ABSTRACT
The study evaluated the effectiveness of the developed and utilized digital vocabulary games on the literacy performance of the Grade 6 learners in English. The findings of the study were the basis for a proposed intervention plan. This study employed a quasi-experimental research design using a one-group pretest-posttest approach to determine the effectiveness of the developed and utilized digital vocabulary games on the literacy performance of Grade 6 learners in English. The design focused on measuring the difference in vocabulary performance before and after the intervention using digital games. The test of difference between the pre-test and post-test scores of grade 6 learners. It displays the computed statistical results comparing the learners’ performance in reading before and after the integration of the developed and utilized digital vocabulary games. The table serves to determine whether the improvement observed in the post-test performance was statistically significant, thereby validating the effectiveness of the digital vocabulary games as an instructional intervention. As shown in the table, the Grade 6 learners obtained a mean score during the pre-test and a mean score during the post-test. The increase points clearly indicate an improvement in the learners’ literacy and vocabulary performance following the integration of the digital vocabulary games in classroom instruction. The computed t-value greatly exceeded the critical t-value at a 0.05 level of significance, which statistically confirms that the difference between the two sets of scores was not due to chance. The decision to reject the null hypothesis (Ho) indicates that there was a significant difference between the learners’ pre-test and post-test scores. This finding demonstrates that the digital vocabulary games had a substantial positive effect on the learners’ reading and vocabulary skills. The statistical evidence strongly supports that the intervention enhanced students’ comprehension, vocabulary recognition, and ability to apply words contextually. The notable increase in mean scores further highlights that the learners became more engaged and motivated in vocabulary learning when exposed to interactive and technology-based strategies. The computed means of (pre-test) and (post-test), along with the computed t-value exceeding the critical t-value, imply that the integration of digital vocabulary games significantly improved the literacy performance of Grade 6 learners. The result implies that the use of interactive, gamified digital tools is an effective approach in developing vocabulary and reading comprehension skills. This also suggests that learners perform better when learning is made engaging, visual, and interactive, supporting the integration of technology as a supplementary learning strategy to traditional instruction. The significant difference observed validates that digital vocabulary games can meaningfully contribute to the enhancement of literacy outcomes in elementary education.
Keywords: Effectiveness, Developed, Utilized, Digital Vocabulary Games, Literacy performance, Grade 6
INTRODUCTION
Republic Act 10533 also known as “Enhanced Basic Education Act of 2013” is the basis for the continuing educational reform which articulates the main target of the curriculum to equip learners in K to 12 with fundamental literacy and numeracy skills needed for the academic success in the later stage.
In recent years, the integration of technology into basic education has become a powerful tool for enhancing student learning, particularly in language and literacy. One innovation gaining attention is the development and utilization of digital vocabulary games. These are interactive, computer- or mobile-based applications specifically designed to improve vocabulary acquisition, retention, and usage. Digital vocabulary games transform traditional word-learning methods into engaging and meaningful experiences through gamified elements such as point systems, levels, animations, and immediate feedback. As education shifts toward 21st-century learning models, such tools provide both visual stimulation and interactive participation, which are essential for learners in the elementary level.
The significance of digital vocabulary games in literacy instruction today lies in their ability to address both the cognitive and affective needs of learners. Vocabulary is a foundational component of reading comprehension and written expression. However, rote memorization and repetitive drills often fail to sustain learner motivation or retention. With digital games, learners are more likely to stay engaged and to practice frequently, leading to deeper understanding and better recall. Moreover, these tools can be customized to suit individual learning levels, offer differentiated instruction, and accommodate diverse learning styles. In a generation where digital fluency is second nature, digital vocabulary games bridge the gap between technology and meaningful learning, making literacy more accessible and enjoyable.
Kim (2018) found that students using mobile vocabulary apps improved their word recognition scores by 25% compared to those using textbooks alone. Lee and Park (2020) noted that elementary students who played narrative-based vocabulary games showed enhanced contextual understanding and better reading comprehension. More recently, Singh et al. (2022) demonstrated that digital vocabulary platforms with adaptive features significantly reduced performance gaps among below-average readers.
Despite these promising advancements, literacy performance among Key Stage 2 learners remains a major concern. According to recent national diagnostic tests and school-based assessments, only about 60–65% of Grade 4 and 5 learners meet the expected literacy proficiency levels in English. Many students struggle with word recognition, understanding word meanings in context, and constructing meaningful sentences. For example, in a 2023 reading comprehension test conducted in selected public schools, only 58% of Grade 5 pupils correctly identified vocabulary from reading passages, while only 52% used those words accurately in written exercises. These numbers highlight the need for more engaging, innovative, and targeted interventions to enhance vocabulary learning and overall literacy.
Given these pressing issues, it is essential to continue exploring the effectiveness of developed and utilized digital vocabulary games as an intervention to boost literacy performance in Grade 6. This study aims to assess whether these games can significantly improve learners’ vocabulary acquisition, reading comprehension, and expressive language in English. It also seeks to contribute to instructional design by identifying best practices in digital game integration within the elementary language curriculum. Ultimately, the study will provide valuable insights to educators, school leaders, curriculum developers, and future researchers in enhancing literacy instruction through educational technology.
This study evaluated the effectiveness of the developed and utilized digital vocabulary games on the literacy performance of the Grade 6 learners in English. The findings of the study were the basis for a proposed intervention plan.
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