Advisers

Abraham P. Muyrong II, PhD

Discipline

Education

Abstract

This study explored the effectiveness of animated poetry in improving the vocabulary skills of Grade 3 learners at Melencio M. Castelo Elementary School. Many students at this level struggle to build a strong vocabulary, which affects their reading comprehension and communication skills. Traditional vocabulary instruction often relies on memorization and repetition, which can be less engaging for young learners. This research aimed to find out whether combining poetry with animation could make vocabulary learning more interesting and effective. The study used a quasi-experimental design involving two groups of Grade 3 students. One group received traditional vocabulary instruction, while the other was exposed to animated poetry. Both groups completed a pretest before the intervention and a posttest afterward. The analysis focused on comparing the pretest and posttest performance of the group that used animated poetry. The study shows that animated poetry can be an effective and enjoyable approach to vocabulary instruction for young learners and may support academic development, interest, and motivation. The study recommends considering animated poetry as a supplementary tool in the elementary English curriculum. It also recommends further research on long-term effects and application in other subjects or grade levels.

Keywords

vocabulary skills, animated poetry, grade 3 learners, multimedia instruction, vocabulary learning