Advisers

Ryan Christopher M. Villalon, PhD

Discipline

Education

Abstract

This study evaluated the Word Hunt Slider for developing the English vocabulary of Grade 2 pupils at Tandang Sora Elementary School. Because vocabulary is foundational to reading and writing, the study examined whether this interactive, game-based tool could support word recognition, retention, and participation in language learning. Fifty pupils were purposively selected from a population of 499 Grade 2 pupils. The quantitative study used a pretest and posttest to measure changes in vocabulary skills. Data were analyzed using frequency, percentage, weighted mean, ranking, and Likert-scale summaries. The Shapiro–Wilk test assessed normality, and the Wilcoxon signed-rank test examined differences between pretest and posttest scores. Most participants were 6–7 years old, the numbers of boys and girls were nearly equal, and Filipino (Tagalog) was the primary language spoken at home. Vocabulary performance increased from the “high emerging” level on the pretest (mean = 5.28) to the “transitioning” level on the posttest (mean = 11.66). The Wilcoxon signed-rank test indicated a significant difference (Z = 7.432, p < 0.00001). Learners also rated the Word Hunt Slider favorably in motivation (1.89), engagement (1.90), reinforcement (1.94), and peer modeling (1.91). The findings suggest that the Word Hunt Slider supported vocabulary development by combining interactive play with structured practice. Teachers may be trained to incorporate the tool into reading and writing lessons, and schools may consider it as a supplementary classroom strategy. Further research should examine its use across grade levels, settings, and digital platforms and evaluate whether vocabulary gains are sustained over time.

Keywords

game-based learning, vocabulary development, grade 2 pupils, word hunt slider, english language learning, interactive teaching strategies, literacy improvement