Games in Intermediate Graders' Vocabulary Mastery

Abstract

INTRODUCTION

The study delved on games in intermediate graders' vocabulary mastery. Subjects of the study include the grade V and VI pupils of Kinabigtasan Elementary School. The study employed experimentation and was conducted at Kinabigtasan Elementary School during the S.Y. 2013-2014.

METHODS

All grade five and six pupils of Kinabigtasan Elementary School were taken as subjects of the study. Universal sampling was employed in the selection of the respondents. For the traditional method, there were 24 pupils utilized. For the experimental method, 26 pupils were included. The study used games as the vehicle to establish the data on the query of the study. The following games were used for the experimental mode of teaching vocabulary master. A paper-pen test. The results of the scores were statistically computed in its difference. There was no significant difference in its mean scores. Since the mean scores did not have significant difference so it adjudged valid. After the experimentation was conducted, results were gathered, tabulated and subjected to statistical analysis.

RESULTS

Findings of the study revealed that the pretest-posttest mean scores of those who were given the traditional vocabulary mode of teaching is 25% in pre-test and 31% in the post-test. Those who were given the vocabulary game mode of teaching got 29% in the pretest and 57% in the posttest. The level of the vocabulary performance of those under traditional mode of teaching vocabulary is "emerging" while those under the vocabulary games mode of teaching are in "developing". There is a very high significance in the difference of the pre-post test scores of those who were under the vocabulary games mode of teaching. Those who were given the traditional mode of teaching showed that there is no remarkable difference from pretest to posttest. Game designs used in the experimentation are proposed to be used in vocabulary teaching.

DISCUSSIONS

The study offers the following recommendations based on the significant findings and conclusions. A change from traditional mode of teaching vocabulary may be explored in order to determine whether the learners improve or not. There is a need to update teachers' mode of teaching vocabulary if level of learners' vocabulary performance is to be increased. Motivating learners in vocabulary games may be done if teachers are to make a difference in enhancing learners' vocabulary performance. Proven and tested vocabulary games such as those used in this study are recommended for use.