Digital Flashcards as a Pedagogical Intervention in Improving Vocabulary: A Pre-Experimental Study

Filipino

Abstract This study examined the effectiveness of digital flashcards as a pedagogical intervention for improving the vocabulary skills of Grade 7 students. Employing a pre-experimental research design, specifically the One-Group Pretest–Posttest Design, the study was conducted at Union National High School–Mt. Diwata Annex, Schools Division of Davao de Oro, Philippines. Ten Grade 7 students identified at the Frustration Level based on the Philippine Informal Reading Inventory (Phil-IRI) were purposively selected as participants. A validated vocabulary test was administered before and after the intervention to measure changes in students' vocabulary performance. The collected data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics through a paired-samples t-test. The findings revealed a substantial improvement in students' posttest scores compared with their pretest performance, indicating a statistically significant increase in vocabulary achievement following the implementation of digital flashcards. The results further suggest that digital flashcards effectively promote long-term vocabulary retention and deeper understanding of word meanings by combining visual and verbal learning cues. Based on these findings, the study concludes that digital flashcards are an effective pedagogical tool for vocabulary instruction in secondary education. It is therefore recommended that language teachers integrate digital flashcards into remedial reading and vocabulary enrichment programs. Furthermore, school administrators are encouraged to provide professional development and technical training that will strengthen teachers' capacity to implement information and communication technology (ICT)-based instructional strategies.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.