Abstract

This study examined Figure Hunt, a music-integrated strategy for identifying figures of speech, among Grade 5 learners at San Agustin Elementary School. It addressed difficulty recognizing and interpreting simile, metaphor, personification, hyperbole, and onomatopoeia. PBEd (2023) reported that only 20% of Filipino students mastered basic reading comprehension, underscoring the need for engaging instructional approaches. The study also considered pronunciation, shyness, rhythm, and vocabulary challenges. The study used a quasi-experimental pretest–posttest design involving 240 Grade 5 learners selected through Slovin’s formula from a population of 2,430 pupils. Learners were divided equally into experimental and control groups. Researcher-made tests and validated questionnaires assessed performance and perceptions of engagement, clarity, relevance, accessibility, and pronunciation. Data were analyzed using frequency, percentage, ranking, weighted mean, Likert-scale interpretations, and the Wilcoxon signed-rank test. On the pretest, 37% scored 8–12 and 4% scored 17–20. On the posttest, 31% scored 8–12, 25% scored 13–16, and 23% scored 17–20. The Wilcoxon test yielded Z = -13.408 and p = 0.000, indicating a significant improvement. Figure Hunt received means of 3.48 for clarity, 3.51 for engagement, 3.44 for relevance, 3.37 for accessibility, and 3.22 for pronunciation. Reported challenges included advanced vocabulary (33%), pronunciation difficulties (35%), and reliance on melody rather than text (47%). The findings indicate that integrating music through Figure Hunt supported learners’ comprehension, participation, and enjoyment while identifying figures of speech. The strategy was rated highly for clarity, engagement, and relevance and moderately for pronunciation. The reported vocabulary and pronunciation challenges should be addressed before wider classroom implementation.