Advisers

Abraham P. Muyrong II, PhD

Discipline

Education

Abstract

This study aimed to assess the effectiveness of Digital Audio Flashcards in vocabulary acquisition among Grade 7 students at Sta. Lucia High School. Vocabulary acquisition is a fundamental aspect of language development that influences students' reading comprehension, communication, and overall academic achievement. Middle school students are experiencing a transitional period in language tasks whereby they are moving from basic to more complex tasks, especially the Grade 7 level. During this pivotal period, developing their vocabulary is crucial to support their academic progress. To address this need, new methods such as Digital Audio Flashcards are being explored as ways to include tech in language teaching. The study used a true experimental design involving 84 students selected through cluster sampling. Data were collected using pretest and posttest questionnaires and a survey questionnaire and were analyzed using weighted mean and a t-test. Most respondents were 12 years old or younger, with a nearly equal distribution of males and females. Digital Audio Flashcards received composite means of 3.94 for vocabulary comprehension, 3.94 for pronunciation accuracy, and 3.95 for contextual usage, all interpreted as “Strongly Agree.” The t-test yielded t = -8.15 and p < 0.00001, indicating a statistically significant pretest–posttest difference. The researchers recommend integrating Digital Audio Flashcards into secondary-level vocabulary instruction to support auditory and visual learning preferences. Teachers should facilitate their continued use, and school administrators are encouraged to allocate resources for digital vocabulary-learning materials suitable for 21st-century learners.

Keywords

learning outcomes, vocabulary acquisition, digital learning, digital audio flashcards, auditory-visual learning