Crossword Puzzle as a Learning Tool for Vocabulary Development
DOI:
https://doi.org/10.65339/ijsis.V1.I1.6Keywords:
Crossword Puzzles, Educational Games, Grade 3 Learners, Quality Education, Quasi-Experimental Research, Vocabulary Development, Vocabulary ProficiencyAbstract
This study assessed the effectiveness of crossword puzzles as a learning tool for enhancing the vocabulary skills of Grade 3 learners at Tawangan Elementary School, Kabayan District. It was anchored in Experiential Learning, Reflective Learning, Stimulus-Response Theory, and Ausubel’s Learning Theory, which emphasize active participation, reflection, responses to instructional stimuli, and the connection of new knowledge with prior learning. The study employed a pretest-posttest quasi-experimental research design involving 25 Grade 3 learners selected through total enumeration during the School Year 2022-2023. Data were gathered using a researcher-constructed 15-item pretest and posttest based on the Grade 3 Most Essential Learning Competencies. The instrument obtained a Kuder-Richardson Formula 21 reliability index of 0.98. A dependent t-test was used to determine the significance of the difference between the pretest and posttest results. Before the intervention, the learners obtained a mean score of 7.84, interpreted as Satisfactory. Challenges associated with their initial performance included limited vocabulary exposure, difficulty understanding unfamiliar English terms, low self-efficacy, limited motivation, short attention spans, and weak working memory. After using crossword puzzles, the mean score increased to 12.48, interpreted as Very Satisfactory. The computed t-value of 10.087 exceeded the tabular value of 1.711, indicating a significant difference between the pretest and posttest results. The findings confirmed that crossword puzzles effectively improved vocabulary proficiency, participation, motivation, word recognition, spelling, and collaboration. Teachers are encouraged to integrate crossword puzzles and other educational games into instruction, while school administrators should support the development of innovative learning materials. The study supports SDG 4, Quality Education, by promoting engaging and responsive vocabulary instruction. Its sustainability impact lies in strengthening foundational language skills, supporting continued academic participation, and improving instructional practices at the classroom and institutional levels.
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