IDIOM-BASED INTERVENTION: IMPROVING THE SKILLS IN IDENTIFYING THE CONNOTATIVE AND DENOTATIVE MEANING AMONG GRADE 10 LEARNERS

The purpose of this descriptive quantitative study was to address the lack of student engagement among high school students. The study involved 30 tenth-grade students from Baltazar Nicor Valenzuela National High School. The pre-test scores had a mean of 11.00 with a standard deviation (SD) of 1.691, indicating the initial level of student learning before the intervention. After implementing the Idiom-Based Intervention, the post-test scores showed a significant increase, with a mean score of 26.0 and an SD of 0.898, reflecting notable improvement in students' language learning. A paired t-test was conducted to compare pre-test and post-test scores. The analysis yielded a significant result indicates that the intervention had a substantial positive effect on students' learning outcomes, confirming the effectiveness of the Idiom-Based Intervention, t(29)=45.1.p<.0001. To gain a comprehensive understanding of the experiences of students and teachers during and after the intervention, interviews were conducted. Four key themes emerged from the responses gathered, four themes emerged regarding the insights can you share to the school administrators, teachers, and stakeholders: enhancing idiomatic expressions to improve students learning; interactive activities and strategies in the intervention program; utilizing various materials in the program; and utilizing diverse interactive activities in the program. Keywords: Students’ Learning, High School Students, Expressions, Idioms, Quantitative Study