Tic-Tac-Toe as a Game-Based Approach to Vocabulary Development Among Grade 10 Students
DOI:
https://doi.org/10.65339/ijsis.V1.I4.263Keywords:
English Instruction, Game-Based Learning, Grade 10 Students, Learning Engagement, Student Motivation, Tic-Tac-Toe, Vocabulary DevelopmentAbstract
This study investigated the effectiveness of Tic-Tac-Toe as a game-based approach to vocabulary development among Grade 10 students at Labogon National High School, Mandaue City, during the school year 2025–2026. Employing a quantitative one-group pretest–posttest design, the study involved 45 students selected through cluster sampling. Data were collected using a validated vocabulary assessment and an adapted questionnaire measuring motivation and learning engagement, with descriptive statistics and a paired t-test employed for analysis. Findings revealed that students’ overall vocabulary mean score increased from 9.76 (frustration level) to 14.21 (independent level), representing a mean gain of 4.45. Improvements were observed in word understanding, word formulation, and correct grammar usage, with statistically significant differences between pretest and posttest performance. Students also demonstrated very high motivation and learning engagement during the intervention. These findings suggest that Tic-Tac-Toe is a promising instructional strategy for strengthening vocabulary competencies and encouraging active classroom participation. The study recommends implementing the proposed Vocabulary Enhancement Activity and strengthening teachers’ use of interactive, game-based instructional strategies. However, the single-group design, limited sample, and four-week intervention restrict causal interpretation and generalizability. The findings support Sustainable Development Goal 4 (Quality Education) by promoting engaging and inclusive vocabulary instruction. Its sustainability contribution lies in providing a practical, adaptable classroom strategy that teachers can integrate into continuing vocabulary development activities. Overall, the study contributes classroom-based evidence supporting game-based English instruction and offers a foundation for instructional improvement and future educational research.
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