Abstract

The Frayer Model is a graphic organizer that uses definitions, characteristics, examples, and nonexamples to promote active engagement and critical thinking in vocabulary learning. The reviewed literature described its use in blended learning, visual representation, and collaborative activities, alongside other interactive strategies such as morphological-awareness training and gamified tools. This study applied the Frayer Model to vocabulary-retention challenges among students at Santa Lucia High School. The quasi-experimental study involved Grade 10 students and used a nonequivalent control-group design. A Frayer Model group was compared with a traditional-instruction group. Participants were selected through purposive sampling and completed a teacher-made Vocabulary Acquisition Test as a pretest and posttest. Means and standard deviations described performance, a paired-samples t-test examined within-group differences, and an independent-samples t-test compared posttest scores between groups at α = 0.05. The study involved 60 Grade 10 students aged 15–20 years. The experimental group achieved a posttest mean of M = 23.63, interpreted as “Above Average,” compared with M = 13.67, interpreted as “Average,” in the control group. Students strongly agreed that the Frayer Model enhanced morphological and phonological awareness and had a positive motivational effect. Reported challenges included difficulty creating meaningful examples and transferring vocabulary to oral and written use. The study was conducted at Santa Lucia High School to examine the Frayer Model among sixty (60) Grade 10 students. Participants were selected through purposive and convenience sampling for a quasi-experimental comparison with traditional instruction. The original Discussion section repeated methodological details rather than interpreting the reported findings; author revision is needed to provide a clear conclusion and implications.