UTILIZATION OF VOCABULARY A-Z FOR VOCABULARY DEVELOPMENT OF GRADE 9 STUDENTS IN TUNASAN NATIONAL HIGH SCHOOL

This study examined the effectiveness of utilizing Vocabulary A-Z in enhancing the vocabulary development of Grade 9 students at Tunasan National High School using a quasi-experimental research design to determine its impact on word recognition, contextual usage, strength of argumentation, and conceptual depth. The respondents were divided into an experimental group exposed to Vocabulary A-Z and a control group taught through traditional vocabulary instruction, with both groups administered researcher-made 40-item multiple-choice pretests and posttests covering the four indicators. Results revealed improvements in both groups; however, the experimental group demonstrated significantly greater progress, achieving a higher posttest mean score (x̄ = 89.38) compared to its pretest mean score (x̄ = 77.03), while the control group showed only a slight increase from a pretest mean score of 79.10 to a posttest mean score of 81.45. Statistical analysis confirmed a significant difference in performance between the two groups (p < 0.05), favoring the experimental group. These findings indicate that integrating interactive digital tools such as Vocabulary A-Z effectively enhances vocabulary learning by promoting deeper understanding, improved contextual application, and higher-order language skills, thereby supporting its integration as a valuable supplement to traditional vocabulary instruction to strengthen students’ overall language proficiency.