Scrabble-Based Classroom Intervention to Enhance Vocabulary and Spelling Mastery among Grade IV Pupils
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Abstract
Background and Aim: Mastery of vocabulary and spelling is crucial for language competency, as it affects students' reading comprehension, writing capabilities, and general communication abilities. Nevertheless, numerous elementary students encounter difficulties in retaining and accurately employing new vocabulary due to insufficient practice and the persistent reliance on conventional teacher-centered methodologies. Game-based learning is acknowledged as an excellent approach for enhancing motivation, interaction, and active engagement. This study sought to assess the efficacy of a Scrabble-based classroom intervention in improving vocabulary and spelling proficiency among Grade IV students.
Materials and Methods: This research utilized a one-group pretest–posttest quasi-experimental design with twenty (20) Grade IV students from a private elementary institution in Northern Mindanao during the 2018–2019 academic year. The participants were chosen using complete enumeration. Data were collected via a validated vocabulary assessment encompassing synonyms, antonyms, and homonyms, accompanied by a standardized rubric for evaluating spelling proficiency. Pretest and pre-performance evaluations were undertaken before the intervention, whilst posttest and post-performance evaluations were executed following the organized Scrabble sessions. Descriptive statistics and paired-sample t-tests were employed to examine the data and ascertain whether significant differences existed between the students' scores prior to and following the intervention at the 0.05 level of significance.
Results: The results indicated a notable enhancement in the students' vocabulary and spelling abilities following the intervention. The average vocabulary score rose from 23.30 (SD = 5.29) in the pretest to 28.40 (SD = 6.44) in the posttest. The average spelling score rose from 9.20 (SD = 2.78) before the intervention to 13.60 (SD = 2.93) after the intervention. The paired-sample t-test indicated that the differences between the pretest and posttest scores were statistically significant (p < 0.001).
Conclusion: The results indicate that Scrabble is an effective classroom intervention for improving vocabulary and spelling skills among Grade IV pupils. The use of structured game-based learning activities in English instruction may enhance student engagement and foster language competency in elementary schools.
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