WORD MAPPING TECHNIQUE: A PEDAGOGICAL TOOL IN TEACHING VOCABULARY SKILLS OF GRADE 8 STUDENTS

Aims: This study aimed to determine the effectiveness of the Word Mapping Technique as a pedagogical tool in improving the vocabulary skills of Grade 8 students in Filipino. Specifically, it sought to determine the vocabulary performance of the students before and after the implementation of the intervention and to identify whether significant differences existed between the control and experimental groups. Study Design: The study employed a quantitative approach using a quasi-experimental pretest-posttest control group research design. Place and Duration of the Study: The study was conducted at Nueva Gracia National High School, Nueva Gracia, Loreto, Agusan del Sur during the School Year 2025–2026. Methodology: The respondents of the study consisted of sixty-seven (67) Grade 8 students from the Molave and Narra sections. Thirty-five (35) students were assigned to the control group, while thirty-two (32) students belonged to the experimental group. A researcher-made vocabulary test was utilized as the primary instrument for data gathering. The control group was taught using the traditional method of instruction, whereas the experimental group was exposed to the Word Mapping Technique. Mean, class proficiency level, independent samples t-test, and dependent samples t-test were used to analyze the gathered data. Results: The findings revealed that both groups had comparable vocabulary proficiency before the intervention. However, after the implementation of the Word Mapping Technique, the experimental group obtained a higher posttest mean score (23.72) compared to the control group (20.40). The results further showed a significant difference between the posttest scores of the two groups (p < .001), indicating that the Word Mapping Technique was more effective in improving students’ vocabulary skills. Likewise, the experimental group demonstrated a significant improvement between the pretest and posttest scores after exposure to the intervention. Conclusion: Based on the findings, the study concluded that the Word Mapping Technique is an effective instructional strategy in enhancing students’ vocabulary skills. The use of visual and relational vocabulary activities increased students’ comprehension, participation, and retention of unfamiliar words. Therefore, the continuous integration of the Word Mapping Technique in Filipino instruction is highly recommended.