Developing Alphabet Knowledge among Ayta Kindergarten Learners Using Alpha-Tap It Cards

The study utilized a quasi-experimental design to evaluate the effectiveness of the Alpha-Tap It Cards in improving alphabet knowledge among Ayta kindergarten learners at Bueno Integrated School in Tarlac Province, Philippines. Twenty-five Ayta learners aged 5–6 years participated in the intervention, which involved pretests and posttests on letter recognition, sound identification, and writing skills, analyzed as Consistent, Developing, and Beginning levels. The Alpha-Tap It Cards, adapted from the Alpabasa program, integrated visual, auditory, and kinesthetic elements to enhance learning in a culturally relevant manner. Based on the gathered data, it was concluded that the alphabet knowledge of the learners before the use of Alpha-Tap It Cards was at the beginning level in letter naming, developing in letter sound, and beginning in letter writing. After the use of Alpha-Tap It Cards, the learners progressed to developing level in letter naming, letter sound, and letter writing. The results revealed a significant difference in the learners' alphabet knowledge before and after the implementation of Alpha-Tap It Cards. Consequently, an action plan was proposed to further enhance literacy development among Ayta kindergarten learners. To address learners at the Beginning level, Alpha-Tap It Cards should focus on one letter at a time using multisensory activities, including visual cues, auditory repetition, and tactile tracing. A structured progression for achieving the Consistent level should integrate these activities with gradual advancement to simple word formation. Regular use of the cards in interactive games and classroom activities is recommended to foster confidence, engagement, and fluency.