USING MULTISENSORY STRATEGIES IN IMPROVING PUPILS’ VOCABULARY DEFICIENCY

Language Education / English Language Teaching (ELT)

This study investigates the effectiveness of multisensory strategies in improving vocabulary deficiencies among Grade 3 pupils at Payasan Elementary School. Using an Explanatory Sequential Mixed-Methods Design, the study combined quantitative pre-test and post-test data with qualitative insights from participant interviews. Ten (10) Grade 3 pupils identified with vocabulary deficiencies participated in a two-week intervention involving four multisensory activities engaging visual, auditory, and kinesthetic senses. Results showed significant improvement, with all participants initially at the Beginning level in the pre-test. After the intervention, 4 pupils reached the Proficient level and 6 attained the Advanced level. Pupils reported that visual aids, interactive games, and hands-on activities improved their understanding and retention of vocabulary. These findings support prior studies that emphasize the benefits of multisensory approaches in enhancing engagement, motivation, and retention. This study concludes that multisensory strategies are effective in addressing vocabulary deficiencies, particularly among young learners. Educators are encouraged to integrate these strategies to create engaging learning experiences that cater to diverse learning styles. Future research is recommended to explore the long-term impacts of multisensory strategies and their adaptability across various educational contexts.

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