VOCABULARY DEVELOPMENT AND COMPREHENSION

SKILLS THROUGH WORD GAMES AMONG

GRADE 4 LEARNERS

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 17
Issue 2
Pages: 180-189
Document ID: 2024PEMJ1554
DOI: 10.5281/zenodo.10667348
Manuscript Accepted: 01-25-2024
 Psych Educ, 2024, 17(2): 180-189, Document ID:2024PEMJ1554, doi:10.5281/zenodo.10667348, ISSN 2822-4353
Research Article

Vocabulary Development and Comprehension Skills Through Word Games

Among Grade 4 Learners
Kristine E. Macabenta,* Teresita B. Sambo
For affiliations and correspondence, see the last page.
Abstract
This study aimed to improve the language and comprehension abilities of Grade IV students at Iligan City Central School in
the academic year 2022-2023. Using vocabulary skills tests in the Comparative and Word Game Groups, the study
determined how this method aided pretest-posttest performances. The substantial difference between the pretest and post-
test performances of the participants in the Comparative and Word Game Groups. After the pretest, the comparison group
received conventional instruction. For the word game group's intervention, the researcher created a vocabulary word game.
Like a board game of snakes and ladders, the students played the word game. Then, after they played the game, they had to
consolidate the words that they had learned and reported them to the class. After all the interventions in both the comparative
group and word game group, the post-test was given. The pretest and post-test were composed of context clues with definition
and exemplification questions. Learners had to look for the answer in the given choices. An adopted questionnaire was used
in conjunction with the quasi-experimental study approach to collect data. To determine whether there was a significant
difference in the participants' reading abilities on the pretest and on the posttest for the two groups, frequency and percentage,
independent t-test, and paired t-test were used. The results of the study showed that word games helped learners become
better at understanding language. Important results were drawn, including the fact that word games changed the learning
environment and inspired the students to improve their vocabulary and comprehension abilities.
Keywords: vocabulary, comprehension, word games, comparative group, traditional lesson

Introduction
The development of vocabulary skills is essential in the learner’s language development. Vocabulary development is a challenge for
most learners, especially during the pandemic in which face-to-face was not allowed. The absence of teachers and learners’ interaction
worsened this situation. For the last two years, the learning modalities of the learners were through online classes and modular learning,
in which learners answered their modules at home.
In connection with DepEd Order No. 173, s.2019, Hamon Bawat Bata Bumabasa or the 3Bs Initiatives were intensifying their advocacy
for reading and by pledging commitment to make every learner a reader at his/her grade level. The Department of Education (DepEd)
was consistently carrying out its responsibility to create productive and responsible individuals equipped with fundamental
competencies and abilities for lifelong learning. This is in support of the implementation of the K–12 Basic Education Program. Schools
all throughout the nation are entrusted with assisting students in developing their reading abilities in order to make every learner a
proficient reader.
Hence, learners had difficulty in learning and struggled in all learning areas, especially in learning vocabulary and reading
comprehension. Most problems of grade 4 pupils were in reading skills and comprehension. The results of PHIL-IRI (Philippine
Informal Reading Inventory) for grade 4 learners as of this S.Y. 2022-2023, showed that there were 49 % of learners in a frustration
level and an instructional level of 29%. There were only 13% independent level learners out of the 752 total population of grade 4
learners. This showed that a huge percentage of grade 4 learners were at the frustrated level. Reading was most likely being neglected
by the new generation they call “Gen Z” who were born in this high-technology era. Most kids were engrossed in social media like
Facebook, YouTube, TikTok, and other different apps online and because of these, reading books were set aside.
Therefore, learners with poor vocabulary development performed poorly in most learning areas because of the lack of understanding
and comprehension skills in their lessons. It showed in their quarterly exams that learners struggled to read and understand the
questions. They were poor in vocabulary skills which may hinder them from analyzing and understanding the question. These could
lead them to the correct answer. In this situation, teachers were forced to read the questions to the learners for them to understand the
question clearly. In this case, it is not the best practice to which learners appreciate the result of their learning.
According to Murcia, (2020), vocabulary learning is core to language acquisition whether the language was native or foreign. However,
Parmawati, (2020) expressed that language comprehension and production were hindered because of a lack of vocabulary. To improve
learners’ interest and motivation in vocabulary, the teacher needed to create a teaching strategy and method. Teachers tried to find
strategies and techniques to cope with these problems and improve the reading skills and comprehension of the learners. Among the
strategies used was using word game technique in teaching vocabulary.
The objective of this study was to determine the contribution of word games in teaching vocabulary to grade 4 learners in this S.Y.
2022-2023. As an English teacher in grade 4, the researcher finds ways to make teaching and learning effective for learners. One of
the strategies was using word games that motivated the learners’ interest and enhanced their vocabulary skills. Through vocabulary

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Research Article

development, learners also developed their comprehension skills as they also improved their reading skills. Furthermore, Riahipou et
al. (2018) found that typical exercises including fill-in-the-blanks exercises and memorizing of lengthy vocabulary lists were dull for
students. Donmus (2018), however, asserted that games can enhance people's physical and cerebral capabilities, maintain participants'
attention continuously, and engage them in a race with one another and with other players to complete particular tasks.
As an educator, teaching vocabulary through games had become a customary way to encourage learners’ vocabulary mastery. It
cultivated their interest and they felt enthusiastic when teachers used various games in the classroom. After the intervention, it may
have a positive effect on their academic performance since they developed their vocabulary skills through word games. Mostly, the
researcher was interested in evaluating the contribution of the said strategy to academic performance through developing vocabulary
skills and comprehension of the learners, specifically the grade 4 learners in Iligan City Central School.
The researcher deemed that this present study was very applicable to the solution of the problem of lack of vocabulary development
and comprehension skills of the learners. This can be very beneficial to the school and the next researcher where in this context this
study was conducted.
Research Questions
This study aimed to develop vocabulary skills through word games among grade 4 learners. Specifically, it sought to answer the
following questions:
1. What are the pretest performances of the participants in the comparative group and word game group?
2. What are the post-test performances of the comparative group and word game group?
3. Is there a significant difference between the pretest performance in the comparative group and the word game group?
4. Is there any significant difference between the post-test performance of the comparative and word game group?
5. Is there any significant difference between the pretest and post-test performance of both the comparative group and the word game
group?
Methodology
This section presents the research methods procedure in the conduct of the study, it includes the research design, research environment,
sampling design, respondents, research instrument, and statistical treatment.
Research Design
This study used the quasi-experimental method using two groups of learners, and the main tool for gathering the data was adopted in
the K5 Learning website which provided worksheets, flashcards, quizzes, and books in kinder to Grade 5 learners. A vocabulary skill
test was used as a main tool in gathering the data needed. The quasi-experimental method enabled the researcher to assess the
contribution of word games to the learners’ vocabulary and comprehension skills using the pretest and post-test results.
Participants
The participants of the study were grade 4 learners in Iligan City Central School during the school year 2022-2023. There were 30
learners in each group. The researcher used a flip-a-coin method to determine the comparative group and the word game group. The
researcher determined the comparability group through their average of last quarter of the School Year 2021-2022. This ensured that
the two groups were comparable. In the comparative group, there were 20 males and 10 females, a total of 30 learners. While the word
game group had 15 males and 15 females, a total of 30 learners. Overall, there were 60 participants in this study. However, the collection
of the participants that had no pairs were not included in the data collection. The researcher served as the facilitator of the teaching-
learning process. She recorded the data gathered during the conduct of a month experiment.
Instruments
The researcher adopted a vocabulary questionnaire from the K5 Learning website and Quizizz by Sullivan (2020). This instrument
provided worksheets, quizzes, and books in kinder to grade 5 in all subjects. The questionnaire was composed of 40 items with context
clues in definition and exemplification questions. Each sentence had an underlined word, and the participants may look for the definition
or the correct meaning of the word with the given choices. The researcher made a lesson plan for both comparative groups and word
game groups. The researcher conducted a teaching demonstration which was observed by the master teacher and was used for classroom
observation. The questionnaire for the pretest and post-test were the same but the post-test items were reshuffled so that the learners
may not become familiar with the Word Game test questions.
Procedure
To facilitate the gathering of data, the researcher asked permission from the school’s Division Superintendent of Iligan City to
administer the researcher’s instruments. When permission was granted, the researcher informed the principal of the courtesy to conduct
the study.

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Research Article

The researcher gave a vocabulary pretest in each group and tallied and analyzed the result. Then, the researcher gave an intervention
using word games in the lesson. The researcher developed a vocabulary word game for intervention in the word game group. The
learners were guided to play the word game like a snake and ladder board game. Then, after they played the game, they had to
consolidate the words that they had learned and reported them to the class. After two weeks of the intervention, the researcher gave a
post-test of the same vocabulary skills test but reshuffled questions. Finally, the researcher gathered, analyzed, and interpreted the
result.
Results and Discussion
This chapter discusses the data displayed in the tables and graphs. The data were analyzed, interpreted, and supported by related
literature or studies.

Problem 1. What are the pretest scores performances of the participants in the comparative group and word game group?

Table 1. Distribution of the Pre-performance of Comparative and Word Game Groups

Word Game
Mean Percentage Score Performance Category Comparative Group
Group
F % F %
30 – 40 Mastered 0 0.00 0 0.00
20 – 29 Nearing Mastery 5 16.66 5 16.66
19 and below Least Mastered 25 83.33 25 83.33
TOTAL 30 30
Mean 33 32

Figure 2. Graph of Pre-performance of Participants in the Comparative and Word Game Groups

Table 1 (Figure 2) presents the pretest results of the comparative groups and word game groups. Results revealed that 25 or (83.33%)
of the learners in both the comparative group and word game group belonged to the least mastered category, while none of the learners
belonged to the mastered category. A small number of 5 or (16.66%) of the learners could be traced to the nearing mastery level.
The above information meant that the two groups participating in this study were comparable in their vocabulary skills and
comprehension ability. Further, it meant that the experiment was on good ground since the participants in the two groups had equal
conceptual standing. Sun (2018) claimed that one of the requirements for an experimental study to yield valid results was to establish
comparability. For the sense of the experiment, it was of chief importance to warrant the equivalence of the groups at the start of the
experiment and to determine their prior knowledge.
With the logic of comparability, it was implied that there was a good basis to establish the improvement of the vocabulary skills and
comprehension ability of the participants in the experiment. The differences in the results between the scores of the comparative group
and the word game group were established to show the usability of the strategy being experimented on.
Problem 2: What are the post-test scores performances of the comparative group and word game group?
Table 2. Distribution of the Post-performance of the Participants in the Comparative and Word Game Groups
Mean Percentage Score Performance Category Comparative Group Word Game Group
F % F %
30 – 40 Mastered 7 23.33 13 43.33
20 – 29 Nearing Mastery 14 46.66 17 56.66

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19 and below Least Mastered 9 30.00 0 00.00

TOTAL 30 30
Mean 58.58 61.08
Figure 3. Graph of Post-performance of Vocabulary Development of the Participants in the Comparative and Word Game Groups

Table 2 (Figure 3) presents the post-performance of vocabulary skills and comprehension of the participants in the comparative and
word game groups. Both groups, in their post-performance in vocabulary development and comprehension skills showed
improvements in their scores that fell in the Nearing Mastery and Mastered categories. The Comparative group had an increase of 7
participants while the Word Game group had 13 participants. The data meant that both the strategies used worked in improving the
comprehension of the participants in the comparative and word game group. However, the participants in the word game group
performed better than the participants in the comparative group.
The foregoing data implied that the pupils in the two groups benefited from the respective strategies used, but the greater benefit was
experienced by the pupils in the word game group. This implication was consistent with the one made by Taheri (2018), who claimed
that language games might help learners retain vocabulary information such that it would be stored in their long-term memory.
Furthermore, Shabaneh et al.'s (2019) study asserted that the effectiveness of using games can aid students in learning new vocabulary,
make connections between new material and their environment, and improve their language and communication abilities.
Problem 3: What are the pre-test and post-test performances of the comparative group and word game group?
Table 3. Distribution of the Pre-test and Post-test of Vocabulary Development in the Comparative Group
Mean Percentage Score Performance Category Pretest Posttest
F % F %
30 – 40 MASTERED 0 0.00 7 23.33
20 – 29 NEARING MASTERY 5 16.66 14 46.66
19 and below LEAST MASTERED 25 83.33 9 30.00
TOTAL 30 30
Mean 33 58.58

Table 3 (Figure 3) presents the distribution of the participants in terms of their pretest and posttest of the comparative group. The results
revealed that there were improvements in the comprehension of the participants. Seven (7) or 23.33% of the participants had shown
mastery in the posttest, while no one got mastery in the pretest. The least mastered was (9) or 30 %, wherein in the pretest, there were
25 (83.33%); and the number of those nearing mastery dramatically increased from 5 (16.66%) in the pretest to 14 (46.66%) in the
posttest.
Figure 4. Graph of the Pretest and Post-Test Vocabulary Development and Comprehension Skills in the Comparative Group

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The preceding data indicated that the strategy used in the comparative group was very useful in improving the vocabulary and
comprehension skills of the participants. Further, the data showed that there was good progress in the vocabulary and comprehension
skills of the participants. This implied that the word game strategy was a good intervention tool in raising the vocabulary and
comprehension skills of the learners.
As noticed, the result displayed in Table 3 aligned with the notion presented by Brown (2018). The pupils’ scores in the posttest notably
improved to a good category.
Table 4. Distribution of the Pretest and Post-test of the Vocabulary Development in the Word Game Group
Mean Percentage Score Performance Category Pretest Posttest
F % F %
30 – 40 Mastered 0 0.00 13 43.33
20 – 29 Nearing Mastery 5 16.66 17 56.66
19 and below Least Mastered 25 83.33 0 00.00
TOTAL 30 30

Figure 5. Graph of the Pre-Test and Post-Test of Vocabulary and Comprehension Skills of The Participants in the Word Game Group

Table 4 (Figure 5) presents the distribution of the subjects in terms of their pretest and posttest vocabulary skills. The result in the word
game group displayed that the most scores of the participants fell on the least mastered and nearing mastery skills category in the
pretest, respectively. Also, this result showed that the vocabulary skills of the participants improved by 43.33% in mastery level in the
posttest. The foregoing results meant that using the word game strategy used in the word game group had a great improvement hence
the data went up to 56.66 % (17) in nearing mastery level and none of the learners left in the least mastered.
Problem 4. Is there any significant difference between the pretest performance of the two groups?
Table 5. The Difference in the Pre-performance Vocabulary Development and Comprehension Skills of the Participants in the
Comparative and Word Game Groups
Pretest Mean
GROUP t- value p- value Remarks
Scores Difference
Mean SD
33

5.63 .359 .721

Comparative Group
Not significant
Word Game Group .533
32 .359 .721

5.87
Note: n = 30: Analysis is based on an independent T-test SD – standard deviation Ns – significant at 0.05 level

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Figure 6. Graph of Pretest Performance of Vocabulary Development and Comprehension Skills in the Comparative and Word Game
Group

Table 5 (Figure 6) presents the comparison of paired differences in the pre-test vocabulary of the word game group and comparative
group. The result showed a p-value of .311 exceeding the 0.05 level of significance (2-tailed), which meant that Ho1, was accepted. It
revealed that there was no significant difference in the mean pretest vocabulary skills of the participants in the word game group and
comparative group. This showed that at the beginning of the experiment, the two groups had comparable mean score differences in
their pretest vocabulary and comprehension skills. This result meant that the learners involved in the experiment were not systematically
different.
The preceding information implied that the validity of the test was not undermined by a difference in abilities. According to Altman
(2018), the validity of an experiment was undermined if the groups compared did not have comparable abilities or perceptions. In this
contention of Altman (2018), the differences in the abilities of the individuals could not establish the increase or decrease of the scores
of the participating groups and could not determine whether the strategy being experimented with had worked or not.
Problem 5. Is there any significant difference in the post-test scores between the comparative and word game group?
Table 6. The Difference in the Post-test Scores of the Vocabulary Development and Comprehension Skills in the Comparative and
Word Game Groups
Mean
GROUP Posttest Scores t- value p-value Remarks
Difference
Mean SD
58.58
-2.745 .008
Comparative Group 6.75
Word Game Group 61.08 -4.166 Significant
-2.745 .008
4.84
Note: n = 30: Analysis is based on independent T-test SD – standard deviation Ns – significant at 0.05 level

Figure 7. Graph of Post-test of Vocabulary Development and Comprehension Skills of the Participants in the Comparative and Word
Game Groups

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Table 6 (Figure 7) presents the comparison of paired differences in the post-reading comprehension of the word game group and
comparative groups. The result showed a p-value of .008, which was lower than the 0.05 level of significance (2-tailed), which meant
that Ho2, was rejected. This result meant that there was a significant difference between the post-test scores of the word game group
and the post-test scores of the comparative group. Further, the result indicated that the learners in the word game group performed
better than the comparative group. This situation implied that using the word game strategy used in the word game group worked better
than the traditional strategy used in the comparative group. According to Perveen et al. (2018), studies reflected that vocabulary games
are effective. Both studies have found that vocabulary intervention has been used as effective and useful in helping teachers to become
creative in teaching.
Harsini (2018), said that teachers would have a good strategy to motivate the learners, to enrich vocabulary mastery by using drills and
exercises. However, traditional techniques get the learners bored because of the monotonous process. Teaching English vocabulary by
using games was a positive strategy to improve the typical and traditional way of the classroom setting.
Problem 6: Is there any significant difference between the pretest and post-test scores of the two groups?
Table 7. Paired Differences in the Pretest and Post-test of the Vocabulary Development and Comprehension Skills both Comparative
Group and Word Game Group
Pretest Posttest
Paired Mean
Paired Variables t-value P-value Remark
Mean SD Mean SD Difference
Comparative Group 33 5.63 58.58 6.75 -10.23 -14.70 000 Significant
Word Game Group 32 5.87 61.08 4.84 -15.83 -15.83 000 Significant
Note: n = 30: Analysis is based on independent T-test SD – standard deviation Ns – significant at 0.05 level

Figure 8. Graph of the Pretest and Posttest of Vocabulary Skills of the Participants in the Comparative Group and Word Game Group

Table 7 (Figure 8) presents the comparison of paired differences in the pretest vocabulary skills and post-test vocabulary scores in the
comparative group. This showed that there were significant differences in pretest and post-vocabulary skill scores in the comparative
group. As shown in the table, the level of significance (2-tailed) using the paired sample test was .000, which was lesser than the
accepted value. This meant that the Ho3 was rejected. The result showed that there was a significant difference between the pretest and
posttest scores in the comparative group.
The preceding result implied that the pupils in the comparative group performed better in the post-test. This further implied that the
learners substantially understood the words given to them in the posttest using the traditional strategy. The traditional or inclusion
strategy was also useful for vocabulary development.
Table 7 (Figure 8) presents the comparison of paired differences in the pretest vocabulary skills and post-test vocabulary scores in the
word game group. This showed that there were significant differences in pre-performance or pretest and post-performance vocabulary
and comprehension skills or posttest scores in the word game group. As shown in the table, the level of significance (2-tailed) using
the paired sample test was .000, which was less than the accepted value. This meant that the Ho3 was rejected in favor of the alternative
hypothesis. This further illustrated that there was a great difference in the performance of the word game group between the pretest
and post-test of vocabulary and comprehension skills.
The outcome suggested that the word game method was successful in developing the learners' vocabulary and comprehension; as a

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result, it was successful in vocabulary development. This conclusion was corroborated by Lube (2020), whose research on Improving
English Vocabulary Mastery with Word Games revealed that the usage of word games improved students' performance since they were
able to expand their vocabulary during the pretest.
Conclusion
Based on the results of the study, the researcher forwarded some conclusions based on the result of the research: There were no
significant differences between the pretest scores in the Comparative and Word Game groups. Most of the learners' pretest scores in
both groups were in the least Mastered performance category.
There were significant differences in the mean post-test scores of the learners between the Comparative and Word Game groups. Most
of the learners in the Comparative group remained to have a higher percentage in the Least Mastered performance category, while the
Word game group showed a great increase in Nearly Mastered and even an increase in Mastered category.
There were significant differences in the pretest and posttest scores of the learners in the Comparative and Word Game groups. Most
pupils in the Comparative group were in the Least Mastered performance category in the pretest and some were promoted to Nearing
Mastery in the posttest.
In the Word Game group, some learners also were in the Least Mastered in the pretest and promoted to Nearing Mastery and Mastered
performance categories, respectively, in the posttest. The learner’s response to vocabulary development through the use of word games
was very good. They felt excited and performed better. The materials used in vocabulary development were very useful.
Therefore, the implementation of the word game strategy significantly improved the vocabulary development and comprehension skills
of the learners. The research greatly benefited from the use of the strategy. John Dewey’s theory places significant weight on the act
of doing or hands-on learning as the single, most effective way to learn. This study showed hands-on activity of learners by playing
the game which gave them a real experience in learning new vocabulary and developing comprehension skills. Learning by doing gives
them a better perspective on how to learn different words and how to have used them in a sentence to express thoughts and ideas by
sharing them with other players. The word game group got the chance to experience learning by playing the vocabulary and
comprehension game.
Therefore, this study concluded that using word games was able to improve the quality of the teaching and learning process of
developing vocabulary skills in the research locale. The use of word games created a new learning atmosphere that motivated the
learners to improve their comprehension of the text read.
Based on the findings drawn and the conclusions made, the following recommendations were given. (1)The school administrators
should provide support to teachers in terms of the reproduction of the word game materials to be used by the learners. They should also
tap and seek stakeholders to provide financial support for the reproduction of the vocabulary skills test and even story books for the
reference of the vocabulary words. (2)Teachers specifically the class advisers are the focal persons that are the first to determine and
identify the lack of vocabulary skills of the learners. They should address immediately the needs of the learners and provide the
necessary vocabulary materials needed. Teachers should give new vocabulary words that fit to their learner level. Fast learners, average,
and slow learners have different vocabulary words. (3)They should coordinate with the school administrators to seek assistance and
allocate a budget from the MOOE for the reproduction of the word game materials and story books for reference purposes. (4)Parents
should cooperate with the teachers and the school by supporting them in joining parent-teacher conferences and general assemblies
and consider the importance of knowing the vocabulary and comprehension level or the ability of their children. They should be guided
and followed up on the vocabulary skills level /difficulty of their children as much as possible. (5)Teachers and parents should work
and cooperate to enhance the vocabulary development of the child by encouraging learners to read and provide more books. (6)Learners,
specifically those who are at least mastered categories or lack vocabulary skills and comprehension should willingly and voluntarily
subject themselves to reading and participate in classroom activities. They should learn to listen to their teachers, school counselor,
and parents’ advice so that they could achieve their goal, which was not only reading but reading with comprehension. (7) The
intervention proposed and presented by this study should be implemented, first, in the research locale, and later in other schools. (8)
Future researchers should also use this for future research related to this study as a reference. They should also increase the number of
respondents or choose other grade levels in the elementary to further verify the findings in this study.
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Affiliations and Corresponding Information
Kristine E. Macabenta
Iligan City Central School
Department of Education – Philippines
Teresita B. Sambo, PhD
St. Peter’s College – Philippines

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