Wayground And Research Vocabulary Skills Among Shs Students In San Isidro Inhs

Abstract

This study aimed to determine the effectiveness of Wayground in improving the research vocabulary skills of Senior High School (SHS) students, particularly in terms of performance tasks, class participation, post-assessment results, writing, and reading comprehension.
Many SHS students struggle with research vocabulary, which affects their ability to understand academic texts and produce well-written research outputs. This challenge became evident among learners at San Isidro Integrated National High School, Lipa City.
The study utilized a descriptive quantitative research design involving 40 randomly selected SHS students during the second semester of the school year 2025–2026. Data were collected using a teacher-made 30-item pre-test and post-test, along with a researcher-made questionnaire. Statistical tools such as frequency, percentage, ranking, and weighted mean were used to analyze the data.
Findings revealed that students initially demonstrated low proficiency in research vocabulary, with most falling under fairly satisfactory (40%) and did not meet expectations (25%) in the pre-test. After the intervention, a significant improvement was observed, with 57.50% achieving outstanding and 25% very satisfactory performance.
The use of Wayground was found to be effective in enhancing performance tasks, class participation, and post-assessment outcomes. It also contributed to improvements in writing and reading comprehension, while challenges encountered by students remained minimal.

The findings suggested that Wayground is an effective and engaging tool in improving students’ research vocabulary skills. Its integration in instruction can enhance learners’ academic performance, confidence, and participation, making it a valuable strategy in addressing vocabulary-related learning gaps.