WORD FIND PUZZLE: A STRATEGY TO IMPROVE

THE VOCABULARY OF GRADE 7

VENUS STUDENTS

S.Y. 2022 – 2023

A Completed Action Research Presented to

The School Research Committee
Leonardo National High School
Leonardo, Josefina, Zamboanga del Sur

In Partial Fulfillment of Requirements in

Inquiries, Investigation, and Immersion

By

Raymund Steve H. Gamotin

Abegail E. Mangubat
Clairvan E. Loresco
Kher Grecel B. Notarion
Anavie Tizon
Anjholie C. Atap

June 2023
 APPROVAL SHEET
The research paper, entitled “WORD FIND PUZZLE: A STRATEGY TO
IMPROVE THE VOCABULARY OF GRADE 7 VENUS STUDENTS” prepared
and submitted by RAYMUND STEVE H. GAMOTIN, ABEGAIL E.
MANGUBAT, CLAIRVAN E. LORESCO, KHER GRECEL B. NOTARION,
ANAVIE TIZON and ANJHOLIE C. ATAP in partial fulfillment of the
requirements for Inquiries, Investigation, and Immersion is hereby
recommended for approval acceptance.

TECHIE T. TORRES,
MAEd
Adviser

PANEL OF EXAMINERS
Approved by the committee on oral examination with a grade of
___________.

ANALIZA P. ASUNCION MARK RYAN P. VILLENA

Member Member

___________ ___________
Date Date

ROLLY JAY RAMOS JESSEL P. SUMADER

Member Member

___________ ____________
Date Date

Approved and accepted in partial fulfillment of the requirements in

Inquiries, Investigation, and Immersion.

JOEL M. URSONAL
Secondary Principal II

____________
Date
 ACKNOWLEDGEMENT
Success in any endeavor has always depended heavily on

presentation, inspiration, and motivation. We would want to use this

opportunity to express our gratitude to everyone who has helped to inspire

and mentor us throughout the course of this research. The following people

were given our sincere thanks and appreciation for all the assistance and

support they provided in making this study possible. First, and foremost, we

give thanks to the Almighty Father for the guidance and protection in

making this research successful, and the contribution of the following

persons who shared their time, talents, and expertise in the preparation of

this research study. Thank you to our research adviser, Ma’am Techie T.

Torres who was not tired in discussing well the Context and Rationale,

Action Research Questions, Proposed Innovation, Intervention, and Strategy,

Research Methods, and the Results and Discussion. Thank you so much for

your time, effort, knowledge, and everything that you shared with us. To our

dearest parents and for each member of the group, thank you so much for

your financial assistance, knowledge, suggestions, and magical words that

inspired us in making this project well. We also wanted to give our gratitude

to our respondents in cooperating with us during the pre-test, discussions,

and the post-test. Lastly, we would like to thank the panelists, Ma’am Techie

T. Torres, Sir Mark Ryan P. Villena, Sir Rolly Jay Ramos, Ma’am Analiza P.

Asuncion, Ma’am Jessel P. Sumader, and Sir Albert Pancho for the scholarly

comments and suggestions which greatly improved the paper and the

gathering of the necessary data.

The Researchers
 DEDICATION
This research paper is dedicated to the Almighty God who gave us the

strength, knowledge, wisdom, protection, and will to continue and keep

positive to finish this research. We also dedicated this research to our

parents who gives their outmost support, and never-ending inspiration

through the story. They are the one who provided the resources that needed

in the making of this study. It is also dedicated to the teachers who were

behind in making this research possible through guiding the researcher to

complete this study. This is also dedicated to our research adviser and

panelists who gave us some ideas and insights on making the different parts

of this action research.

Moreover, the researchers would also like to dedicate this study to the

students that may need in help in improving their vocabulary skills through

exposing themselves in the activities that are found in the word find puzzle.

And lastly, it is also dedicated to our classmates who shared their ideas,

words of advice, and encouragement that helped us to be motivated to finish

this research.

The Researchers
 ABSTRACT
Learning vocabulary can be difficult for the students to learn them
quickly since it requires a dedication to overcome four challenges such as
acquiring large number of words, the disparities between spoken and
written English, the limitations of information sources, and the complexity
of word knowledge. The objective of this research is to determine the
vocabulary level of the Grade 7 Venus students using the word find puzzle
as a strategy to help students learn many words. Thus, the researchers
crafted a Word Find Puzzle that contains the puzzle itself with corresponding
words and five activities that are related to the words in the box. This
research used the quantitative research design. The researchers used pre-
test and post-test to collect the data among Grade 7 Venus students who
have poor vocabulary. Based on the results of this research, it shows that
the learners gain scores during the pre-test is 7%, which is interpreted as
“Very Poor”. This means that the vocabulary level is very low during the pre-
test. On the other hand, the vocabulary level of the students during the
post-test is 88%, which is interpreted as “Excellent”. This shows that the
learners have significantly improved their vocabulary level through the Word
Find Puzzle. Moreover, the researchers highly recommend that this word
find puzzle should be utilized by the Grade 7 English teachers for their
students to further increase their wide range of vocabulary. It will also
broaden their vocabulary and they may use or apply it in constructing
sentences and even paragraphs.

Key Words
Challenges, Definition, Synonyms, Vocabulary skills, Word Find Puzzle
 TABLE OF CONTENTS
Page
TITLE
PAGE……………………………………………………………………………………….…i
APPROVAL SHEET……………………………………………………………………...ii
ACKNOWLEDGEMENT………………………………………………………….……..iii
DEDICATION………………………………………………………………….………….iv
ABSTRACT…………………………………………………………………………………v
TABLE OF CONTENTS………………………………………………………..…….…vi

I. Context and Rationale………………………………………….………………..1

II. Action Research Questions……………………………………………………..2
III. Proposed Innovation, Intervention, and Strategy………………………….2
IV. Action Research Methods……………………………………………….………3
a. Participants and/or other Sources of the Data and
Information…………………………………………………………………..........3
b. Data Gathering Procedure…………………………………………………..3
c. Data Analysis Plan………………………………………………………..…..3
V. Plans for Dissemination and Utilization……………………………...........5
VI. Discussion of Results………………………………………………………..…..5
VII. Research Reflection and Conclusion……………………….......................8
VIII Recommendations………………………………………………………………...8
VIII. References……………………………………………………………………........9
IX. Appendices…………………………………………………………….………….11
 1

I. Context and Rationale

The development of vocabulary is crucial in learning a language.
Learning a vocabulary is also an essential skill for learning to speak, write,
listen, and read. People cannot properly communicate and express their
feelings in oral or written form if their vocabulary is insufficient. The more
people master vocabulary, the more they can speak, write, read, and listen
as they want (Rohmatillah, 2014). Students that have better vocabulary
skills will help them improve their reading comprehension, language
development, better communication, write effectively in written forms, and
can help in occupational success (Seifert, 2016). The ability to understand
spoken and written texts is aided by having a strong vocabulary. Vocabulary
knowledge is also seen as a crucial tool for mastering any language skills.
(Schmitt et.al, 2011).
In the Philippines, vocabulary knowledge is important, especially for
junior and senior high school students in order to achieve the skills required
by the Department of Education (Cruz, 2015). Practical Research 1 and 2
are two senior high school classes that need a lot of reading and vocabulary
skills, as well as Academic and Professional English. The same disciplines
focus on competencies that are required for tertiary education. However, not
every student in the upper grades is prepared to meet the standards.
Poverty, a lack of exposure to meaningful discussions, language teaching,
and other factors all contribute to poor vocabulary. As a result, students
suffer from a lack of vocabulary, have difficulties with fluency, and reading
in general (Wasik and Iannone, 2013).
Moreover, Bai (2018) stated that there are two types of factors that
influence learners' vocabulary learning strategies: individual learner factors
and social environmental factors. Individual factors should initially focus on
the learner's perspectives on vocabulary learning. Focusing on vocabulary
will help the learner use cognitive and memory techniques more effectively.
If they concentrate on the purpose of the vocabulary, they will use more
communicative techniques rather than cognitive or memory techniques.
However, social environmental factors can also have an impact on students,
as the use of learning strategies in vocabulary learning is constrained by the
social context, as language is a social phenomenon in human interactions
and is linked to society. Hence, the learner’s strategies are greatly influenced
by their social surroundings. This will undoubtedly have an indirect impact
on how learners think and how they use learning strategies.
However, learning the vocabulary in English, both written and spoken,
can be pretty difficult for the students to learn them quickly. In fact,
learning or developing the students’ vocabulary requires a dedication to
education to overcome four challenges such as the size of the task (students
need to acquire an extremely large number of words), the disparities
between spoken and written English, the limitations of information sources,
including dictionaries, and the complexity of word knowledge (simple
memorization is not enough) (Texas Education Agency, 2022).
 2

Lastly, the purpose of this study is to help the Grade 7 Venus

students improve their vocabulary through the use of word find puzzle. The
researchers agreed that this puzzle should be used to ensure that the
students are having fun in finding the words in the puzzle given to them.
They will be able to learn the new words that they discovered and apply
those words in constructing sentences in spoken or written forms.
II. Action Research Questions
This action research attempted to improve the vocabulary of the Grade
7 Venus students through playing word find puzzle. Specifically, this study
will seek to answer the following questions;
1. What is the vocabulary level of the students on the pre-test?
2. What is the vocabulary level of the students after the post-test?
3. What is the significant difference of the pretest and posttest before
and after the intervention?
III. Innovation, Intervention, and Strategy
The proposed strategy that was used in this study was a self-made
word find puzzle. The word find puzzle is the best puzzle because it had
some unfamiliar or rarely used words in a sentence or conversation. By
putting some unfamiliar or rarely used words in the puzzle, it will help them
gain a knowledge of a new word. In the puzzle sheet, there were a bunch of
letters that lined up to one another and form a box or square shape. Some of
those letters formed a word whether it is horizontal, vertical, or diagonal.
Also, it enabled the students to improve their vocabulary skills by
recognizing the exact spelling and patterns of the words that they discovered
when they are answering the puzzle. This makes the learning process more
interactive, enjoyable, and engaging since they will just have to find as many
words as they could and encircle the words that they found in the puzzle
and easily understandable by the students. Its main goal is to develop their
vocabulary skills and provides a knowledge on some unfamiliar words to the
students.
According to Shutterland (2009), word search trains students to focus
on recognizing hidden words in puzzles, exercises students’ brains, and aids
students in visual and hand-eye coordination when solving puzzles.
Moreover, there are five benefits in solving word search puzzles: words
search puzzles stimulate the brain, word search puzzles help with
vocabulary development, it aids in the learning of foreign languages, can
help students improve their spelling, and teaches the students’ brain to
recognize patterns and identify letters, faces, as well as a variety of objects.
The part one consists of the word find puzzle that was answered by
the students by encircling the words that they can find in the given puzzle.
The puzzle itself contained 15 words that were found in the word box. Seven
of those words were rarely used in a sentence, conversations, or words that
were never been heard by average students in a school. In the puzzle, the
words can be found either horizontally or vertically. Moreover, it also
 3

consists of 15 items with the definitions written on it to be answered by the

students in order for them to know the meaning of those words by
answering it based on what they understand of that word found in the box.
IV. Action Research Methods
This action research used a quantitative method to assess the
vocabulary level of the Grade 7 Venus students and with the use of word
find puzzles. It is quantitative since the researchers determined the
vocabulary level of the students based on the scores that they obtained in
answering the pre-test and post-test.
a. Participants and/or other Sources of the Data and Information
The participants of this study were 15 students of Grade 7 Venus in
Leonardo National High School with poor vocabulary in English. The
respondents of this study were chosen by the means of an assessment test
that was conducted in this section in which, the students who had a low
score in answering the test were chosen as the respondents and were given
word find puzzle as a strategy to improve their vocabulary.
b. Data Gathering Methods
First, the researchers sought the permission of the school principal,
the Grade 7 Venus adviser, and also the respondents of this study. Then the
researchers crafted an assessment tool that includes Pre-test and Post-test.
During the pre-test, the researchers conducted an assessment test on
vocabulary to the grade 7 Venus students to determine the vocabulary level
of the students. If the scores are low, it means that the students have poor
in vocabulary. Therefore, the students that had a low score in the pre-test
were the respondents that were given the word find puzzle and asked them
to find as many words as they could find in the puzzle and also answer each
definition in the back and answer it with the words in the word box.
And in the post-test, the chosen respondents were answering another
vocabulary test with the strategy applied to see if it improves their
vocabulary level. This time, the questions and words written in the test was
different from the pre-test and the questions were based on the words given
in the puzzle. This study used the self-made word find puzzle as the main
strategy to help improve the vocabulary of the students. After collecting the
data, the mean score was hereby computed and the pre-test and post-test
was thoroughly analyzed, interpreted, and tabulated. Afterwards, the
researchers computed the significant difference of the pretest and the
posttest using T-test.
c. Data Analysis Plan
To better interpret the data in determining the mastery level of the
students in terms of their vocabulary level, the total scores obtained by the
respondents in pre-test and post-test, divided by the total number of
students, and divided into the total items of the pre-test and post-test and
multiplied it into 100 to determine the vocabulary level in both the pre-test
and the post-test.
 4

Moreover, this study also used the scores distribution of students’

vocabulary mastery that was sourced from Manihuruk (2020) as a basis for
describing the vocabulary mastery of the students based on the scores
garnered by the students during the pretest and the posttest. By using this
table, the researchers would know whether there was a significant
improvement of the vocabulary level of the Grade 7 Venus students when
the strategy, “Word Find Puzzle” applied to the 15 students who got the
lowest scores. The category of the vocabulary mastery in the table below
ranges from very poor, poor, fair, good, and excellent. Moreover, the data
gathered were presented in a tabular form.
Table 1. Scores Distribution of Students’ Vocabulary Mastery
Percentage Scores Interpretation
86-100 Excellent
66-85 Good
46-65 Fair
26-45 Poor
Below 25 Very Poor
Adapted from Manihuruk (2020).
Formula for Getting the Percentage Score
∑x
x=
n
Where: x – is the mean

Σx - is the total scores of the students during the pretest and

posttest

N – is the number of students that taken the test

x
p= X 100
n

Where: P– is the percentage score

x - is the mean gathered from the pretest and posttest

N – is the number of items in the pretest and postest

Formula for Calculating the T-test

x−μ
t=
σ
√n
 5

Where: t – is the t-test

x - is the overall percentage score gathered from the pretest

μ – is the overall percentage score gathered from the posttest

σ – is the standard deviation

N – is the number of items in the pretest and postest

V. Plans for Dissemination and Utilization

The research results will be cascaded to the English teachers of the
Leonardo National High School and during the parent and teachers’ meeting
in the school. These channels will be used to discuss reflections on recent
research findings and suggest future steps that will benefit K-12 educators
in improving the vocabulary level of the students. The purpose of the study
is to help the students to develop their vocabulary level through the use of
self-made word find puzzles.
Moreover, the findings of this study will also be applied and
incorporated to the grade 7 students of Leonardo National High School
which will influence the way words were taught to the students in order for
them to learn more words in a fun and interactive way by the use of puzzles.
Moreover, teachers, head teachers, principals, and supervisors are
encouraged to adopt the integration of word find puzzle activities to the
students to make learning words to be more fun to them.
VI. Discussion of Results
In this chapter, the quantitative data gathered through pretest and
posttest in determining the vocabulary level of the Grade 7 Venus students
and the use of word find puzzle as a strategy in improving the vocabulary
level of the students are presented in a tabular form. Following the
presentations are the analysis and interpretations of the data. The order of
the data presentation is consistent with the arrangement of questions in the
action research questions.
Problem 1. What is the vocabulary level of the students on the pre-test?
Table 1. The Vocabulary Level of the Grade 7 Venus students during the Pre
test
Percentage Score Interpretation
7% Very Poor

As shown in the Figure 1, it shows that only 7% is gained by the

students which is interpreted as “very poor”, based on the table of scores
 6

distribution of students’ vocabulary level. This indicates that the students

have a limited knowledge on vocabulary that they encountered when they
answered the pre-test in which, most of them are confused and struggling to
find the best definition that fits in that word and on completing the
sentences using the words that they never heard of.
Moreover, this also shows that the students are having a difficulty in
determining the correct definition of that word and determining the best
word that would complete the sentence during the pre-test. Furthermore, it
was also found out during the pre-test that 3 out of 15 students got no
points in the test, while 4 students got a score of 1, one student got a score
of 3, and the remaining 7 students got a score of 2. Thus, the students have
very low vocabulary.
This conforms to the study of Teng (2016) that one of the issues
associated with vocabulary learning that arises among students is the lack
of understanding of every word in a text can result in inadequate
comprehension of vocabulary. The learners have trouble figuring out other
definitions for unknown terms in a book, primarily because they are unable
to determine the word’s spelling and meaning. And on top of that, one may
accidentally pick up new terms while reading books but, the newly learned
language knowledge would have decayed significantly after two weeks.
Problem 2. What is the vocabulary level of the students after the post-test?
Table 2. The Vocabulary Level of the Students in the Post-test
Percentage Score Interpretation
88% Excellent

Based on the Figure 2, the students gained a score of 88% in the

posttest, which is interpreted as “excellent”. The post-test has a much
higher results compared to the pre-test. Based on the results above, this
shows that the students had a significant improvement in their vocabulary
level when they answered the activities that were present in the word find
puzzle.
Moreover, it also indicated that they got higher scores than the pre-
test because they had learned the words and its definitions, synonyms, and
parts of a speech where that word belongs with the help of a series of
discussions that were also conducted in order for the students to remember
it well. This also proves that the strategy that was given to them was greatly
helped them in learning new words that they never heard before. It also
helped them learn the definition, synonyms, and part of a speech where that
word belongs. With the words that they learned from the strategy, they will
eventually use or apply it in sentence construction and expands their wide
knowledge of words.
This also supports to the study of Chesy et.al. (2018) in her study
entitled “The Use of Word Search Puzzles to Teach Students’ Vocabulary
 7

Mastery” in which, she tested the 31 tenth grade students of SMK PGRI
Pontianak, their vocabulary mastery using the word search puzzle to reveal
whether it improves the vocabulary mastery of the students. The study
concluded that the students’ vocabulary proficiency improved with the help
of the word search puzzles.
Furthermore, she also pointed out that it also had its own advantages
and disadvantages. Consequently, the benefits of word search encourage the
students to learn new vocabulary, it improved their spelling, assisted them
in word memorization, and was enjoyable for them. But the word search
puzzle’s flaws include the time it took, which prevented the students from
completing it and was a little hard to do for the students.
Problem 3. What is the significant difference of the pretest and posttest
before and after the intervention?
Table 3. The Significant Difference Between the Vocabulary Level of the Grade
7 Venus students in the Pre-test and the Post-test
95% Confidence
Interval of the
TESTS RESPON Difference SIGNIFICANT VERBAL
DIFFERENCE INTERPRETATION
DENTS
Lower Upper
Pre-test
There is a
Post- 15 -13.90 -11.30 .000 significant
test difference.

The table 3 shows the difference of the vocabulary level of the Grade 7
Venus students in the pre-test and the post-test. It shows that there is a
significant difference between the vocabulary level of the Grade 7 Venus
students during the pre-test and the post-test. As shown in the table, the
95% Confidence Interval of the Difference is calculated. The results shows
that the lower bound of the confidence interval is -13.90. On the other hand,
the upper bound of the confidence interval is -11.30. Since both lower and
upper bound of the confidence interval are negative, it means that the
confidence interval did not cross to the value of zero.
On top of that, the significant difference between the speaking
performance of Grade 7 Venus students is .000. Since .000 is lower than the
level of significance of .05, it means that there is a significant difference. All
these two findings tell the same thing in which, there is a significant
difference between the vocabulary level of the Grade 7 Venus students
during the pre-test and when the students were exposed in the strategy and
during the post-test. Moreover, the result above also tells that there is an
improvement in the students’ vocabulary skills when they answered the
activities found in the word find puzzle, with the help of the discussions of
 8

the meaning of those words. As a result, they attained a higher score in the
post-test compared with the pre-test.
According to Thornbury (2002), pronunciation, spelling, length and
complexity, grammar, meaning and range, connotation and idiomaticity are
all components of a vocabulary that must be mastered by the students.
Form, definition, and usage all play a part in word knowledge. Moreover,
Teng (2016) advised that memorizing, form recognition, and meaning
recognition of meaning and form memory as the simplest way to learn
vocabulary. And lastly, Sheridan & Markslag (2017) stated that conducting
the teaching and learning activity in a meaningful way is one technique to
help students learn more vocabulary. They encouraged teachers to teach
vocabulary in interesting and enjoyable methods. By doing it, it can spark
students’ interest and aid with both memorization and retention.

RESEARCH REFLECTION AND CONCLUSION

The study revealed that before the word find puzzle was employed, the
gain score of the learners is 7% which interpreted as “Very Poor”. However,
after implementing the proposed strategy, their vocabulary level had
increased as shown in the results of the post-test which is 88% and
indicates “Excellent”, which is higher than compared to the pre-test,
therefore this strategy has greatly improved the vocabulary level of the
Grade 7 Venus students. Based on the results of the T-test, it shows that
the significant difference in both the pre-test and post-test is .000. This
means that there is a significant difference on the vocabulary level of the
students between the pre-test and the post-test. Furthermore, it also means
that there is a significant improvement of the students’ vocabulary level
when the Word Find Puzzle was given to them.

RECOMMENDATION

Based on the results and conclusion, the researchers highly

recommend that this word find puzzle in a graphical design should be used
and utilized by the Grade 7 English teachers for their students to further
increase their wide range of vocabulary and learn new words that they can
apply or use it in constructing sentences with those words that they learned
from the puzzle. The puzzle itself is a fun and interactive way of learning
new words, spellings of those words, and its synonyms. Moreover, it is also
recommended to all Grade 7 students to give love in learning Word Find
Puzzle. Thus, it will broaden their vocabulary and they may use or apply it
in constructing sentences and even paragraphs.
 9

References

Bai, Z. (2018). An Analysis of English Vocabulary Learning Strategies.

Journal
of Language Teaching and Research, Vol. 9, No. 4, pp. 849-855.
Retrieved from http://surl.li/ilxxb from March 18, 2023.

Chesy L., Susilawati E., and Bunau E. (2018). The Use of Word Search
Puzzles to Teach Students' Vocabulary Mastery. Retrieved on June 14,
2023 from http://surl.li/ilycf

Cruz, I. (2015). English in Senior High. The Philippine Star. Retrieved from
http://surl.li/ilydk on March 19, 2023.

Manihuruk, D. (2020). The Correlation between EFL Students’ Vocabulary

Knowledge and Reading Comprehension: A Case Study at the English
Education Department of Universitas Kristen Indonesia. Journal of
English Teaching. Volume 6(1), pp. 86-95. Retrieved on June 5, 2023
from http://surl.li/ilyeq

Rohmatillah, R. (2014). A Study on Students' Difficulties in Learning

Vocabulary. Retrieved from http://surl.li/ilyfy on March 15, 2023.

Schmitt, N., Wun-Ching, J., and Garras, J. (2011). The Word Associates
Format: Validation Evidence. Language Testing, 28(1), 105-126.
Retrieved from http://surl.li/ilygm on March 20, 2023.

Seifert, D. (2016). Top 5 Reasons Why Vocabulary Matters. Retrieved from

http://surl.li/ilygt on March 18, 2023.

Sheridan, R., & Markslag, L. (2017). Effective Strategies for Teaching

Vocabulary: An Introduction to Engaging Cooperative Vocabulary Card
Activities. PASAA: Journal of Language Teaching and Learning in
Thailand, 53, 214–229. Retrieved on June 14, 2023 from
http://surl.li/ilyhq

Shutterland, D. (2009). Word Searches for Dummies. Indianapolis: Wiley

Publishing, Inc. Retrieved from http://surl.li/ilyic on March 27,
2023.
 10

Teng, F. (2016). The Effects of Word Exposure Frequency on Incidental

Learning of the Depth of Vocabulary Knowledge. GEMA Online Journal
of Language Studies, 16(3), 53–70. Retrieved on June 13, 2023 from
http://surl.li/ilyiw

Texas Education Agency. (2022). Some Obstacles to Vocabulary

Development. Retrieved from http://surl.li/ilyjf on March 20, 2023.

Thornbury, S. (2002). How to Teach Vocabulary. London: Pearson Education

Limited. Retrieved on June 12, 2023 from http://surl.li/ilyjs

Wasik, B. and Iannone-Campbell, C. (2013). Developing Vocabulary through

Purposeful, Strategic Conversations. Reading Teacher, v66 n4 p321-
332. Retrieved from http://surl.li/ilykb on March 18, 2023.
 11

APPENDIX A
ACTION RESEARCH WORK PLAN AND TIMELINES

Activities Time Person/s Resources Source Expected

Frame Involved Needed of Outcome
Fund
A. Pre –
Implementation 3I’s teacher Bond paper, Personal Approved
March and folder, and Expenses context and
•Make Context and 18, 2023 Research fastener Rational
Rationale. Proponents
Approved
•Create data 3I’s adviser Bond paper, Personal data
collection April 5, and folder, and Expenses collection and
instruments and 2023 – Research fastener data analysis,
data analysis, April 26, Proponents methodology,
methodology and 2023 and plans for
plans for dissemination
dissemination and and
utilization. utilization
Proposal Five copies of Personal Approved
•Present the action defense manuscripts Expenses action
research study to panelists and snacks research
the panelists May 3, and study
during proposal 2023 Research
defense. Proponents
B. During Successfully
Implementation Teacher, Test papers, Personal answered the
May 25, students, and Expenses test and
•Conduct a pre – 2023 and smartphones choose 15
test on Grade 7 proponents students
Venus students.
Successfully
•Ask the 15 chosen Teacher, Word find Personal answered
students to answer May 26, students, puzzle and Expenses word find
the given word find 2023 and smartphones puzzle
puzzle. research
proponents
Teacher, Post – test Improved
•Conduct a post – students, test papers Personal scores and
 12

test to the 15 June 9, and and Expenses vocabulary

chosen Grade 7 2023 research smartphones skills
Venus students. proponents compared to
the pre – test
C. Post – Bond paper,
Implementation Research folders, Personal Data
June 5 to Proponents smartphones Expenses analyzed and
•Analyze data and June 16, , and laptop interpreted
examine findings. 2023

•Make a power June 12, Research Laptop, Personal Finished

point about the 2023 – Proponents manuscript, Expenses power point
results and other June 15, and phones and
contents of the 2023 organized
study. contents
 13

APPENDIX B
COST ESTIMATES

Item Quantity Unit price Total price

Bond paper (A4) 1 ream 220.00 220.00

Internet () times 100.00 100.00
Encoding and 90 pages 3 pesos per 270.00
printing page

Other materials 200.00

TOTAL 790.00
 14

APPENDIX C
Republic of the Philippines
Department of Education
Region IX
Division of Zamboanga del Sur
Leonardo National High School
Leonardo, Josefina, Zamboanga del Sur

May 25, 2023

JOEL M. URSONAL
Secondary School Principal II
Office of the School Principal
Leonardo National High School

Dear Sir:
As a requirement for our subject in Inquiries, Investigation, and Immersion
and senior high graduation, we the Grade 12- North America students are
currently working on our action research study entitled, “WORD FIND
PUZZLE: A STRATEGY TO IMPROVE THE VOCABULARY OF GRADE 7
VENUS STUDENTS”. Thus, we would like to ask your good office to allow us
to conduct our action research study in the school to gather necessary data
for the completion of our study. We understand that we are carrying a huge
responsibility. Rest assured that the data gathered will be treated with
utmost confidentiality and to be used on academic purposes only.
We are hoping for your positive response and continuous support. Thank
you and more power!

Respectfully yours,

RAYMUND STEVE H. GAMOTIN ANJHOLIE C. ATAP

Lead Researcher Researcher

CLAIRVAN E. LORESCO ABEGAIL E.

MANGUBAT
Researcher Researcher
 15

ANAVIE TIZON KHER GRECEL B.

NOTARION
Researcher Researcher

Noted by: Approved by:

TECHIE T. TORRES JOEL M. URSONAL
Action Research Adviser School Principal II
 16

Republic of the Philippines

Department of Education
Region IX
Division of Zamboanga del Sur
Leonardo National High School
Leonardo, Josefina, Zamboanga del Sur

May 23, 2023

TECHIE T. TORRES
Grade 7 Venus Adviser
Leonardo National High School

Dear Ma’am:
We are the students of Grade 12- North America and currently working on
our action research study entitled, “WORD FIND PUZZLE: A STRATEGY
TO IMPROVE THE VOCABULARY OF GRADE 7 VENUS STUDENTS”
which is a requirement for Senior High graduation. Thus, we are asking
your permission to allow us to conduct our research study in your advisory
to gather necessary data for the completion of our study. We understand
that we are carrying a huge responsibility. Rest assured that the data
gathered will be treated with utmost confidentiality and to be used on
academic purposes only.
We are hoping for your kind consideration and favorable response. Thank
you and more power!

Respectfully yours,

RAYMUND STEVE H. GAMOTIN ANJHOLIE C. ATAP

Lead Researcher Researcher

CLAIRVAN E. LORESCO ABEGAIL E.

MANGUBAT
Researcher Researcher
 17

ANAVIE TIZON KHER GRECEL B.

NOTARION
Researcher Researcher

Noted by: Approved by:

TECHIE T. TORRES JOEL M. URSONAL
Grade 7 Venus Adviser School Principal II
18
 16

APPENDIX D
DOCUMENTATION

Pre-test

On May 25, 2023, the researchers first explained to the students the
reason why they came to the room. Before starting the pre-test, the
researchers gave some instruction in answering the test papers that were
given to the Grade 7 Venus students. Then, the students began to answer
the test papers. Lastly, the researchers instructed the students to give the
answered test papers back to the researchers.
 17

Giving of the Strategy/Modules

On May 26, 2023, the researchers gave 15 Word Find Puzzles to the
15 Grade 7 Venus students who got the lowest scores during the pre-test.
After the modules were received by the students, the researchers then made
some instructions on answering not only the word find puzzle, but also the
other five activities that were included in the Word Find Puzzle. Then, the
students answered it right after the giving of instructions for documentation
purposes. Lastly, the researchers instructed to answer the rest of it at home
and told them to study it.
 18

Discussions

From May 29 to June 9, 2023, the researchers checked the answers of

the 15 students on the five activities of the Word Find Puzzle. After the
checking of the answers, the researchers then made some series of
discussions about the actual answers of the activities. Moreover, the
researchers also made some discussions about the words that were found in
the puzzle and also its corresponding definitions, synonyms, and the part of
speech where that word belongs. Also, the students also answered an
 19

activity related to the words found in the puzzle and they also answered on
the board.
Post-test

On June 9, 2023, the researchers made a short review of the words in

the puzzle and its definitions and synonyms to the 15 students. The
students were also answering in the board in which, they were answering on
what would be the word that best fits in the definition given, what is the
synonym of that word, and what part of speech did that word belong. After
that, the 15 students received the test papers for the post-test and began
answering it. Afterwards, the papers were returned and checked by the
researchers.
 20

APPENDIX E
RESEARCHER’S PROFILE

Name: Raymund Steve H. Gamotin

Age: 18
Address: Purok 1, Barangay Mansanas, Josefina, Zamboanga del Sur
Sex: Male
Civil Status: Single
Citizenship: Filipino
Date of Birth: October 16, 2004
Place of Birth: Purok 1, Barangay Mansanas, Josefina, Zamboanga del Sur
Religion: Seventh Day Adventist
Parents: Raymundo S. Gamotin
Evelyn H. Gamotin

Educational Background:
Elementary: Bag-ong Argao Elementary School
Address of School: Purok 4, Bag-ong Argao, Molave, Zamboanga del Sur
School Year: 2016 - 2017

Junior High School: Leonardo National High School

Address of School: Leonardo, Josefina, Zamboanga del Sur
School Year: 2017 - 2021

Senior High School: Leonardo National High School

Address of School: Leonardo, Josefina, Zamboanga del Sur
School Year: 2021 – 2023
 21

Researcher’s Profile

Name: Abegail E. Mangubat

Age: 19
Address: Gumahan, Josefina, Zamboanga del Sur
Sex: Female
Civil Status: Single
Citizenship: Filipino
Date of Birth: July 10, 2004
Place of Birth: Gumahan, Josefina, Zamboanga del Sur
Religion: Roman Catholic
Parents: Perlita E. Mangubat

Educational Background:
Elementary: Josefina Central Elementary School
Address of School: Gumahan, Josefina, Zamboanga del Sur
School Year: 2016 – 2017

Junior High School: Leonardo National High School

Address of School: Leonardo, Josefina, Zamboanga del Sur
School Year: 2017 - 2021

Senior High School: Leonardo National High School

Address of School: Leonardo, Josefina, Zamboanga del Sur
School Year: 2021 – 2023
 22

Researcher’s Profile

Name: Clairvan E. Loresco

Age: 18
Address: Gumahan, Josefina, Zamboanga del Sur
Sex: Male
Civil Status: Single
Citizenship: Filipino
Date of Birth: November 7, 2004
Place of Birth: Gumahan, Josefina, Zamboanga del Sur
Religion: Roman Catholic
Parents: Lito Loresco

Educational Background:
Elementary: Josefina Central Elementary School
Address of School: Purok Santa Cecilia-A, Gumahan, Josefina, Zamboanga
del Sur
School Year: 2016 - 2017

Junior High School: Leonardo National High School

Address of School: Leonardo, Josefina, Zamboanga del Sur
School Year: 2017 - 2021

Senior High School: Leonardo National High School

Address of School: Leonardo, Josefina, Zamboanga del Sur
School Year: 2021 – 2023
 23

Researcher’s Profile

Name: Kher Grecel B. Notarion

Age: 18
Address: Gumahan, Josefina, Zamboanga del Sur
Sex: Male
Civil Status: Single
Citizenship: Filipino
Date of Birth: November 17, 2004
Place of Birth: Gumahan, Josefina, Zamboanga del Sur
Religion: Seventh Day Adventist
Parents: Jerry S. Notarion

Educational Background:
Elementary: Josefina Central Elementary School
Address of School: Purok Santa Cecilia-A, Gumahan, Josefina, Zamboanga
del Sur
School Year: 2016 - 2017

Junior High School: Leonardo National High School

Address of School: Leonardo, Josefina, Zamboanga del Sur
School Year: 2017 - 2021

Senior High School: Leonardo National High School

Address of School: Leonardo, Josefina, Zamboanga del Sur
School Year: 2021 – 2023
 24

Researcher’s Profile

Name: Anavie Tizon

Age: 18
Address: Gonosan, Molave, Zamboanga del Sur
Sex: Female
Civil Status: Single
Citizenship: Filipino
Date of Birth: March 27, 2005
Place of Birth: Gonosan, Molave, Zamboanga del Sur
Religion: Roman Catholic
Parents: Clariza Tacoy

Educational Background:
Elementary: Gonosan Elementary School
Address of School: Gonosan, Molave, Zamboanga del Sur
School Year: 2016 - 2017

Junior High School: Leonardo National High School

Address of School: Leonardo, Josefina, Zamboanga del Sur
School Year: 2017 - 2021

Senior High School: Leonardo National High School

Address of School: Leonardo, Josefina, Zamboanga del Sur
School Year: 2021 – 2023
 25

Researcher’s Profile

Name: Anjholie C. Atap

Age: 19
Address: Purok 3 Mahogany, Dawa, Josefina, Zamboanga del Sur
Sex: Male
Civil Status: Single
Citizenship: Filipino
Date of Birth: June 16, 2004
Place of Birth: Purok 3 Mahogany, Dawa, Josefina, Zamboanga del Sur
Religion: United Church of Christ in the Philippines
Parents: Anselmo Atap Sr.
Juliet Atap

Educational Background:
Elementary: Dawa Elementary School
Address of School: Purok 3, Dawa, Josefina, Zamboanga del Sur
School Year: 2016 – 2017

Junior High School: Dawa National High School

Address of School: Purok 3, Dawa, Josefina, Zamboanga del Sur
School Year: 2017 - 2021

Senior High School: Leonardo National High School

Address of School: Leonardo, Josefina, Zamboanga del Sur
School Year: 2021 – 2023
 26

APPENDIX F
27
28
29
30
31
32
33
34
35
 36

Pretest
VOCABULARY TEST

Name: ______________________________________ Date: _____________

Grade & Section: ___________________ Score:

Test 1
Directions: Each word in the items below has its own definition. Encircle
the letter of the correct answer that best defines the highlighted word given
in each item below.
1. COINCIDE

A. A secret store of valuables or money; (v.) To accumulate by saving

B. An established ceremony appointed by a religion; A traditional
ceremony
C. A person who has been destroyed financially; (v.) To cause to become
financially ruined; (adj.) Having been financially ruined or destroyed
D. To occupy the same relative position or the same area in space; To be
in agreement

2. CYNICAL

A. A secret store of valuables or money; (v.) To accumulate by saving

B. In accordance with established rules, principles, or standards;
Genuine and not fake
C. To bargain over the price of something; To argue in attempt to come
to terms
D. Always skeptical of the motives of others; Distrustful of human
nature
3. LEGACY

A. Marked by agreement in feeling, attitude, or action

B. Something handed down; An inheritance
C. An established ceremony appointed by a religion; A traditional
ceremony
D. To perform the duties and functions of a position of authority; To
serve as a referee or umpire
4. SAGACIOUS

A. Something handed down; An inheritance

B. Wise and insightful; Shrewd
C. A person who has been destroyed financially; (v.) To cause to become
financially ruined; (adj.) Having been financially ruined or destroyed
 37

D. Gladness and gaiety, especially when expressed by laughter

5. HOARD

A. (adj.) Having a liking for something or someone; Not total or

incomplete
B. (n.) Gladness and gaiety, especially when expressed by laughter
C. (adj.) Always skeptical of the motives of others; Distrustful of human
nature
D. (n.) A secret store of valuables or money; (v.) To accumulate by saving

6. FEUD

A. A long and bitter fight, usually between two families; (v.) To fight or
clash
B. Able to be trusted as accurate or true; Coming from a position of
power that requires compliance
C. Wise and insightful; Shrewd
D. A person who has been destroyed financially; (v.) To cause to become
financially ruined; (adj.) Having been financially ruined or destroyed

7. HAGGLE

A. (adj.) Marked by agreement in feeling, attitude, or action

B. (adj.) Able to be trusted as accurate or true; Coming from a position of
power that requires com;liance
C. (n.) Something handed down; An inheritance
D. (v.) To bargain over the price of something; To argue in attempt to
come to terms
8. BANKRUPT

A. (n.) A secret store of valuables or money; (v.) To accumulate by saving

B. (adj.) In accordance with established rules, principles, or standards;
Genuine and not fake
C. (n.) An established ceremony appointed by a religion; A traditional
ceremony
D. (n.) Something handed down; An inheritance
E. (n.) A person who has been destroyed financially; (v.) To cause to
become financially ruined; (adj.) Having been financially ruined or
destroyed

9. RITE

A. (n.) An established ceremony appointed by a religion; A traditional

ceremony
B. (adj.) Always skeptical of the motives of others; Distrustful of human
nature
C. (n.) Something handed down; An inheritance
D. (n.) An absolute ruler; A dictator or tyrant
 38

E. (v.) To behave in a condescending manner toward; To openly look

down upon

10. LEGITIMATE

A. (v.) To occupy the same relative position or the same area in space; To
be in agreement
B. (n.) A person who has been destroyed financially; (v.) To cause to
become financially ruined; (adj.) Having been financially ruined or
destroyed
C. (adj.) Always skeptical of the motives of others; Distrustful of human
nature
D. (v.) To bargain over the price of something; To argue in attempt to
come to terms
E. (adj.) In accordance with established rules, principles, or standards;
Genuine and not fake

Test II

Directions: Read each sentence below carefully. Complete the sentences by

using the words that are found in the box. Put the answers in the blanks
provided in each sentence.

Coincide Hoard
Cynical Feud
Legitimate Rite
Legacy Haggle
Sagacious Bankrupt

1. He was _____ that his neighbor had an ulterior motive for removing snow
from his driveway.
2. The family was left ________________ after a medical emergency depleted
their savings and forced them to into debt.
3. The team captain’s ______________ strategies led to a decisive victory in
the championship game.
4. The document must be ________________ for it to be considered reliable
evidence in the court.
5. She tried to _________________ over the prices at the grocery store but the
manager told her we don't bargain over prices here.
 39

6. The wedding was a ______________ of passage for the young woman who
wanted to continue her family tradition.
7. Our vacation plans _________________ with our friends’ plans, so we are
planning to travel together.
8. The scientist’s _______________ includes groundbreaking discoveries that
have revolutionized their field and helped transform the world.
9. Some store owners tend to _______________ the supplies of some products
in order to make an excuse to increase the price of goods.
10. The ____________ between the two neighboring countries had severe
economic and political consequences that could affect the lives of the people
in each country.
 40

Name: _______________________________________ Date: __________

Grade & Section: ______________________________ Score
Posttest
Activity 1
Directions: Each item has a definition of each word that is found in the
choices. Choose the correct word that best describes the meaning by
encircling the letter of your correct answer.
1. To make the surface of something slippery or greasy.
A. Lubricate B. Pelt C. Unscathed D.
Cater

2. To send something through air with the rapid motion of the arms.
A. Regime B. Lubricate C. Cater D. Pelt

3. A person who manages, organizes, and assumes the risks of a business.

A. Homicide B. Entrepreneur C. Mutual D.
Available

4. It is present at any moment and is ready for immediate use.

A. Mutual B. Hazard C. Available D.
Cater

5. A communicable disease that causes high number of casualties.

A. Hazard B. Plague C. Unscathed
D. Firebrand

6. It refers to someone who always stirs up trouble to anyone and a hot-

headed person.
A. Firebrand B. Dissuade C. Entrepreneur
D. Homicide
 41

7. To provide something for the people by giving to their needs.

A. Cater B. Mutual C. Pelt D.
Available
8. Having the same feelings one for the other, directed and having the same
feelings one for the other.
A. Mutual B. Hazard C. Regime D.
Pelt
9. It is something that may cause danger or harm to any person or property.
A. Available B. Hazard C. Lubricate
D. Pelt

10. It is a form of government or a lawful control over the affairs of a

political unit (as a nation).
A. Firebrand B. Plague C. Homicide
D. Regime

Activity 2
Directions: Fill in the blanks with the words found in the box below to
complete the following sentences.

Pelt Entrepreneur Regime Available

Firebrand

11. The children ________________ each other with snowballs.

12. Since the game was _______________ on the app store, I installed it in my
phone.
13. An __________________ is more than just a risk taker. He is also creative
and visionary.
14. Because he was labeled a __________________, the protester was not
allowed to attend the rally for making trouble at the city hall.
15. Under the country’s military ______________, criminal offenders were
punished harsly and severely for their heinous crimes.

For Items 16 to 20. Determine where each of the words given belong in the
parts of speech by encircling the letter of the correct answer.
 42

16. PELT
A. adjective B. adverb C. verb D. noun

17. AVAILABLE
A. adjective B. pronoun C. noun D. verb

18. ENTREPRENEUR
A. adverb B. noun C. adjective D.
interjection

19. PLAGUE
A. adverb B. noun C. pronoun D. verb

20. REGIME
A. adverb B. pronoun C. adjective D.
noun
 43

APPROVAL SHEET
The research paper, entitled “WORD FIND PUZZLE: A STRATEGY TO
IMPROVE THE VOCABULARY OF GRADE 7 VENUS STUDENTS” prepared
and submitted by RAYMUND STEVE H. GAMOTIN, ABEGAIL E.
MANGUBAT, CLAIRVAN E. LORESCO, KHER GRECEL B. NOTARION,
ANAVIE TIZON and ANJHOLIE C. ATAP in partial fulfillment of the
requirements for Inquiries, Investigation, and Immersion is hereby
recommended for approval acceptance.

TECHIE T. TORRES,
MAEd
Adviser

PANEL OF EXAMINERS
Approved by the committee on oral examination with a grade of
_________.
ANALIZA P. ASUNCION MARK RYAN P. VILLENA
Member Member

___________ ___________
Date Date

ROLLY JAY RAMOS JESSEL P. SUMADER

Member Member

___________ ____________
Date Date
ALBERT L. PANCHO
Member

_____________
Date

Approved and accepted in partial fulfillment of the requirements in

Inquiries, Investigation, and Immersion.

JOEL M. URSONAL
Secondary Principal II
 44

____________
Date