GRASPhopper Game: Intervention in Improving the English Sentence Construction of the Grade V Pupils
MARILOU D. JAINAR *
T-III, Carmen Central Elementary School, Philippines.
*Author to whom correspondence should be addressed.
Abstract
This action research was conducted to (1) identify the pre-test performance level of the Grade V learners in improving the English sentence construction, (2) post-test level of Grade V learners in improving the English sentence construction, (3) determine the difference between the pre-test and post-test of the learners, (4) determine the significant effect of the learner’s sentence construction. (5) determine the perception of the learners towards the intervention. The respondents of the study were the Grade V learners of Carmen Central Elementary School identified having difficulty in the sentence construction. Sixteen (16) learners were selected through convenient sampling technique. A teacher-developed activity-based assessment tool in a form of a game was used to determine the pre-test and post-test of the performance level in the sentence construction. The assessment tool was validated by the Master Teachers in Carmen Central Elementary School. Wilcoxon Signed-Rank Test was the statistical tool used to compare the pre-test and post-test mean score and to compute the significant difference. GRASPhopper Game intervention was used to improve the performance level of the learners; the remediation level, reinforcement level, and enrichment level were identified. The GRASPhopper Game helps improved the performance level of the Grade V learners in the English sentence construction.
Keywords: Perception, performance, significance, improvement, intervention