UTILIZATION OF MORPHOLOGICAL ANALYSIS INSTRUCTION IN ENHANCING VOCABULARY ACQUISITION OF GRADE 8 STUDENTS

This study aimed to assess the effectiveness of morphological analysis instruction on vocabulary acquisition among Grade 8 students in a public school in San Pedro City, Laguna. Employing a quasi-experimental design, two classes from Sampaguita Village National High School were selected, with one serving as a control group using traditional methods and the other as an experimental group receiving targeted morphological analysis instruction. Pre-tests established baseline vocabulary skills, revealing that both groups initially underperformed (control: 72.39, experimental: 70.78). Post-test results showed improvement, with the control group scoring Very Satisfactory (84.67) and the experimental group scoring Satisfactory (79.61). Statistical analysis indicated significant differences between pretest and posttest scores for both groups, highlighting the effectiveness of morphological analysis instruction in enhancing vocabulary acquisition. The findings suggest that such instructional techniques can bolster vocabulary learning and academic performance, prompting recommendations for schools to incorporate them into their curricula. Future research could further explore the applicability of these methods across various grades and subjects to gain a comprehensive understanding of their potential benefits and limitations in diverse educational settings.