https://hdl.handle.net/20.500.12852/3806 2026-11-14T05:39:29Z https://hdl.handle.net/20.500.12852/3957 Creating an online world game video to enhance Grade 7 students' English vocabulary knowledge Balanueco, Erica D.; Cabial, April Rose S.; De La Cruz, Elma Joy J.; Geroy, Maria Isabel A.; Pangue, Irish Mae D. This study, which aimed to create a word game video to enhance grade 7 students' English vocabulary knowledge. The researchers used a developmental research design. This study's participants were five grade 7 English teachers who were conveniently chosen. The researchers conducted interviews with experts to gain insight. As a research tool, an interview, a questionnaire, and a survey test were used to gather information. The gathered data were analyzed by clustering the themes using the Braun and Clarke Thematic Analysis. The researchers developed the following themes; word game video catches students’ attention, word game video improves vocabulary knowledge, word game video motivates learning, word game video improves instruction through clarity of action, and to enhance vocabulary, teach conversational terms. The result showed that students must learn new conversational English words in order to improve their vocabulary knowledge. Teachers' acceptability of word game video, on the other hand, was very highly acceptable in terms of content, learning activities, technical support, and evaluation of the word game video. Furthermore, educational games can help boost students to become more interested in learning new English vocabulary. Abstract only 2022-06-01T00:00:00Z https://hdl.handle.net/20.500.12852/3925 The use of translanguaging in improving 11th grade senior high school students’ engagement in class discussion Agutaya, Generev P.; Alibocboc, Joshua A.; Silverio, Evichka Joize T.; Padilla, Aira S. Language is more than a tool for communication; it is also a bridge to identity, culture, and learning. In multilingual classrooms, relying solely on English often restricts students’ voices and limits their participation. This study explored translanguaging, or the purposeful use of students’ home languages alongside English, as a strategy to enhance engagement in a Grade 11 21st Century Literature class at a private university in Iloilo City. Anchored on Vygotsky’s Sociocultural Theory and Schlechty’s Student Engagement Continuum, the research employed a quantitative one-group pre–post observation design with thirty purposively selected students. Data were gathered through classroom observations using a validated checklist that measured levels of effort, initiative, attentiveness, and disruptive behavior. The pre-observation phase was conducted under English-only instruction, while the post-observation allowed translanguaging practices. Data were systematically tallied and analyzed using descriptive statistics (mean and standard deviation) and the Wilcoxon Signed-Rank Test to compare engagement levels before and after the intervention. Findings revealed a significant improvement in student engagement after translanguaging was introduced. While students initially showed strategic compliance, post-observation results demonstrated a clear shift toward authentic engagement, with most participants actively contributing ideas, demonstrating attentiveness, and engaging more confidently in discussions. The absence of negative ranks in the statistical analysis confirmed that no decline in engagement occurred. This study affirms translanguaging as more than a language practice; it is a culturally responsive pedagogy that validates learners’ identities, reduces barriers, and nurtures inclusive participation. For educators, it offers a pathway to bridge academic content with lived experiences, while for policymakers, it highlights the value of embracing multilingualism in fostering equity, comprehension, and authentic learning. Abstract only 2026-03-01T00:00:00Z https://hdl.handle.net/20.500.12852/3890 Listening comprehension skills of intermediate learners in a public elementary school Eusebio, Jermelyn C.; Gange, Glorie Anne T.; IIi, James Martin C.; Saracanlao, Francis Ylej N. This study aimed to evaluate the listening comprehension skills of Grade 6 learners in a public school, specifically their ability to analyze literary and sound devices and assess the speaker’s tone, mood, and purpose, in alignment with the DEPED MELCs. Using descriptive methodology, the researchers employed a 40-item listening test verified by three experts to gauge students’ comprehension skills. The study’s respondents comprised 30 Grade 6 elementary students from a public school in Capiz, enrolled during the SY 2023-2024 which were selected through purposive sampling. The test was conducted in April 2024 under the class adviser’s supervision. Data were analyzed using measures of central tendency, with mode results converted into percentages. The results showed that 67 percent of learners scored poorly in analyzing sound and literary devices, with 27 percent performing below average, and only 6 percent achieving an average score. When evaluating the speaker’s tone, mood, and purpose, 80 percent of the students scored poorly, while 20 percent scored below average, with none meeting the passing criteria. These outcomes highlight a widespread lack of mastery in the listening comprehension skills outlined by DEPED MELCs among the learners. The findings point to an urgent need for remedial activities and tailored materials to support students’ comprehension development and emphasize the significance of targeted interventions to enhance students' understanding, which is essential for their overall academic success, growth, and eligibility to rank up to high school education. Abstract only 2024-09-01T00:00:00Z https://hdl.handle.net/20.500.12852/3889 The use of pictologics as a sentence enhancer in the writing skill competencies Calinog, Leyzelle Ann M.; Fabricante, Jassy Mae C.; Geollegue, Sorielle Kate G.; Norico, Jeldame Mae D. The purpose of this study was to investigate the use of Pictologics as a sentence enhancer to enhance students' writing skill competencies. The study utilized a quantitative methodology, employing a pre-experimental approach where one group was tested before and after the Pictologics intervention to evaluate enhancements in students' writing skill competencies. The respondents included 33 grade 7 students from a private institution in Iloilo City during the academic year 2023-2024, selected through purposive sampling. The data collection instruments comprised three action pictures using the 5 Ws and H framework (who, what, where, when, why, and how), a rubric for scoring students' sentence writing, and activity sheets for pretest and posttest. During March 2024, a pretest was conducted using traditional lecture-discussion methods. After a one-week break, Pictologics was introduced, followed by a posttest incorporating Pictologics and the 5 Ws and H framework. The data were analyzed using the Wilcoxon test and Statistical Package Social Sciences (SPSS), with a one-tailed test applied and a significance level set at p = .025. Before the Pictologics intervention, in pretest most students achieved a "standard" level, with a mean score of 21.20, indicating basic sentence construction abilities with room for improvement. In the posttest, the majority of students reached an "outstanding" level, with a mean score of 28.39, showing enhanced sentence length and complexity with a significant value of p= .000. Therefore, the results suggest that the use of Pictologics significantly enhanced the students' understanding and execution of sentence construction, thus positively impacting their writing competencies. Abstract only 2024-05-01T00:00:00Z