ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— This study aimed to determine the Effectiveness of vocabulary-based activities to the performance of Grade 3 & 4 pupils in English. The findings of the study served as a basis of a proposed Intervention plan. This study used the Quasi- Experimental method of research to determine the significant difference of the aforementioned variables. The researcher utilized Universal Sampling in identifying the respondents of the study. the test of difference between the scores in the pre-test and post-test of Grade 3 and 4 pupils in English before and after the integration of vocabulary based activity in teaching English. Based on the table 3, it shows that the Grade 3 & 4 pupils performance in English particularly in the pre-test is 16.38 which is below in the post-test result which is equal to 36.56. Every Teacher specially in the Key Stage 1 and 2 really find ways and means to create activity that could make their learners motivated and they will fell also comfortable and acceptable inside the classroom while learning the different learning competencies in the first Grading period of the Different topics in English Subject. If the teacher really find something that could make the learners not motivated to their learning, it really manifest that a particular learning competencies of the teachers are really not fit to the type of learners that they are teaching, thus they should find ways and means to make the teaching and learning process more meaningful on the part of the learners. it shows how the leaners reacted to the assessment given by the teacher before they will be experiencing the intervention that will be carefully chosen by the teacher that will be intended for the Grade 3 and 4 learners just to validate the performance of the respondents. As reflected in the table, it was revealed that among the 16 learners who took the pretest assessment, nobody got the level of excellent or meaning there was no learner from the Grade 3 and 4 pupils. Based from the pre-test and post-test performance of the Grade 6 pupils after the integration of vocabulary-based activities in teaching English. A reflected in the pretest and posttest performances, it was resulted to a computed t value of equal to 1.218 which is greater than in terms of value of the critical t value of 0.365 level of significance after applying the specific statistical tool that was the bases whether the hypothesis will be rejected on a significance level of degree. Based from the results in table 3, the hypothesis which states that there is no significant difference between the pre-test and post-test performance of the Grade 3 and 4 pupils in English before and after the integration of vocabulary-based activity in teaching English is rejected. The results in table 3 regarding the test of difference of the pre-test and post-test performance in English of the Grade 3 and 4 pupils after the integration in vocabulary based activity implied that Grade 3 and 4 pupils are already exposed to the different vocabulary terms while embedding in the teaching and learning process, it was very notable that the intervention applied during the teaching and learning process for almost 1 month is really effective because the leaners made a significant progress in the pretest to the posttest performances, indicating that the teaching method or support to the learning. Moreover, the identified intervention really led to the substantial learning gains among the grade 3 and 4 learners that could lead to a more successful endeavor in the teaching and learning. Since the intervention is very successful, it is very important to continue to monitor the learner’s performances and adapt teaching strategies as needed as well as regular conduct of the assessments following the norms of this study will help maintain and build good relationship and positive results. Keywords — Effectiveness Vocabulary-Based Activity Performance Grade 3 & 4 Learners English