Early literacy remains one of the most important priorities in primary education. Reading proficiency begins with phonics—the ability to connect letters with their corresponding sounds. However, teaching phonics can become repetitive, making it difficult to maintain young learners' attention and motivation.
Educators around the world have increasingly integrated songs, nursery rhymes, and rhythmic activities into literacy instruction. Music naturally combines repetition, rhythm, and memorable patterns, making it easier for children to recognize sounds and retain new vocabulary. Previous international and Philippine studies have already suggested that music can improve phonological awareness and reading readiness, but how teachers themselves perceive these strategies has received less attention. The new study helps fill that gap by examining teachers' classroom experiences and professional perspectives.
Teachers from Two Philippine Schools Shared Their Classroom Experience
The researchers employed a descriptive-correlational research design involving seven Grade 1 teachers from San Lorenzo Ruiz Elementary School and Arinda Elementary School in Taytay, Rizal, Philippines.
Participants completed a researcher-developed survey that gathered demographic information and measured their perceptions of using songs and rhymes during phonics lessons. The responses were analyzed using descriptive statistics and correlation analyses to determine whether teachers' personal and professional characteristics influenced their perceptions of music-based instruction.
Teachers Strongly Support Music-Based Phonics Instruction
The study produced a clear result: teachers expressed a highly positive perception of integrating songs and rhymes into phonics teaching.
The overall weighted mean reached 4.27 out of 5, corresponding to "Strongly Agree." According to the findings, teachers consistently viewed music as an effective instructional tool for early reading development.
Among the highest-rated findings were:
- Rhymes improve pupils' pronunciation skills (4.97).
- Songs and rhymes strengthen phonemic awareness (4.86).
- Teachers believe songs are effective phonics teaching tools (4.80).
- Schools provide sufficient resources for music-based phonics lessons (4.72).
- Songs reduce disruptive classroom behavior (4.68).
- Music motivates pupils to practice phonics at home (4.57).
- Teachers intend to continue using songs and rhymes in future phonics lessons (4.44).
Teachers also reported that songs helped children remember letter sounds more easily, increased classroom participation, improved decoding of simple words, and made lessons more enjoyable.
However, not every literacy skill improved equally. The lowest rating concerned reading fluency, suggesting that while songs effectively build foundational phonics skills, additional instructional methods may still be necessary to develop fluent reading.
Teacher Characteristics Influence Classroom Perspectives
Beyond evaluating music-based instruction itself, the study also examined whether teachers' backgrounds influenced their perceptions.
Statistical analyses revealed significant relationships between teachers' perceptions and several demographic factors, including:
- Sex
- Age
- Years of teaching experience
- Highest educational attainment
The findings suggest that professional background shapes how teachers adopt creative instructional approaches. Less experienced teachers generally expressed stronger agreement regarding the effectiveness of songs and rhymes, possibly reflecting greater exposure to contemporary teaching practices during recent teacher education. At the same time, experienced educators also recognized the value of music when supported by appropriate training and classroom resources.
Implications for Schools, Families, and Education Policy
The research highlights several practical implications for improving early literacy education.
For teachers, integrating age-appropriate songs and rhymes into daily phonics instruction may increase student engagement while reinforcing letter-sound relationships. Because children naturally respond to rhythm and repetition, music can transform routine reading exercises into enjoyable learning experiences.
For schools, the findings support investment in professional development focused on music-based literacy instruction. Providing teachers with training, instructional materials, and collaborative planning opportunities may strengthen implementation across classrooms.
Parents also have an important role. Singing phonics songs, reading rhyming stories, and creating literacy-rich home environments can reinforce classroom learning and encourage children to practice reading beyond school hours.
The researchers further recommend conducting future studies with larger samples and additional school settings to measure the direct impact of songs and rhymes on students' reading performance and literacy achievement.
Authors Emphasize Music as a Valuable Literacy Tool
The researchers conclude that songs and rhymes represent valuable instructional resources for Grade 1 phonics education because they increase learner engagement while supporting foundational reading skills. According to Winelyn B. Demonteverde and Celso C. Dumalig of Northeastern College, Inc., teachers generally demonstrated strong confidence in using music-based strategies, and their positive perceptions suggest that integrating songs into phonics instruction can contribute meaningfully to early literacy development when implemented alongside effective teaching practices.
As education systems continue searching for evidence-based approaches to strengthen foundational reading, this research reinforces a simple but powerful message: music is not merely an enjoyable classroom activity—it can become an effective instructional strategy that helps young children build the essential skills needed for lifelong literacy.
Author Profile
Winelyn B. Demonteverde is a researcher affiliated with the Graduate School, Northeastern College, Inc., Santiago City, Philippines. Her research focuses on elementary education, literacy instruction, and innovative teaching strategies for young learners.
Celso C. Dumalig serves as the corresponding author and is affiliated with Northeastern College, Inc., Santiago City, Philippines. His academic work focuses on basic education, phonics instruction, literacy development, and teacher education.
Source
Article Title: Teachers' Perceptions on the Use of Songs and Rhymes in Teaching Phonics to Grade 1 Pupils
Authors: Winelyn B. Demonteverde & Celso C. Dumalig
Journal: Formosa Journal of Multidisciplinary Research (FJMR)
Publication Year: 2026
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