The Impact of Educational Videos on Kindergarten Learner’s Literacy Performance

Abstract

This study investigated the impact of educational video integration on the literacy performance of kindergarten learners. A descriptive–correlational research design was employed to determine the extent of educational video integration in literacy instruction, the level of literacy development of learners, the challenges encountered by teachers, and the relationship between video integration and literacy outcomes. The respondents were kindergarten teachers from Ibo Elementary School, Lapu-Lapu City, Cebu, during the School Year 2025–2026. A total enumeration method using quota sampling was utilized. Data were gathered through a researcher-adapted questionnaire based on Creswell and Creswell (2018). Statistical treatment included descriptive statistics (frequency, percentage, weighted mean, and standard deviation) and Pearson’s product–moment correlation for inferential analysis. Findings revealed that the respondents were adequately qualified and experienced, demonstrated a high level of educational video integration, and employed visual and technology-assisted teaching strategies. Kindergarten learners exhibited a high level of literacy development in letter recognition, vocabulary acquisition, listening comprehension, and alignment with curriculum standards. Teachers encountered challenges related to technological resources, internet connectivity, time constraints, and professional training. A strong positive and statistically significant relationship was found between educational video integration and literacy development. The study concluded that educational videos significantly enhance the literacy performance of kindergarten learners. It is therefore recommended that schools implement a phased multimedia-based literacy action plan, strengthen teacher training, improve technological support, and encourage parental involvement to further enhance early literacy instruction.