DEVELOPING THE SPELLING SKILLS OF THE STUDENTS THROUGH DAILY PRACTICE: AN EXPERIMENTAL STUDY

Educational

The major goal of this study is to see how successful varied spelling strategies - Tactile, Digital and Phonetic are to traditional strategy in developing the spelling skills of the students of Magangit Integrated School. An experimental pretest-posttest group design was utilized, comparing the experimental group, which received the varied spelling intervention strategies, with the control group, which received the traditional strategy. There were 24 respondents in all, with 12 in the control group and 12 in the experimental group. The T-test was employed as statistical approaches to assess the significance of the experimental and control groups. Both groups underwent pre-tests and post-tests, with the experimental group receiving the intervention. The results indicated that there was no significant difference in achievement levels between the pretest and posttest for the control group. However, there was a significant difference in the achievement levels between the pretest and posttest for the experimental group. Additionally, there was a significant difference in achievement levels between the post-tests of the experimental and control groups. The study found no significant difference of the spelling scores of the learners in terms of sex, age and socioeconomic status. These findings suggest that the varied intervention strategies effectively enhanced students' spelling proficiency. Therefore, the study concluded that the use of varied strategies was recommended as an intervention for improving spelling skills.

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