Advisers

Ryan Christopher M. Villalon, PhD

Discipline

Education

Abstract

This study investigated the use of Pict-Flash cards to support third-grade learners at Camarin D. Elementary School Unit II in learning the tenses of irregular English verbs. By combining words and images, the material was intended to make the simple, past, and past-participle forms easier to understand, remember, and apply. To determine the impact of Pict-flash cards, the researchers employed a quasi-experimental design using pretest and posttest methods. Eighty Grade 3 students participated in the study, which specifically examined the effects of Pict-flash intervention on learning irregular verbs in their simple, past, and past participle forms. Students first took a pretest to assess baseline knowledge, followed by exposure to Pict-flash activities. A posttest measured improvement, and a survey questionnaire gathered learners’ perceptions of the intervention. Data were analyzed using frequency, percentage distribution, weighted mean, and t-tests to assess both learning progress and the effectiveness of visual aids in classroom instruction. The findings revealed that Pict-flash cards significantly enhanced students’ mastery of irregular verbs. Pretest scores placed learners at the high emerging level (M = 2.41, SD = 1.35), showing only basic knowledge of verb forms, with notable weaknesses in past and past participle usage. After the intervention, results rose to the Transitioning level (M = 4.45, SD = 0.84), with substantial gains particularly in the previously weakest areas. Statistical analysis confirmed a significant difference between pretest and posttest results (p < 0.05). Despite these improvements, some students continued struggling with complex verb conjugations, especially in applying them within contextual sentences. This suggests the need for sustained practice and integration with communicative learning activities for long-term mastery. The findings support the structured use of Pict-Flash cards together with reinforcement activities and contextual practice. Teacher guidance is needed to connect the visuals with grammatical concepts, particularly for complex conjugations and sentence-level application. The observed pretest–posttest gains suggest that the material may support vocabulary and grammar learning among elementary learners, although sustained practice is needed to assess long-term mastery.

Keywords

vocabulary development, grade 3 learners, visual learning, pict-flash cards, irregular verb tenses, english grammar