MOUNT CARMEL COLLEGE, Inc.

Rizal St., Brgy. 4. Baler, Aurora 3200

Philippines
TEACHER EDUCATION PROGRAM
HIGHER EDUCATION DEPARTMENT

Title: Effectiveness of LexiQuest Intervention Materials to the Sentence Construction

Skills of Grade 11 Students HUMSS.

Name of Researchers: Shane Irish Cuento

Carmella Delos Santos
Position: Pre-Service Teacher
Division: Aurora
Introduction
In the ever-evolving landscape of education, the quest for effective teaching

methodologies remains perpetual, especially when addressing the diverse learning needs of

students. Among the fundamental skills crucial for academic success lies decoding, and the

ability to decipher and comprehend written text. Reading comprehension, or the process of

engaging text to extract and construct meaning (Snow, 2002), is crucial for academic

achievement and future life prospects (National Institute of Child Health and Human

Development [NICHD], 2000; Snow, 2002). This skill serves as the bedrock upon which

further learning and comprehension are built. Yet, challenges persist in nurturing decoding

proficiency, particularly among Grade 11 students who navigate the complexities of higher

education.

The bottom-up view of reading comprehension, readers move from an understanding

of parts of the language (e.g., letters, words) to an understanding of the meaning or the whole

(e.g., phrases, passages; Gough, 1972; Holmes, 2009; LaBerge & Samuels, 1974).

Comprehension is thought to be a product of the acquisition of hierarchically arranged

subskills (Dole, Duffy, Roehler, & Pearson, 1991). Thus, lower-level word recognition skills
 MOUNT CARMEL COLLEGE, Inc.
Rizal St., Brgy. 4. Baler, Aurora 3200
Philippines
TEACHER EDUCATION PROGRAM
HIGHER EDUCATION DEPARTMENT

precede the development of more complex skills that lead to an eventual understanding of

phrases, sentences, and paragraphs. Automaticity in processing and understanding written

text is also thought to affect text comprehension (LaBerge & Samuels, 1974). Automaticity

refers to the fact that proficient readers can read text automatically and that they do not need

to focus consciously on lower-level word recognition. Thus, children with decoding problems

allot greater cognitive resources to word recognition—and less to comprehension—whereas

proficient readers can devote greater cognitive resources to higher-level cognitive processes

(e.g., working memory; Daneman & Carpenter, 1980; Perfetti, 1985; Perfetti & Hogaboam,

1975).

As global initiatives such as the Association of Southeast Asian Nations (ASEAN)

prioritize education, educators are compelled to seek innovative approaches to enhance

learning outcomes. The United Nations Educational, Scientific and Cultural Organization's

(UNESCO) emphasis on Education for Sustainable Development (ESD) further underscores

the need for transformative educational strategies.

In response to these imperatives, "LexiQuest: Exploring Decoding Adventures

Through Word Puzzles" emerges as a promising intervention tailored to Grade 11 students.

Rooted in principles of active learning and experiential education, "LexiQuest" reimagines

the traditional learning paradigm by infusing excitement and adventure into the decoding

process. Through engaging word puzzles, students embark on a journey of discovery,

unlocking the mysteries of language and enhancing their decoding skills.

 MOUNT CARMEL COLLEGE, Inc.
Rizal St., Brgy. 4. Baler, Aurora 3200
Philippines
TEACHER EDUCATION PROGRAM
HIGHER EDUCATION DEPARTMENT

The significance of "LexiQuest" transcends mere academic achievement; it embodies

a paradigm shift in pedagogical approaches, emphasizing holistic development and critical

thinking. By immersing students in interactive decoding activities, "LexiQuest" aims to

cultivate a deep-seated appreciation for language and empower students to become confident

and proficient readers.

Drawing upon theoretical frameworks such as constructivism and experiential

learning, "LexiQuest" aligns with contemporary educational discourse, emphasizing student-

centered approaches and active engagement. Constructivist theories posit that learning is a

dynamic process shaped by learners' interactions with their environment, while experiential

learning emphasizes the role of hands-on experiences in deepening understanding.

The purpose of this study is to evaluate the efficacy of the "LexiQuest" intervention in

enhancing sentence construction skills among Grade 11 Humanities and Social Science

(HUMSS) students.

Specifically, it aims to answer the following questions:

1. What is the current level of sentence construction skills among Grade 11

HUMSS students?

2. Is there any significant difference between the pretest and posttest scores of

the experimental group?

3. How does participation in the LexiQuest intervention impact the sentence

construction skills of Grade 11 HUMSS students?

 MOUNT CARMEL COLLEGE, Inc.
Rizal St., Brgy. 4. Baler, Aurora 3200
Philippines
TEACHER EDUCATION PROGRAM
HIGHER EDUCATION DEPARTMENT

This study is significant to the researcher because the goal is to facilitate not only the

learning of the students but also to improve the teaching strategies of the teachers.

More specifically, this study is important and will be of great benefit to the following

persons and institutions: (1) The Department of Education would encourage educators to

develop an intervention program in English language that would be relevant to the needs of

the learners of today, (2) School administration may help to create/plan appropriate school

based intervention program to fit student’s needs and would improve students’ common

difficulties in mathematics, (3) Curriculum makers and English supervisors may able to

devise the curriculum in strengthening the academic performance, (4) English teachers will

be encouraged to upgrade their methods and techniques in the teaching-learning process to

improve their students’ academic performance, (5) Parents may enhance active participation

in supporting the needs of their children and improve their relationship as supporters and

partners of the school, (6) Learners will be more motivated on how to cope with their

difficulty, inspire them to study hard to overcome their weakness in English, and may lead to

better enthusiasm and good study habit, and (7) Future Researchers will be guided and

encouraged to conduct lateral studies within the area of preferences.

Methods

Quasi-experimental studies (McGahee, Thayer W. & Martha S. Tingen., 2009) was

adopted in this study. This design is a combination of the pretest-posttest without Strategic

Intervention Material design and the experimental group with Strategic Intervention Material

design. Fraenkel and Wallen (2015) stressed that in a quasi-experimental design, pairs of
 MOUNT CARMEL COLLEGE, Inc.
Rizal St., Brgy. 4. Baler, Aurora 3200
Philippines
TEACHER EDUCATION PROGRAM
HIGHER EDUCATION DEPARTMENT

individuals may be matched on certain variables to ensure group equivalence and to avoid its

possible effect on the study.

This study was composed of 37 respondents from Grade 11 who are currently

enrolled in Senior High School of Aurora National High School for the School Year 2023-

2024, second semester.

In this study, random assignment was not feasible due to logistical constraints;

however, meticulous selection and matching procedures were undertaken to ensure

comparability between groups.

Data analysis involved comparing the pre-test and post-test scores of the intervention

and control groups to determine the impact of the intervention on reading comprehension

skills. Additionally, demographic information and other relevant variables were collected to

control for potential confounding factors. The study adhered to ethical guidelines, ensuring

informed consent from participants and confidentiality of data.