Abstract

This study aimed to determine the effectiveness of “Do It Bingo” in teaching action words to Grade 2 pupils at San Bartolome Elementary School. Learning action words is vital for developing vocabulary, sentence construction, and communication skills. However, many pupils struggle with retention when taught through traditional methods like memorization and drills. To address this, the researchers introduced “Do It Bingo,” a game-based learning activity designed to make vocabulary learning more interactive, engaging, and meaningful. A quasi-experimental design was used to evaluate the effectiveness of “Do It Bingo.” Eighty Grade 2 pupils were randomly selected from a population of 400 using Slovin’s formula and simple random sampling. The participants were divided into an experimental group taught through the Do It Bingo game and a control group that received traditional instruction. Data were collected through a 10-item pretest and posttest and a four-part researcher-made survey questionnaire. The results were analyzed using descriptive statistics such as frequency, percentage, ranking, and weighted mean, while the Shapiro–Wilk and Wilcoxon Rank Tests determined significant differences in performance. Most Grade 2 participants were seven years old (77%) and female (56%). Students rated Do It Bingo highly for vocabulary (M = 3.78, SD = 0.46), grammar (M = 3.61, SD = 0.69), and reading comprehension (M = 3.61, SD = 0.68), with all ratings interpreted as “strongly agree.” On the pretest, 34% scored 9–10 and 26% scored 7–8, with a mean of 7.19 (“high proficiency”). After the intervention, 90% scored 9–10 and none scored below 7; the posttest mean was 9.56 (“very high proficiency”). The Wilcoxon signed-rank test indicated a significant difference (p < 0.05). The higher posttest scores and favorable student evaluations suggest that Do It Bingo supported action-word learning, participation, and motivation.