Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 21 no. 1 (2024)

Project LePWaR (Let’s Play with Word and Read): Its Contribution to Reading Performance among Key Stage 2 Learners of Labu-Ay Elementary School

Jamela Ariraya | Jhenil Biatrisse Dela | Ruby Christine Hope Igo-ogan | Norhanifah Locsadatu | Ursiel Salindo | Karen Gay Dy

Discipline: Education

 

Abstract:

This study examined the efficacy of project LePWaR, a game-based reading instructional tool, in enhancing the reading performance of key stage 2 learners at Labu-ay Elementary School during the first quarter of the 2023-2024 academic year. Employing a quasi-experimental research design, the study focuses on the influence of project LePWaR on the reading fluency and vocabulary levels of a selected group of 30 learners. Furthermore, the research explores the association between the game-based reading instructional tool and the fluency and vocabulary levels of key stage 2 learners. The investigation employs pre- and post-assessment measures, incorporating the Phil-IRI assessment tool for English oral reading. Additionally, qualitative data are gathered through adapted and modified survey questionnaires and open-ended interviews to evaluate the project's impact comprehensively. Based on the findings, the intervention produced significant improvements in vocabulary (M = 56.79) and fluency (M = 27.56) post-test scores, along with a noticeable rise in standard deviation. These results suggest that learners have improved a wider range of skills, highlighting the effectiveness of the intervention in promoting fluency and vocabulary acquisition. The implications of the study's findings for practice, educational policies, and future research are significant. For practice, educators can consider integrating game-based instructional tools like project LePWaR into their teaching methods, particularly for enhancing reading fluency and vocabulary among key stage 2 learners. This approach can provide engaging and effective learning experiences, catering to diverse learning styles and preferences. Moreover, educational policies could be informed by these results, potentially advocating for the integration of similar game-based interventions into curriculum frameworks or funding initiatives to support innovative teaching practices. Future research could build upon this study by delving deeper into the specific mechanisms through which gamebased learning impacts reading proficiency. Investigating factors such as learner engagement, motivation, and cognitive processes during gameplay could offer valuable insights for optimizing instructional design. Additionally, exploring the long-term effects of such interventions and their sustainability over extended periods would contribute to a more comprehensive understanding of their efficacy and practical implications. Integrating these implications into the abstract would enrich its relevance and inform readers about the broader significance of the study's findings.



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