Media Exposure and Literacy: The Influence of Cocomelon on Early Phonics Acquisition Among Kindergarten Pupils

Abstract

This study investigated the influence of Cocomelon videos on early phonics acquisition among kindergarten pupils at Sto. Niño Early Childhood Education, Inc., Dapa, Surigao del Norte, focusing on letter sounds, letter names, and word recognition. Using a quantitative-descriptive design, 38 respondents, including teachers and parents, provided data via a researcher-made questionnaire. Analyses included frequency, weighted mean, and Pearson’s correlation to determine the level of media exposure and its relationship with early literacy skills. Results indicated that pupils were highly engaged with Cocomelon, with letter sounds showing the highest development, followed by letter names and word recognition. However, the correlation analysis revealed that the relationships between media exposure and letter sounds, letter names, and word recognition were weak and not statistically significant. This suggests that while Cocomelon videos may support early engagement and exposure to phonics concepts, these skills develop somewhat independently and still require guided instruction and reinforcement from adults to translate exposure into measurable literacy outcomes. The study concludes that Cocomelon serves as an effective supplementary tool for enhancing early phonics skills when combined with guided interaction from teachers and parents. It recommends incorporating educational media, such as phonics songs and interactive videos, into classroom and home activities to strengthen literacy foundations through active, engaging learning experiences.