Level of Vocabulary Skills of Grade 3 Pupils in the Division of Quezon: Basis for a Proposed Localized Instructional Materials

Abstract

Vocabulary is a subset of language that every person commonly uses in communication. A persons’ vocabulary is vital to the success of their reading intent. Vocabulary skills are essential to all children seeking to understand their reading materials and succeed in any academic area.

This study aims to measure the vocabulary skills of third-grade pupils in the Department of Education (DepEd) in Quezon to provide a basis for proposed localized teaching materials. The researcher assessed Grade 3 pupils’ level of vocabulary skills in terms of acquisition, context clues, and word parts based on the respondents' perception, their teachers. The research employed a quantitative survey research design using self-made validated questionnaires with a 5-point scale and purposive sampling technique among 170 teacher-respondents who were 25-29 years old, female, married, and 13 years and above in teaching. Their responses were analyzed using percentages and weighted average means. The findings revealed that the pupils' level of vocabulary in terms of acquisition, context clues, and words parts are all acquired. The common strategies that teachers used were visual materials and general vocabulary references. The challenges they primarily encountered in teaching vocabulary were the lack of emphasis on vocabulary development in other subjects, becoming overly dependent on teachers, and inability to comprehend vocabulary words independently. The respondents deemed the developed localized instructional materials as highly acceptable in terms of content and materials. The study, therefore, recommends intensifying the development, contextualization, and the use of localized instructional materials in enhancing learners’ vocabulary skills.