Enhancing Students’ Vocabulary in Filipino Language Using Game-Based Learning Activity

The Philippines scored the lowest and bagged the lowest spot out of all the nations that took part in the 2018 Programme for International Student Assessment (PISA). This study aimed to evaluate the effectiveness of game-based learning activities in enhancing Filipino language vocabulary among Grade 9 students in a secondary school in Misamis Occidental during the 2024–2025 academic year. The study implemented a single-group pretest-posttest design that involved 29 Grade 9 students who were chosen through purposive sampling. Students engaged in vocabulary-enhancing games specifically designed to improve their Filipino vocabulary. Researchers administered pre- and post-tests to assess the students’ vocabulary knowledge before and after the intervention. The pre-test aimed to determine the baseline vocabulary levels, while the post-test assessed the improvement in vocabulary after the game-based learning activities. Statistical analysis was conducted using SPSS, applying descriptive statistics and a paired t-test to measure vocabulary improvement and evaluate the impact of the game-based learning intervention. The findings showed that before the conduction of the game-based learning activity, the students’ level of vocabulary was generally below the expected level. A significant improvement in the students’ vocabulary performance was seen following the game-based learning activities. The analysis revealed a highly significant difference in the students’ Filipino vocabulary before and after the game-based learning exercise was implemented. Therefore, game-based learning can be an effective instrument for improving vocabulary retention and fostering student engagement in the Filipino language. The development of vocabulary and general language learning in Filipino can be aided by integrating game-based activities into the curriculum.