39029
Guevara, C., Bonilla-Jurado, D., & Acosta-Vargas, P. (2025). Game-learning: A tangible RFID-based gamified system integrating pictophonics and reinforcement learning to accelerate early grapheme–phoneme acquisition. Frontiers in Education, 10, Article 1623948. https://doi.org/10.3389/feduc.2025.1623948
Gumidam, R. E. (2025). Enhancing reading literacy of kindergarten through interactive learning materials at San Vicente Elementary School. Asian Journal of Education and Social Studies, 51(6), 1051–1060. https://doi.org/10.9734/ajess/2025/v51i62056
Hasanuddin, M., & Prayoga, A. A. (2025). The effectiveness of using flashcards in improving early childhood reading skills. Jurnal Pendidikan Anak Usia Dini, 1(1), 7–13. https://doi.org/10.64803/jupaud.v1i1.68
Heidecker, K. (2021). Effects of play-based learning on phonemic awareness and phonics skills [Master's thesis, Minnesota State University Moorhead]. RED: A Repository of Digital Collections. https://red.mnstate.edu/thesis/481
Josol, L. R., Garson, J. N., Fernandez, E., & San Jose, A. (2025). Enhancing reading comprehension skills of learners through gamification in a learner-centered framework. Asian Journal of Language, Literature and Culture Studies, 8(1), 88–101.
Labanu, F., Erniwati, Anggreni, A., & Hasyim, Z. (2026). From playing to retention: Enhancing students’ vocabulary mastery through flashcard-based instruction. Journal of General Education and Humanities, 5(1), 379–388. https://doi.org/10.58421/gehu.v5i1.291
Lagdaan, R. M. B., & Sevilla, N. B. (2025). The effectiveness of reading comprehension strategies in enhancing literacy skills of students in the Philippines: A systematic review. RA Journal of Applied Research, 11(2), 115–128.
Le, H. H., & Luong, T. D. (2023). Using flashcard techniques to improve students’ vocabulary retention. Journal of Contemporary Educational Policies and Practices, 7(3), 313–325.
Ligpitan, N. M., Santos, P. R., & Mendoza, K. L. (2025). Improving learners’ reading comprehension skills through interactive strategies. Journal of Educational Innovation, 12(1), 45–59.
Madale, F. J., Alonto, H. M., & Ramos, C. T. (2025). The impact of instructional strategies on primary graders’ reading comprehension. Philippine Journal of Primary Education, 7(2), 80–92.
Mangrobang, S. N. T., Labrador, L. D. G., & Gime, A. V. (2025). Filipino sight words from grades one to three are a tool towards developing early reading literacy skills in the Philippines. International Journal of Research Studies in Education, 14(4), 129–136. https://doi.org/10.5861/ijrse.2025.25012
Marifuddin, P., Herlina, Bachtiar, M. Y., Musi, M. A., & Samputri, S. (2025). The development of flashcard media for improving early reading skills in kindergarten. TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini, 11(2), 202–216.
Philippine Institute for Development Studies. (2024, December 24). Early childhood care, dev't face challenges. https://www.pids.gov.ph
Reed, O. (2025, October 6). Pop off with CVC words [Presentation]. Prezi. https://prezi.com
Reyes, A. J. (2024). Gamification in Philippine classrooms: Effects on learner motivation and engagement. eJournals Philippines, 18(1), 102–118.
Saksittanupab, P. (2024). Enhancing vocabulary acquisition and retention: The role of spaced repetition in language learning. Journal of Modern Learning Development, 9(5), 205–215.
Santos, L. P. (2021). Use of visual aids in enhancing early literacy skills among primary learners. eJournals Philippines, 15(3), 44–58.
Sapequeña, A. E. (2020). Literacy intervention strategies for increasing kindergarteners’ letter sound fluency and word recognition: A proposed intervention. International Journal for Research in Educational Studies, 6(5), 1–30. https://doi.org/10.53555/es.v6i5.1309
Sari, I. P., Sormin, R. K., Purba, A., Rahayu, A. P., & Khairas, E. E. (2023). Effectiveness of flash card media to improve early childhood English letter and vocabulary recognition in reading. Journal of Education and Learning Research, 1(1), 1–7. https://doi.org/10.62208/jelr.1.1.p.1-7
Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Houghton Mifflin.
Solihah, E., Sari, N., Rini, R. Y., Nur, M., & Wibowo, T. P. (2025). Analysis of flashcard game activities on early reading abilities of children aged 4–5 years. JOYCED: Journal of Early Childhood Education, 5(2), 311–322. https://doi.org/10.14421/joyced.2025.52-12
University of Florida Literacy Institute. (n.d.). UFLI foundations toolbox. https://ufli.education.ufl.edu/foundations/toolbox/
Utama, W., Hamid, S., & Sodik, N. (2025). Teaching vocabulary through card games at kindergarten level. Journal of Education: Development and Review, 2(1), 45–51. https://pub.ruangrosadi.com/jurnal-ilmiah/index.php/jedar/article/view/80
Villanueva, B. O., & Bacani, M. R. B. (2024). Efficacy of the phonics song intervention approach on kindergarten reading proficiency in Sapangbato Elementary School school year 2023–2024. Global Scientific Journal, 12(8), 273–282. https://www.globalscientificjournal.com
Yohana, S., Tambusai, A., & Asnawi. (2024). The development of reading teaching material through phonics methods for kindergarten students. International Journal of Educational Research Excellence, 3(2), 1007–1012. https://doi.org/10.55299/ijere.v3i2.1001
Zarrati, Z., Zohrabi, M., Abedini, H., & Xodabande, I. (2024). Learning academic vocabulary with digital flashcards: Comparing the outcomes from computers and smartphones. Social Sciences & Humanities Open, 9, Article 100900. https://doi.org/10.1016/j.ssaho.2024.100900
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
