Authors : Shyra A. Gepiga; Aldrin John J. Estonanto

Volume/Issue : Volume 11 - 2026, Issue 9 - September

Google Scholar : https://tinyurl.com/bddeexvx

DOI : https://doi.org/10.38124/ijisrt/26sep022

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study examined the development and validation of game-based learning materials designed to improve the spelling proficiency and vocabulary skills of Grade 3 pupils in English. Grounded in the principles of learner engagement and interactive pedagogy, the study recognized the potential of educational games as effective instructional tools for enhancing literacy development. Conducted in one of the public elementary schools in Bulan, Sorsogon, the research explored teachers’ pedagogical practices, pupils’ learning preferences, and the effectiveness of game-based learning materials in fostering spelling and vocabulary acquisition. A mixed-methods approach was employed, utilizing focus-group discussions, interviews, validation surveys, and pretest-posttest assessments. Data were gathered from pupils, teachers, and master teachers to determine preferred learning strategies, extent of utilization of instructional methods, learner engagement, and the validity, reliability, and effectiveness of the developed materials. Findings revealed that teachers commonly employed sound teaching, flashcards and charts, word practice and repetition, spelling rules and word patterns, quizzes, story-based learning, context clues, word-definition discussions, and word games. Sound teaching and spelling quizzes obtained the highest utilization ratings (WM = 5.00), while story-based learning likewise achieved a weighted mean of 5.00, indicating a very high extent of use. Results further suggested a preference for interactive and repetitive instructional approaches over rule-based methods. The developed game-based learning materials incorporated tactilemanipulative activities, blended pedagogy, developmental appropriateness, teamwork, and motivational game elements. Validation results demonstrated excellent quality, with an overall validity mean of 4.96 (SD = 0.20) and reliability mean of 4.88 (SD = 0.34). Moreover, significant improvements were observed in pupils’ spelling and vocabulary performance following the intervention. The findings underscore the importance of developing age-appropriate, curriculum-aligned, and engaging game-based learning materials to enhance English literacy skills and promote meaningful learning experiences among elementary pupils.

Keywords : Development, Validation, Spelling Proficiency, Content Validity, Reliability, Effectiveness, Vocabulary, Learners’ Engagement and Motivation.

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