| Abstrakt: |
The study investigates the effectiveness of contextualized literary stories as a tool for enhancing vocabulary skills among Grade 3 learners at Suarez Central School, Iligan City. Employing a quasi-experimental research design, the study compares two groups: one receiving traditional vocabulary instruction and the other exposed to contextualized literary stories. Pretest and posttest results were analyzed to measure the impact of this intervention. The findings reveal that learners in the contextualized literary stories group showed significantly greater improvements in vocabulary skills compared to those in the control group. This suggests that embedding vocabulary learning within engaging and meaningful narratives fosters deeper understanding and retention. The study is grounded in several learning theories, including Dual Coding Theory, Schema Theory, and Social Constructivism, which emphasize the role of context, imagery, and social interaction in vocabulary acquisition. Statistical analysis using t-tests demonstrated significant differences in the posttest results between the two groups, underscoring the efficacy of contextualized literary stories. The research concludes that this approach can be a valuable pedagogical tool for vocabulary enhancement, recommending its integration into the curriculum for early-grade learners. Future research is encouraged to explore the long-term effects of this method across different learner populations. [ABSTRACT FROM AUTHOR] |
