Improving pupils' skills in identifying the meaning of unfamiliar words through a five- day routine technique

This study aimed to evaluate the effectiveness of the Five-Day Routine Technique in improving pupils’ skills in identifying the meaning of unfamiliar words. This study included thirty-three (33) Grade 5 pupils that served as the participants. This employed a pre-experimental pretest- posttest design as the main research approach. Mean, paired t-test and thematic analysis used as statistical tools to evaluate and interpret the data. The intervention was developed for the purpose of improving the skills of Grade 5 pupils in identifying the meaning of unfamiliar words. The intervention was about the different activities that pupils must complete each day of the five- day routine. The result of the study found out that before the intervention the pre-test mean was computed at 4.91 which was described as low mastery. The post-test mean was recorded at 18.36 which was described as closely approximately mastery. When the pupils’ pre-test and post-test were compared, highly significant difference was found which only proved that Five-Day Routine Technique was effective. An interview was also conducted to determine the pupils’ perceptions as regards to the implementation of the proposed intervention. It showed that respondents liked the implementation of the intervention throughout their learning of new words.