Modern pedagogical approach in teaching phonology (Makabagong Pagdulog sa Pagtuturo ng Palatunugan)

This study investigates the effectiveness of modern pedagogical approaches, particularly gamification and digital tools, in teaching phonology within the Filipino subject at Villahermosa National High School. Traditional methods of instruction often render Filipino classes repetitive and disengaging, leading to diminished student motivation and learning outcomes. Recognizing this challenge, the research explores how innovative strategies such as Duolingo, a gamified language-learning platform can enhance students’ phonological competence. Anchored in theories of constructivism, behaviorism, and social interactionism, the study emphasizes the role of technology in fostering active, collaborative, and meaningful learning experiences. Using a quasi-experimental design, the research employed pre-tests and post-tests, surveys, and criterion-referenced assessments to measure changes in students’ knowledge and skills. Twenty Grade 7 students under the ARAL Program participated, with purposive sampling ensuring relevance to the study’s objectives. Findings are expected to demonstrate that gamification increases engagement, collaboration, and retention of phonological concepts compared to traditional methods. The study also highlights the alignment of innovative teaching strategies with the K–12 Curriculum and Republic Act No. 10533, which mandate the integration of 21^st century skills and modern pedagogical practices. Ultimately, this research contributes to the growing discourse on technology-enhanced language learning, offering practical insights for educators seeking to balance cultural identity, communicative competence, and technological adaptation in Filipino education. By situating phonology instruction within interactive and gamified contexts, the study underscores the potential of digital tools to transform abstract linguistic concepts into accessible, engaging, and effective learning experiences.