Project EVE and its Effectiveness on English Vocabulary Competency
Jafet P. Solidum & Celedonia R. Hilario
Abstract
This study determined the effectiveness of Project EVE (English Vocabulary Elements), a module developed by the researchers, to improve the English vocabulary competence of Grade 11 senior high school students in a public national high school in Aklan. The randomized pretest-posttest control group design, using matched subjects was employed in this study. There were 80 participants who were matched-paired, half of whom were assigned to the control group (40 participants) and the experimental group (40 participants). The participants in the control group were taught using the Department of Education’s (DepED) prescribed module while participants in the experimental group were exposed to the developed module (Project EVE). The module contained vocabulary elements on structural analysis, context clues, synonyms and antonyms, and figures of speech. The mean percentage score and t-test were the statistical tools used in this study. The findings showed that both the use of the DepEd-prescribed module and Project EVE improved the students’ vocabulary competence in English. However, the vocabulary competence of students in the experimental group was much higher compared to the control group. Hence, the utilization of Project EVE (English Vocabulary Elements) was an effective method in improving the students’ English vocabulary competence.
Keywords
English Vocabulary Elements, effectiveness, English vocabulary competence, module
Author information & Contribution
Disclosure statement
No potential conflict of interest was reported by the author(s).
Funding
This work was not supported by any funding.
AI Declaration
Notes
This paper is presented in 4th International Conference on Multidisciplinary Industry and Academic Research (ICMIAR)
Acknowledgement
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Cite this article:
Solidum, J.P. & Hilario, C.R. (2023). Student-Mother: Project EVE and its Effectiveness on English Vocabulary Competency. Industry and Academic Research Review, 1 (1), 259-265.
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