An Experimental Study on the Effectiveness of Total Physical Response (TPR) in Vocabulary Development among Grade 1 Students

This study investigated the effectiveness of the Total Physical Response (TPR) method in enhancing English vocabulary acquisition among Grade 1 students at Judge Ernesto Nombrado Memorial School in the Philippines. Using a one-group pre-test–post-test experimental design, fifteen students participated in five TPR-based instructional sessions. A researcher-made vocabulary test, validated (Aiken’s V = 0.91) and found reliable (Cronbach’s α = 0.776), measured learning gains. Pre-test scores had a mean of 6.87 (Did Not Meet Expectations), while post-test scores rose to 12.53 (Very Satisfactory), indicating substantial improvement. A t-value of 9.338 and a Cohen’s d of 2.411 confirmed a statistically significant and large effect. These findings support the integration of kinesthetic strategies like TPR into early-grade vocabulary instruction to promote meaningful and engaging learning experiences.