Project E VoW

(Enhance Vocabulary Words)

A Project in Improving the English
performance of Grade 6 Learners

EUGENE DORADO COLLO

Researcher
 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.

 This part provided several literatures and studies that
have relevance to the present study. It gives information
that substantiates the study undertaken.
FOREIGN
(Oxford & Scarcella, 2019; Hoshino, 2020). Vocabulary is a fundamental
LITERATURE
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
Briones (2019) cited at the launching of "Sulong Edukalidad" in Quezon
LITERATURE
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.
 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 (4 th 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.
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?
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?
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.

D. 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

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 LEARNERS FREQUENCY MEAN MPS
32-0 17-3
31-0 16-5
29-0 15-2
27-1 14-7
43 13.21 26.42%
26-0 13-1
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 PERCENTAGE
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 9% 12%
0 0 0 0 0 0 4 5 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) (18-32 ) ( 8-17 ) ( 3 - 7) ( 0-2 )

FREQUENCY PERCENTAGE
 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 LEARNERS FREQUENCY MEAN MPS
47. 0 36-1 32-4 17-0
48. 0 35-1 31-1 16-0
49. 0 34-1 29-3 15-1
50. 1 33-2 27-2 14-1
43 31.23 62%
51. 0 26-3 13-0
52. 0 25-5 12-0
53. 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 FREQUENCY PERCENTAGE
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.
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 .
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 or the project 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.