Republic of the Philippines

DEPARTMENT OF EDUCATION
Region IV-A CALABARZON
Schools Division of Laguna
Santa Cruz Sub-Office
OOGONG ELEMENTARY SCHOOL
Santa Cruz

Project EVoW (Enhanced Vocabulary Words)

Improving the English Performance
of Grade 6 Learners

EUGENE DORADO COLLO

Researcher

I. CONTEXT AND RATIONALE

 In mastering the English subject, learners need to learn all skills in English such as: listening,

speaking, reading and writing. And to master over a language, the learners must learn thousands of

words. People with large vocabulary are more proficient in language skills than people with limited

vocabulary. Based on the studies and literatures reviewed of Educators of English as a Second

Language (ESL) insufficient motivation and self-confidence, fear, hesitation, and limited vocabulary

are some of the challenges faced by learners in English as subject.

Former DepEd Secretary Briones (2019) once stated at the launching of "Sulong

Edukalidad" in Quezon City: "Does the choice of language affect test performance? Reading in

English is clearly a weakness of our learners, and this may also affect the performance of our learners

in Science and Math, as the language of instruction and testing in later grades is English . The

Philippines got a poor ranking in the Programme for International Student Assessment (PISA) 2018,

ranking the lowest among 79 countries that took part in the assessment. The assessment results

showed that the Philippines scored 353 in Mathematics, 357 in Science, and 340 in Reading…all

below the average of participating Organization for Economic Cooperation and Development

countries.

Learning Vocabulary can help learners in studying English and support them in mastering the

other language components. Thombury (2018) holds that language comprehension and production

will be hampered because of lack of vocabulary, so the learners should have many vocabularies to

support their ability in mastering English. Most of the learners in Oogong Elementary School were

identified in this situation. In the First and Second Quarters of S.Y 2022-2023, 38 out of 43 learners in

Grade 6 Jose P. Rizal were identified categorized with poor Academic Performance in English.

To increase the learners’ interest and motivation in learning vocabulary, the teachers focused

on various teaching strategies and technical assistance were provided as to the effectivity of teaching

methods applied. It means that the learners should have many vocabularies to support their ability in

mastering English. In this regard, the researcher believes that this Project EVoW (Enhanced

Vocabulary Words) can help the learners accelerate their academic performance in English.
 Project EVoW has two vocabulary learning methods. The first method is rote learning,

(learning by word lists) which requires learners to memorize and understand the meaning of new

words. The second method is learning by sentence writing which requires learners to construct their

own sentences in order to establish links between prior/stock and new knowledge.

The goals of teaching English in the K to 12 Curriculum is to help learners acquire highly-

developed literacy skills that enable them to understand that English language is the most widely used

medium of communication in Trade and the Arts, Sciences, Mathematics, and in the world economy.

If poor academic performance in English continues to exist, then this dream of DepEd will not

materialize.

II. LITERATURE REVIEW

This part provided several literatures and studies that have relevance to the present study. It

gives information that substantiates the study undertaken.

FOREIGN LITERATURE

(Oxford & Scarcella, 2019; Hoshino, 2020). Vocabulary is a fundamental component of

language proficiency. Learning words from word lists is a traditional method whose efficiency has

been questioned.

“Without grammar very little can be conveyed, without vocabulary nothing can be

conveyed.” This is how the linguist David Wilkins (1972) as cited in Thornbury (2016:20) summed

up the importance of vocabulary learning. When people have large amount of vocabulary, they can

express their idea precisely, and of course, it is very helpful for them, whether in listening, speaking,

reading, or in writing skills.

Herrero (2018) pointed out that the low performance level of the students in academic can be

attributed to many problems the education system is facing.

 According to Vossoughi (2009:1), Vocabulary is one element of language component that

should be learnt and taught. In addition, word vocabulary is the tool we use to think, to express ideas

and feelings, and to learn about the world. It is said that vocabulary is used by people as the basic

knowledge of learning a language in order to make communication and interaction among them in

their daily life.

According to Napa (in Badingatussalamah, 2013:2) “vocabulary is the components of

language and no language exist without words.” Meanwhile, Hornby (in Wakidah, 2013:1) states that

vocabulary is the total numbers of words in language. From the definitions above, it can be concluded

that vocabulary is all the words in language and which enhance the skill in language. Because

mastering language is impossible without vocabulary and vocabulary mastery is the basic requirement

in learning English.

As Alemi and Tayebi (2012:1) states that vocabulary is the basis component of language

proficiency which provides the basis for learners’ performance in other skill, such as: speaking,

reading, listening, and writing. In addition, Stahl and Fairbanks in Bromley (2007:528) also state that

the students who have good vocabulary mastery will have good reading comprehension and high

score on achievement tests than students who have limited vocabulary. Based on the statements, it can

be concluded that vocabulary is very important to master the four language skills: speaking, reading,

listening and writing. To top it all, vocabulary help people communicate with one another.

Academic performance has been variously defined as level of proficiency attained in

academic work or as formally acquired knowledge in school subject which is often represented by

percentage of marks obtained by students in examinations (Kohli as cited by Ali Shah, 2019).

Researchers have shown that besides being the criteria of promotion into the next class, academic

achievement is an index of all future success in life.

LOCAL LITERATURE
Briones (2019) cited at the launching of "Sulong Edukalidad" in Quezon City: "Does the

choice of language affect test performance? Reading in English is clearly a weakness of our learners,
and this may also affect the performance of our learners in Science and Math, as the language of

instruction and testing in later grades is English. The Philippines got a poor ranking in the Programme

for International Student Assessment (PISA) 2018, ranking the lowest among 79 countries that took

part in the assessment. The assessment results showed that the Philippines scored 353 in Mathematics,

357 in Science, and 340 in Reading…all below the average of participating Organization for

Economic Cooperation and Development countries.

LOCAL STUDIES

According to the study of Robelle Millie Ann B. Racca and Ronald Candy S. Lasaten:

Various studies reveal that the quality of education in the Philippines is continuously declining. This

notion is based on the results of achievement tests and board examinations. Not only the elementary

and secondary graduates are affected but also the college graduates. The Professional Regulatory

Commission (PRC) reports that passers of board examinations in all fields of endeavor continue to go

down. One of the important causes for this phenomenon is the low academic performance in the

elementary and secondary levels. This academic performance of the students can be attributed to their

proficiency in the English language. Educators agree that proficiency in the English language is the

basis for success in academic pursuits. Reading, writing, and working with numbers are tasks that are

based on language skills [1], [2] describes this as the interplay between everyday language skills and

more advanced communication skills. Indeed, language proficiency is a key to academic performance.

A person who does not know English, for instance, may not have access to the world’s known

scientific and technological discoveries that are predominantly written in English [3].

This means that students need to be proficient in English for a better grasp of knowledge in

Technology, Science, and Mathematics. As [4] claim, language proficiency in English is significantly

related to academic performance. Academic subjects like Science, Mathematics and English often

requires the use of language functions. The language functions play a significant role in critical and

analytical thinking required in Science and Mathematics subjects. The more language functions with

which students are adept, the more effective their thinking can be. Thus, the more the students are
proficient with the English language, the more they are likely to perform well in their academic

subjects.

Mastering vocabulary is important in learning language especially English, because the

potential knowledge that can be known about a word is rich and complex (Santos,2000:5). Due to the

complexity of word, we have to find out the best ways to enrich students’ vocabulary. Without

vocabulary mastery to express a wider range of meanings, communication cannot happen in any

meaningful way.

III. PROPOSED INNOVATION, INTERVENTION AND STRATEGY

Oogong Elementary School is committed to work hand-in-hand with DepEd in bridging the

learning gaps and losses brought about by the global pandemic to our educational system.

Common problems and issues of the school even before the pandemic was the low

performance of our learners in some major areas and that includes English. The scenario comes to

worst status after 2 years of COVID-19 virus ill effects on the education of our young learners who

were left on the parents and guardians tutorship during those difficult times.

Thus, Project EVoW (Enhanced Vocabulary Words) was conceptualized. It is an intervention

program that uplifts the learners’ vocabulary words and helps them to understand well the unfamiliar

words they encounter during their reading and language sessions in English. It has two vocabulary

learning methods. The first method is rote learning, i.e. learning by word lists, which requires learners

to memorize and understand the meaning of unfamiliar words. The second method is learning by

sentence writing, which requires learners to construct their own sentences in order to establish links

between old and new knowledge.

This program started on the second week of February 2022 (3rd Quarter) and lasted up to the

last week of May (4th Quarter) to poster academic ease among learners who are facing the new normal

of education set-up of today’s health crisis.

 To ensure the smooth and continuous flow of the entire project, step-by-step process was

considered as stated:

1. Presentation of project proposal to the school head.

2. Series of planning and follow-up meetings were conducted where brainstorming took place.

3. Proper orientation with the parents was held for them to become aware of the important roles they

must do in the entire project implementation.

4. Had regular feedbacking and “Kumustahan” with the parents of the respondent-learners.

5. Ensured the safety of all the people involved by strictly following the safety standard and protocols

amidst COVID-19 pandemic for proper mitigation and prevention control.

IV. ACTION RESEARCH QUESTION

This study aims to find out the effectiveness of Project EVoW as strategy in improving the

English Academic Performance of Grade 6 Learners of Oogong Elementary School.

Specifically, it answers the following question:

1.) What was the level of performance of Grade 6 learners based on the Pre-Test before the

implementation of Project EVoW?

2.) What was the level of performance of Grade 6 learners in the Post-Test or after the

implementation of Project EVoW?

3.) Is there significant difference between the results of academic performance of Pre-Test

and Post Test after the intervention program?

HO. There is no significant difference between the result of pre-test and post-test before

and after the implementation of Project E VoW (Enhanced Vocabulary Words)

 H1. There is a significant difference between the result of pre-test and post-test before

and after the implementation of E VoW (Enhanced Vocabulary Words)

4.) How effective was Project EVoW in improving the Academic Performance of Grade 6

Jose P. Rizal Learners in English?

V. METHODOLOGY

A. Participants and/or other Sources of Data and Information

The participants of this study were the 43 learners in Grade 6 Jose P. Rizal, who need to raise

their academic performance in English at Oogong Elementary School for the School Year 2022-2023.

These were the learners who need assistance in order to cope up with the lessons in which they fall

short to follow and understand as based on the assessment of teachers to the performances of learners

during the First Quarter and Second Quarter period. The method used is the universal sampling

technique since all the learners in Grade 6 Jose P. Rizal were the respondents. The beneficiaries’

performance was based on the assessment of the teachers gathered from their responses on the Pre-

Test and Post-Test.

B. Data Gathering Methods

This Action Research utilized the descriptive comparative design. Descriptive design is used

to collect information about variables without changing the environment. According to Gray et al.,

(2013), descriptive designs may be used to identify problems in current practice, make judgments, or

even develop theories. Since the Action Research compared variables from the performances of the

previous activities and the current performances without manipulating the independent variable, the

researcher adopted the comparative design within descriptive research. In gathering the data, the

implementer collected the results of Pre-Test and Post-Test. After the data gathered, tabulation and

analyses were applied using the determined data analyzing tool to define the outcomes of the study.

C. Data Analysis Plan

 The performance level of the respondents in English subject was identified through

computing the use of frequency and percentage. On the other hand, the significant difference on the

academic performance of the learners after the Project EVoW implementation was based on the test

results of the self-made test that was utilized in the Pre-Test and Post-Test which was also computed.

The study started on February 13, 2023 and ended on June 2023, covering the Third and Fourth

quarters of the school year.

D. Research Instrument

Pre-Test and Post-Test were designed and were used to gather the data from the respondents.

It has several benefits over other forms of data collection being simple and quick to analyze once

completed, and is usually inexpensive.

In this Action Research, the Grade 6 learners were given Pre-Test and Post-Test. To obtain

quantitative data, Likert-style method was used. It provided information about the results of the Pre-

Test and Post-Test.

E. Statistical Treatment of Data

The data collected about the Pre-Test and Post-Test were described with the use of percentage

and presented using tables.

Percentage was computed using the formula:

% = ƒ x 100

where, % = percentage

ƒ = frequency

N = total number of population

The researcher also used T-Test for dependent sample means since he compared the

result of pre-test and post-test which came from the same respondents.
 Formula used in computed Mean of Sample Difference Score and SSd

D =ƩD
N

SSD = ƩD² - (ƩD)²

N
Formula to compute T- Statistic

D= difference score

D = mean of the sample difference scores

V. RESULTS AND DISCUSSION

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This part of the Action Research discussed the results obtained from the respondents. It

provided answers to the questions presented earlier.

For this particular study, Pre-Test and Post-Test were conducted. The researcher gave

questionnaires to the Grade 6 Jose P. Rizal respondents.

Research Question No. 1 Pre-Test (Result)

NUMBER OF FREQUENCY MEAN MPS

LEARNERS

32-0 17-3
31-0 16-5
29-0 15-2
27-1 14-7
43 26-0 13-1 13.21 26.42%

25-0 12-6
24-0 11-7
23-1 10-2
22-0 9-0
21-0 8-1
20-1 7-2
19-1 6-1
18-0 5-2
 Based on the table above, it showed that 13.21 was the Mean on the Pre-Test with Mean

Percentage Score of 26.42%.

Regarding the result from the Pre-Test, the level of mastery of the Grade 6 learners were

categorized as follows: Mastered (96% & above or learners who got 48-50 as their scores in the test),

Close Approximating Mastery (86-95% or with scores of 43-47 ), Moving Towards Mastery (66-85%

or scores of 33-42), Average (35-65% or scores of 18-32), Low (15-34% or scores of 8-17), Very

Low (5-14% or scores of 3-7), and Absolute No Mastery (0-4% or scores of 0-2).

MASTERY LEVEL DESCRIPTIVE EQUIVALENT OF THE LEARNERS

EQV./SCORE LEVEL OF MASTERY FREQUENCY PERCENTAG

E

96%-100% ( 48-50 ) Mastered (M) 0 0%

86%-95% ( 43-47 ) Closely Approximating Mastery (CAM) 0 0%

66%-85% ( 33-42) Moving Towards Mastery (MTM) 0 0%

35%-65% (18-32 ) Average (AVR) 4 9%

15%-34% ( 8-17 ) Low (L) 34 79%

5%-34% ( 3 - 7) Very Low (VL) 5 12%

0% - 4% ( 0-2 ) Absolutely No Mastery (ANM) 0 0%

TOTAL 43 100%
 MASTERY LEVEL DESCRIPTIVE EQUIVALENT OF THE LEARNERS
Pre-Test
100
79%
80
60
40 34
20
0 0 0 0 0 0 4 9% 5 12% 0 0
0 Closely Approximating Mastery ( CAM )

Moving Towards Mastery ( MTM )

Absolutely No Mastery ( ANM )

Mastered ( M )

Average ( AVR )

Very Low ( VL )
Low ( L )
96%-100% 86%-95% 66%-85% 35%-65% 15%-34% 5%-34% 0% - 4%
( 48-50 ) ( 43-47 ) ( 33-42)
FREQUENCY (18-32 ) ( 8-17 )
PERCENTAGE ( 3 - 7) ( 0-2 )

As reflected in the table and based on the data obtained, more than seventy percent of the

learners in Grade 6 Jose P. Rizal belonged to Low Mastery Level with 34 out of 43 learners or 79%,

while 4 out 43 learners or 9% were under Average Level and five out of forty-three learners or 12% in

Very Low Level.

Question No. 2 Post-Test Result

NUMBER OF FREQUENCY MEAN MPS

LEARNERS

47- 0 36-1 32-4 17-0

46- 0 35-1 31-1 16-0
45- 0 34-1 29-3 15-1
44- 1 33-2 27-2 14-1
43 43- 0 26-3 13-0 31.23 62%

42- 0 25-5 12-0

41- 2 24-1 11-0
40 -2 23-1 10-0
39-1 22-4 9-0
38-2 21-0 8-0
37- 2 20-1 7-0
 19-1 6-0
18-0 5-
0

It can be gleaned in the table that the Mean Percentage Score (MPS) of the Post-Test was

62% with a Mean 31.23.

The level of mastery of the Grade 6 learners were categorized as follows: Mastered (96% &

above or learners who got 48-50 as their scores in the test ), Close Approximating Mastery (86-95%

or scores of 43-47 ), Moving Towards Mastery (66-85% or scores of 33-42), Average (35-65% or

scores of 18-32), Low (15-34% or scores of 8-17), Very Low (5-14% or scores of 3-7 ), and Absolute

No Mastery (0-4% or scores of 0-2).

MASTERY LEVEL DESCRIPTIVE EQUIVALENT OF THE LEARNERS

EQV./SCORE LEVEL OF MASTERY FREQUENC PERCENTAG

Y E

96%-100% ( 48-50 ) Mastered (M) 0 0%

86%-95% ( 43-47 ) Closely Approximating Mastery (CAM) 1 2%

66%-85% ( 33-42) Moving Towards Mastery (MTM) 14 33%

35%-65% (18-32 ) Average (AVR) 26 61%

15%-34% ( 8-17 ) Low (L) 2 4%

5%-34% ( 3 - 7) Very Low (VL) 0 0%

0% - 4% ( 0-2 ) Absolutely No Mastery (ANM) 0 0%

TOTAL 43 100%
 Data revealed that there were some learners from Grade 6 Jose P. Rizal who were still in the

Low Level with 2 out of 43 learners or 4%. One out of 43 learners or 2% reached the Closely

Approximating Mastery. Twenty-six out forty-three learners or sixty-one percent were under Average

Level while 14 out of 43 learners or 33% in Moving Towards Mastery Level.

FINDINGS

The following findings were based on the results of the Pre-Test and Post-Test.

Findings No. 1 (Pre-Test)

More than seventy percent of the learners in Grade 6 Jose P. Rizal belonged to Low Mastery

Level with 34 out of 43 learners or 79%, while 4 out 43 learners or 9% were under Average Level and

five out of forty-three learners or 12% in Very Low Level. Based on the data gathered, it revealed that

13.21 was the Mean on the Pre-Test with a Mean Percentage Score (MPS) of 26.42%.

Findings No. 2 (Post-Test)

There were some learners from Grade 6 Jose P. Rizal who were still in Low Level with 2 out

of 43 learners or 4%. One out of 43 learners or 2% reached the Closely Approximating Mastery.

Twenty-six out forty-three learners or sixty-one percent were under Average Level while 14 out of 43

learners or 33% in Moving Towards Mastery Level. Based on the data obtained, the Mean Percentage

Score (MPS) of the Post-Test was 62% with a Mean 31.23.

Findings No. 3

The results of Pre-Test and Post-Test appeared that the Mean Percentage Score (MPS) of

26.42% during Pre-Test was increased by 35.58 percent on the Post-Test with the Mean Percentage

Score (MPS) of 62.00 percent.

Findings No. 4

Based on the Paired T-test or dependent sample T-test result. T was equal to 26.780 which

was greater to 2.0181 based on the table of critical value so it means that we rejected the null

hypothesis. Therefore, Project EVoW (Enhanced Vocabulary Words) had significantly difference.

VI. CONCLUSIONS

Based on the findings gathered, the following conclusions were made:

1. Project EVoW (Enhanced Vocabulary Words) as an intervention program and strategy in

improving the Academic Performance in English of Grade 6 Jose P. Rizal learners could really help a

lot.

2. The effect of two methods of Project EVoW (Enhanced Vocabulary Words) on remembering

meaning and spelling of words is investigated by means of receptive and productive recall tests.

3. There was a significant difference on the test results before and after the project is implemented.

4. Project EVoW is effective in such a way that it improved the Academic Performance of Grade 6

Jose P. Rizal learners in English.

VIII. RECOMMENDATIONS

The conclusions made led to the following recommendations:

1. The project was very influential to the educational outcomes of the learners. This suggests that

school-related intervention activities of this kind be intensified to help teachers perform better.

2. Since most of the teachers in the elementary level have the same problem in the academic

performance in English, it is recommended that the teachers adopt the best practices and implement

the intervention program in their respective classes.

3. Further study on the program intervention among learners under low level and closely approaching

mastery.
MANILA -- Department of Education (DepEd) Secretary Leonor Briones will
further look into the effects of the choice of language on test performance as she
acknowledged the need to strengthen the teaching and learning of English.

On December 6, 2019, Briones said at the launch of "Sulong Edukalidad" in

Quezon City. "Does the choice of language affect test performance? Reading in
English is clearly a weakness of our learners, and this may also affect the
performance of our learners in Science and Math, as the language of instruction
and testing in later grades is English.

The Philippines got a poor ranking in the Programme for International Student
Assessment (PISA) 2018, ranking the lowest among 79 countries that took part in
the assessment.

The assessment results showed that the Philippines scored 353 in Mathematics,
357 in Science, and 340 in Reading, all below the average of participating
Organization for Economic Cooperation and Development countries.

The DepEd joined PISA in 2018 for the first time as part of its reform plans on
quality basic education.

Briones said the agency is reviewing the basic education curriculum to address
gaps.

Among the interventions include a curriculum review that aims to study the
emphasis of the education system on foundational competencies, such as reading
and mathematics, especially in the early grades.

"With this, I direct the Curriculum and Instruction strand, specifically Bureau of
Curriculum Development, and Bureau of Education Assessment to study this
further, but quite obviously we need to strengthen our teaching and learning in
English if we are to continue with English as our language of instruction and
testing," she said.

“I direct that we make sure that through the curriculum review, these competencies
are clearly articulated, and are not sacrificed by congestion of ancillary
competencies,” Briones said.

Briones said addressing the challenge of quality education would be a "difficult

and long-drawn process" as she called for the support of all stakeholders.
"But to be efficient, one limiting variable for all of our efforts and interventions is
to ask: How will this translate in the concrete at the school and classroom level? It
is at the level of the school and the classroom that quality will ultimately depend,"
she said.

The Sulong Edukalidad program aims to address the country’s need to improve the
quality of basic education and would focus on four key areas—the review and
updating of the K to 12 program, the improvement of learning facilities, upskilling
and reskilling of teachers and school heads, and the engagement of stakeholders for
support and collaboration. (PNA)