Jeorcy Garas Cudlay et al - Engaging Learners in Vocabulary Development through Hands-on Word Building Activities

Sep 28, 2026

The study applies a quasi-experimental one-group pretest-posttest design to evaluate hands-on word building activities for 24 Grade 2 learners of Tuba Central School. Using test questions as the main instrument, results show a satisfactory vocabulary proficiency level before intervention and significant improvement after the activities across all vocabulary components. Findings attribute gains to age-appropriate guidance and multisensory, game-based learning that creates a supportive environment for exploration and vocabulary growth.

LanguageEnglish

CategoryExam

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Abstract

Keywords

I. Introduction

Vocabulary development in early graders

Limitations of traditional vocabulary instruction

Rationale for hands-on, learner-centered activities

International research on multisensory word building

Jeorcy Garas Cudlay et al, Cognizance Journal of Multidisciplinary Studies, Vol.5, Issue.11, November 2025, pg. 210-224 (An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal) ISSN: 0976-7797 Impact Factor: 5.183 Index Copernicus Value (ICV) = 92.57 Engaging Learners in Vocabulary Development through Hands-on Word Building Activities Jeorcy Garas Cudlay; Jennifer Inte Lampuyas; Lilian Salupen Pagulongan; Jelyn Sad-ang Ganzon; Jennifer Mostoles Baguio Central University, Baguio City 2600, Philippines [2192957@bcu.edu.ph](2192957@bcu.edu.ph); [2192960@bcu.edu.ph](2192960@bcu.edu.ph); [lspagulongan@gmail.com](lspagulongan@gmail.com); [j](jpsganzon@gmail.com)[psganzon@gmail.com](jpsganzon@gmail.com); [missjennrojo@gmail.com](missjennrojo@gmail.com) DOI: 10.47760/cognizance.2025.v05i11.020 Abstract: This study utilized a quasi-experimental one-group pretest-posttest design to investigate the effectiveness of hands-on word building activities in enhancing vocabulary development of the 24 Grade 2 learners of Tuba Central School. The test question was the main instrument in gathering the needed data in the study. This study came up with the following findings: Grade 2 learners exhibited a Satisfactory level of vocabulary proficiency prior to the intervention; learners' vocabulary skills significantly improved following the intervention and a comparison of pretest and posttest results revealed a notable improvement in all vocabulary components demonstrating that the intervention was not only effective but appropriate for their developmental stage. Based on the findings of the study, the following were the conclusions drawn: Grade 2 learners initially exhibited limited vocabulary proficiency, particularly in higher-order word skills, because their cognitive development required age-appropriate instruction with close teacher guidance. Hands-on word-building activities significantly improved learners’ vocabulary skills because the use of physical materials and interactive games made learning more concrete, enjoyable, and suited to their developmental needs. A significant improvement in vocabulary proficiency was observed after the intervention because the engaging and accessible activities provided a supportive environment that encouraged exploration and language growth. Keywords: Reconstruct, Component, Visual, Tactile, Prompts Independent Thinking, Embedded, Transitional, Reading Stages I. INTRODUCTION Vocabulary development is a foundational aspect of literacy that significantly impacts reading comprehension, communication, and academic success, especially among early graders. For Grade 2 learners, the ability to understand and use a broad range of words plays a crucial role in their overall language proficiency. Despite this importance, many Filipino learners still face difficulties in vocabulary acquisition due to limited exposure to interactive, engaging, and contextually relevant vocabulary instruction (Bernardo et al., 2021) . Traditional approaches to vocabulary instruction such as rote memorization, copying word lists, and passive drills have shown limited success in cultivating long-term word retention and learner engagement. To address this gap, there is growing advocacy for hands-on, learner-centered activities that allow young children to build vocabulary through meaningful and tangible experiences (Neuman & Wright, 2022; Macedonia et al., 2021) . The integration of hands-on word building activities such as letter tile manipulation, word puzzles, sorting games, and tactile vocabulary mapping aligns with developmental theories that emphasize learning through active participation. ©2025, Cognizance Journal, ZAIN Publications, Fridhemsgatan 62, 112 46, Stockholm, Sweden, All Rights Reserved 210 Jeorcy Garas Cudlay et al, Cognizance Journal of Multidisciplinary Studies, Vol.5, Issue.11, November 2025, pg. 210-224 (An Open Accessible, Multidisciplinary, Fully Referee

FAQs

What research design was used to study vocabulary development?

A quasi-experimental one-group pretest-posttest design was used, with test questions as the main data-gathering instrument.

How did the Grade 2 learners' vocabulary proficiency change after the intervention?

Learners showed significant improvement in vocabulary skills after the hands-on word building activities, with notable gains across all vocabulary components.

Why were hands-on word-building activities effective for these learners?

They provided physical materials and interactive games that made learning more concrete, enjoyable, and aligned with learners’ developmental needs, encouraging exploration and language growth.

Sep 28, 2026

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