The Level of Spelling Proficiency Skills of Grade 2 Learners in Darigayos Elementary School: Master V.I.N.C.E.’s Interactive Game-Based Materials
DOI:
https://doi.org/10.65339/ijsair.V2.I2.502Keywords:
Early Literacy, Game-Based Learning, Grade 2 Learners, Intervention Materials, Manipulative-Based Strategies, Multisensory Instruction, Spelling ProficiencyAbstract
This study determined the spelling proficiency skills of Grade 2 learners at Darigayos Elementary School and developed Master V.I.N.C.E.’S Interactive Game-Based Materials as intervention materials based on identified learning gaps. The study was anchored on Multisensory Learning Theory, Constructivist Theory, Vygotsky’s Sociocultural Theory, Paivio’s Dual Coding Theory, Behaviorist Theory, and the Input–Process–Output Model. It employed a quantitative one-group pretest–posttest quasi-experimental design involving 25 Grade 2 learners from Grade 2 Dahlia and Grade 2 Daisy during School Year 2025–2026. A researcher-made spelling test was used to measure phonemic awareness, phoneme–grapheme correspondence, orthographic knowledge, and word encoding accuracy before and after the six-week intervention. Data were analyzed using mean, standard deviation, frequency, percentage, and paired sample t-test. Findings showed that learners obtained a pretest mean score of 4.20, interpreted as Low, indicating weak spelling proficiency before the intervention. After the implementation of game-based and manipulative-based spelling strategies, the posttest mean increased to 9.08, interpreted as Very High. The paired sample t-test yielded a computed t-value of -13.65 with a p-value of 0.00, confirming a significant difference between pretest and posttest scores. The study concluded that Master V.I.N.C.E.’S Interactive Game-Based Materials effectively improved learners’ spelling proficiency through visual, interactive, tactile, collaborative, and experiential learning activities. It recommended the integration of game-based and manipulative materials in classroom spelling instruction, teacher training, curriculum planning, home reinforcement, and further studies with larger samples. The study supports SDG 4, Quality Education, and SDG 10, Reduced Inequalities, by promoting accessible and learner-centered literacy support. Its sustainability impact lies in strengthening educational, institutional, and socio-economic sustainability through low-cost, localized, and adaptable instructional materials for public elementary schools.
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