Rhythms and Rhymes: Enhancing Phonological Awareness in Grade 1 Learners

Early literacy pedagogy serves as foundational bedrock for lifelong learning and academic success. This study evaluated the phonological awareness performance and qualitative experiences of Grade 1 learners (N = 8) participating in the Rhythms and Rhymes intervention at Jaro II Elementary School. Utilizing an explanatory sequential mixed-methods design operationalized through a Plan-Do-Study-Act (PDSA) action research framework, the study collected quantitative data via parallel pre- and post-intervention assessment booklets, followed by qualitative data through semi-structured learner interviews. Quantitative results revealed a statistically significant increase in phonological awareness scores from the pre-test (M = 10.67, SD = 3.01, "Developing" tier) to the post-test (M = 19.00, SD = 1.54, "Strong" tier), representing a mean gain of +8.33 points, t(7) = -9.07, p < .001. Qualitative thematic analysis yielded four core themes: (1) Phonological Awareness Level, (2) Engagement and Motivation, (3) The Use of Children's Songs and Nursery Rhymes, and (4) Instructional Strategy. Learner reflections indicated that structured song- and rhyme-based activities were perceived positively, fostering active engagement and providing multimodal scaffolds for sound manipulation, though initial student shyness during singing tasks highlighted the importance of cultivating low-anxiety learning environments. Overall, findings suggest that song-integrated routines can serve as a valuable supplementary approach for primary literacy instruction. Given the small purposive sample and single-group pre-experimental design, results are interpreted as associative rather than definitive causal evidence. Further studies involving larger samples, comparison groups, and longer intervention periods are recommended to strengthen the empirical evidence for this pedagogical approach.