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Abstract
Teaching kindergarten learners required a lot of effort and strategies to ensure that they were able to gauge the lessons being imparted, especially literacy skills that they could utilize in dealing with life. Incorporating the SPARKS innovation was believed to have a positive impact on learners’ learning. In this study, eight (8) kindergarten teachers and ninety-six (96) kindergarten learners served as respondents. The teachers completed a questionnaire that provided information about the respondents’ demographic profile, their perceptions of the importance of external factors on the literacy skills of kindergarten learners, and their preferred digital resources for conducting classes. Meanwhile, the learners answered a pre-test and then underwent a series of sessions that integrated the SPARKS intervention. Afterwards, they completed a post-test to assess the effectiveness of the intervention in teaching using digital resources. Data gathered indicated that the teacher respondents who utilized digital resources gained a better understanding and learning on the part of the learners. Additionally, the results showed that the integration of SPARKS and digital resources helped increase the learning ability of the learners since they were more involved and exposed to the learning process. Based on the findings of the study, it was believed that the inclusion of the SPARKS intervention in the classes of kindergarten learners contributed to the enhancement and development of literacy skills. Moreover, it was concluded that the external factors mentioned served as very important influences that greatly impacted the literacy skills of learners. It was recommended that school administration utilize the SPARKS intervention in other grade levels to employ the technique in classes and to assess whether the intervention was also effective, as well as to present the intervention to other schools for utilization.
