Sight Word Recognition Among Grade I Leaners Through Interactive Games in Biga Elementary School, Lobo, Batangas

Abstract

The research study investigated the effectiveness of interactive games in improving sight word recognition among Grade 1 students at Biga Elementary School, Lobo, Batangas. The study focused on enhancing learners’ skills in three areas: sight word recognition of the first 100 Fry words, sight word usage in oral reading fluency, and sight word sentence writing. The researcher measured the effects of interactive games through pre-test and post-test evaluations of 40 Grade 1 students. Learners were assessed before and after the implementation of game-based interventions to determine their ability to recognize and apply sight words.

The preliminary test showed that most students struggled to recognize sight words, read them smoothly, and use them in writing. The majority of learners were categorized as “Not Recognized,” “Not Fluent,” and “Poor” during sentence writing assessments. The findings highlighted the need for an interactive and pupil-driven teaching method focused on sight words for students experiencing reading difficulties. Traditional repetition and drill techniques failed to keep learners engaged and motivated in the classroom.

The implementation of interactive games in classroom instruction resulted in significant improvement in post-test outcomes. Students demonstrated progress in identifying and reading sight words independently. Oral reading fluency improved as more learners received ratings of “Fluent” and “Very Fluent.” Learners were also able to create simple sentences using sight words correctly and confidently. The classroom environment became more interactive as students showed enthusiasm toward game-based learning activities.

The study concluded that interactive games provide an innovative alternative to traditional teaching approaches and support literacy development among early learners. The findings emphasized that engaging and learner-focused methods are important in developing reading competencies and increasing student interest in learning.