Mobile App in Enhancing Vocabulary of Busay Jhs
DOI:
https://doi.org/10.65339/ijsis.V1.I2.61Keywords:
Cognitive Theory of Multimedia Learning, Context Clues, Mobile Application, Mobile-Assisted Language Learning, Quizizz, Vocabulary DevelopmentAbstract
This study evaluated the effectiveness of a mobile application in enhancing the vocabulary performance of Grade 8 students at Busay National High School, particularly in determining word meanings through synonyms, antonyms, examples, and inference. It was anchored in the Cognitive Theory of Multimedia Learning and Mobile-Assisted Language Learning. A quasi-experimental one-group pre-test and post-test design was employed with 43 purposively selected students, comprising 22 males and 21 females. Data were collected using an adapted and pilot-tested vocabulary assessment, Quizizz as the instructional and assessment application, and an adapted survey questionnaire administered through Google Forms. The mean, standard deviation, dependent-samples t-test, and frequency distribution were used for data analysis. Results showed that the students’ overall mean score increased from 19.837 in the pre-test to 31.302 in the post-test. The paired-samples t-test yielded a t-value of 33.56660868 and a two-tailed probability value of 5.77627E-32, indicating a statistically significant improvement after the intervention. Students also reported highly favorable experiences with the application, reflected in an overall weighted mean of 4.65, particularly in vocabulary development, confidence, participation, engagement, and motivation. The study concluded that appropriately facilitated mobile applications and multimedia-based activities can effectively supplement conventional vocabulary instruction. It recommends integrating suitable mobile applications into vocabulary lessons, strengthening teachers’ competence in technology-supported instruction, using enriched vocabulary exercises, and establishing classroom rules to minimize distractions. The study supports SDG 4—Quality Education by promoting accessible, engaging, and technology-assisted literacy development. It contributes to educational, digital, and institutional sustainability by encouraging the purposeful use of available technologies and reusable instructional resources to support continuing language development.
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