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CHAPTER I

THE PROBLEM

Introduction

“Give a man a fish and he eats for a day, teach him how to fish and he

eats for a lifetime”. In the field of language teaching and particularly

vocabulary teaching, this proverb implies that if students are taught

vocabulary learning strategies, to work out the answers for themselves, they

may be empowered to manage their own learning. Learners need to learn

how to learn and teacher’s need to learn how to facilitate the process (Oxford

1990, p. 201). Most of teacher’s tend to teach in the way they preferred to

learn. Thus, language learners are seen as active participants in the learning

process. (Williams and Burden).

In the shift of educational system from teacher-centered learning to a

student-centered learning which places the student at the center of the

learning process. In this approach, the students become the focus of

instruction and the teacher as the facilitator of knowledge. The students are

not just a passive recipient now but become an active participant. They are

not spoon-fed by their teacher but they are to discover things in their own

guided by them.

The teacher now as a facilitator will think ways that will surely engage

his/her students in the process of learning. He/she will then come up to

strategies that will support and respect diverse ways of learning. For

example, in a presentation, teachers usually used different motivational

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technique to catch students’ attention and as preparation for students to new

topics.

Motivation is an inner drive that causes individual to do something and

preserve at something. It is the strength of the drive toward on action.

Motivation also refers to the initiation, directions, intensity and the persistence

of behaviour. When students get motivated to do something, it is not enough

that children start working at that thing and get attracted toward that thing.

Student’s attraction toward that thing becomes so intense that students tend

working on the same thing through thick and thin. (Lucas and Corpus, 2011).

It is true that as teachers control over external factors that influence

their student’s behaviour and engagement, they do play a vital role in shaping

what occurs in the classroom. When students are well motivated, they have

the strong will to understand the lesson better than usual ways. Students

nowadays think better if there is no one pushing them to do so. If they do

things because they want to or self-initiated, they develop better

understanding and tend to retain it their memory longer compare to those

things which are not.

We tend to best understand new learning when we are part in doing it.

Imagining a situation and prepare a plan for action are the best tool teacher

can use in teaching. There are lot of techniques usually teacher used. One of

that stuff which engages the students is educational online games. Games

present a similar situation through simulation, providing us the opportunity to

think, understand, prepare, and execute actions (Gee, 2003).

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Today, the fun elements that games can give to students make it a

major point of interest to most researchers and teachers to use it in the

learning process. It helps the students to easily attach in the lesson or topic to

be discussed. They are given the chance to participate and develop

confidence through participation.Games contain pieces necessary to engage

students and help enter a state of flow (Csikszentmihalyi).

However, it is often uncertain whether learners are learning while they

are having fun (Gee, 2003). Sometimes the “fun elements” that games

brought is the only thing that is maintain in the student’s mind. Teachers

should be careful in which games will be utilized and which are not. Games to

be used must be align in the subject matter.

Educational online games can make a positive impact on student

motivation and it is also a tool that can be used by the teacher as an effective

strategy for students in their teaching – learning process. It provides the

student to discover meaning in their own strategy and ways. One of those is

long term vocabulary retention.

Every day we communicate with one another. We communicate not

only to understand other but also to let them understand us. We used word to

express how and what we feel. Either verbally or written, we used word to

communicate and this word lies to vocabulary.

The American Heritage Dictionary definesvocabulary as ‘the sum of

words used by, understood by, or at the command of a particular person or

group. The greatest tools we can give students for succeeding, not only in
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their education but more generally in life, is a large, rich vocabulary and the

skills for using those words. (www.eduplace.com).

The teacher must realize that the quality of a learning experience lies

in the teacher’s ability to create that quality. According to “Depth of processing

Hypothesis’’, the more cognitive energy a person exerts on manipulating and

thinking about a word, the more likely it is that they will able to recall and use

it later (Craik and Lockhart; Craik and Tulving). This means that it is not

important if it just taught recently but how the word or information is

processed. As what we said earlier, student best remember things if they are

part in doing it and if they are well-motivated to do so.

It may be thought that vocabulary learning is easy, learning new

vocabulary items have always been challenging for the students. The new

way of learning vocabularies of the students is by using educational online

games in the process. If the students desire to learn new vocabulary items

with ease and for a longer period of time, application of vocabulary learning

strategies is the best way.

In sum, learning new vocabulary is important to students in able to

succeed not only in education but also in their chosen field. Teaching through

educational online games was an effective and better way of learning and

remembering the vocabulary items.

Statement of the Problem

The primary concern of this study is to determine on how Educational

online games become a tool for long term vocabulary retention.

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It aims to answer the following questions:

1. What are the educational online games used by the Grade 7

students?

2. How frequent do they used this online games?

3. What is the effect of educational online games on the

vocabulary retention of the respondents as shown by their pre-

test and post-test scores?

4. What are the problems met by the respondents regarding the

use of educational online games in vocabulary retention?

5. What learning plan in vocabulary retention integrating online

games may be developed?

Scope, Delimitation and Limitation of the Study

The study focused on the perceived effects of Educational Online

Gameson pupils learning and how it is important, especially in achieving a

long – term vocabulary retention of Grade 7 students of Batangas State

University ARASOF-Nasugbu Laboratory.

The study dealt with the effectiveness of Educational Online Games on

pupils learning and how it affects to the performance of the student in their

learning process.

The descriptive research design was used in the study because

the researchers believed that it will help to gathered more information on how

educational Online Games achieved best long – term vocabulary retention.

The respondents are the Grade 7 students of Batangas State University

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ARASOF-Nasugbu Laboratory. The data were gathered from them by the use

of questionnaires.

The retrieved data were, delimited to the selected schools in Nasugbu

East District and does not include the other schools and is confined to the

period of 2016 – 2017. Therefore, findings of the study would be true only for

the concerned schools cited as basis for similar studies. The main instrument

used in the study is the survey questionnaire. Frequency distribution was

used in the study. Limitations are influences that the researchers cannot

control. Delimitation is choices made by the research which should be

mentioned.

Significance of the Study

The researchers believe that the study is an instrument in providing

information about the Educational Online Games used by the teachers and its

implication on students learning.

University. The researchers believed that the study may help the

university to attain the vision and mission of fostering the culture of research

of the university.

College of Teacher Education. This study may give the College of

Teacher Education background information and knowledge on how to use

Educational Online Games in teaching through the way of learning process.

Faculty Members. The result of this study shall provide clues and even

concrete concepts that will inspire faculty in developing their techniques using

Educational Online Games in teaching process.

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CTE Students. This study is designed to acquaint the students in the

Educational Online Games used by the teachers in developing their interest in

all subject.

Researchers. The researchers may likewise be benefited by this study

as a future teacher because they are also be given the opportunity to conduct

an Educational Online Games as a tool for achieving best long – term

vocabulary retention used by the teachers.

Future Researchers. This study may use as a basis for future studies

that may help in improving Educational Online Games of the teachers as well

as learning process of the students.

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

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This chapter shows the potential of educational online games in

engaging and entertaining users as well as in promoting learning. This also

presents the review of related literature and studies about it.

CONCEPTUAL LITERATURE

Educational online games ensure more student’s engagement,

enjoyment, commitment and interest. It increases their involvement in the

teaching learning process that will promote successful learning. Students best

remember and learn things when they are part in doing. If students will be

teach, particularly vocabulary teaching in an ordinary way, only their present

problems are solved. But if the students are taught to work out or discover

meaning for themselves, it would be remarkable to them that will lead to long

term vocabulary retention.

Educational Online Games. Educational online games are like water in

us. It refreshes the student’s mind. If someone takes it, it will fill the thirstiness

of the student in vocabulary retention.

Learning with computer games is the ability to create engagement and

motivation, which contributes to effective learning (Whitton, 2011). Whitton’s

book is largely a practical user’s guide for implementing video games in

education. The main points of focus in the first part are defining games for

learning, understanding the pedagogy behind learning through games, and

identifying types of games that can be used for education.

Throughout the book, Whitton works from the very basic elements of

games to develop the reader’s understanding of their potential. The genres

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include adventure, platform, puzzle, role-play, shooter, sports, and strategy

games. Whitton then discusses types of learning that can be facilitated

through gaming, such as applying skills, developing strategies, analysing

information, evaluating situations, changing attitudes, and creating

knowledge.

An educational game, one designed for learning, is a subset of both fun

and play. (Prensky, 2001) define educational games as a melding of

educational content, learning principles and computer games. Educational

Online Games deals with the current thinking about games in education,

informed by research. It takes a measured tone, stating both the benefits and

obstacles of using games.

The Entertainment Software Association (2001) highlighted the

following four main reasons why games are played: Games are fun,

challenging and interactive social experience that can be shared with friends

and family. Games provide a lot of entertainment. It can be seen that play, fun

and interaction dominates the reason why games are played. The reason

games are so engaging is because the primary objective of the game

designer is to keep the user engaged (Prensky, 2001). Admittedly, this is not

the primary concern of educators, whose concern is to instruct and get the

material across. However, with increased levels of motivation and

engagement, instruction can be made less painful for the student.

Prensky (2001) mentions that teaching with game strategies could

address some of the pitfalls found in traditional education, and most

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researchers believe that educational games could be learning aids to be used

as reinforcement to support traditional learning.

A study by Garzotto (2007) revealed that multiplayer online games

provide learning benefits on affective level as well as knowledge domain.

Students were found enjoying the games, always engaged, motivated, and

excited during the game play session. Educational games encompass a wide

range of activities that can support playing, entertainment and learning,

teaching on many disciplines.

Educational game is a branch of games that is designed purposely for

teaching and learning. Educational games as the knowledge of pedagogy

that is integrated with the features of games that are motivating, engaging and

rewarding to users. Thus, educational games can be defined as games

technology for teaching or learning that integrates educational content of

specific subject designed to meet desired learning outcomes for specific

students. It is primarily designed to infuse more motivation for students to

learn (Roslina Ibrahim, AzizahJaafar, 2006).

Games also provide the opportunity for learners to reinforce previously

learned information and acquire new knowledge.  By involving repetition and

allowing important points to be reiterated, games appear to increase retention

and application.  In addition, games are believed to connect theory and

practice and provide the opportunity for immediate feedback (Telner, Deanna;

Bujas-Bobanovic, Maja; Chan, David; Chester, Bob; Marlow, Bernard;

Meuser, James; Rothman, Arthur; Harvey, Bart 2010). 

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Motivated by the inherent competition, games also provide

opportunities for learners to serve as peer teachers, team leaders, and

teammates. Games encourage interaction among learners, increase learners’

levels of motivation, and enhance the opportunity to learn from others (Telner,

Deanna; Bujas-Bobanovic, Maja; Chan, David; Chester, Bob; Marlow,

Bernard; Meuser, James; Rothman, Arthur; Harvey, Bart 2010).

Long-term vocabulary retention. Information is not stored like a piece of

paper in a filing cabinet; it is stored according to categories or features. You

reconstruct what you must recall when you need it. When you say a friend has

a good memory, you probably mean he or she can recall a wide variety of

information accurately. The capacity of long term memory appears to be

limitless. Long-term memory contains representation of countless facts,

experiences and sensations (Richard A. Kasschau, (2001) Understanding

Psychology, McGraw-Hill Companies, Inc.).

Long term memory is like an ATM machine. The ATM machines serves

as the mind of the learner while the money is the vocabulary that is stored in

the memory. The money can be withdrawn anytime and anywhere. We can

store the money in the bank anytime we want it. The information stored in the

long term memory is organized. The learner can easily retrieve the

information from the memory anytime that they need it.

Long-term memory is most likely to be retrieved over a long period of

time, which is also a desired outcome in vocabulary learning. In other words,

the ultimate goal of vocabulary learning is to retain the target words in our
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long-term memory, so that we can easily retrieve them when we want to use

them (https://creativecommons.org/licenses/by-nc-nd/3.0/).

In that case, long term vocabulary retention is the details and

information that is stored in human’s mind for long period of time. It is

important for the student because they can use this memory or the words

when it is needed in some activities. It is called “stock knowledge” which can

help the student to construct sentence or communicate with others using the

word stock or stored in their mind.

Vocabulary. Without vocabulary our life is useless. We can’t

communicate or understand something if we do not know it. Vocabulary items

are often deemed as “building blocks” of a language (Amirian & Heshmatifar,

2013). Without the knowledge of a certain amount of vocabulary in the target

language, learners cannot effectively learn to listen, speak, read, or write in

the language (Nation, 2001). (Fukkink et al. 2005) echoed this view by

claiming that understanding will be greatly hampered without knowing the

words’ meanings in a text.

Generally speaking, vocabulary can be taught in different ways each of

which with its own merits and demerits. Learning vocabulary from context or

'incidental learning' as opposed to 'direct intentional learning' is two different

ways of learning vocabulary. According to Nation (2001) extensive reading is

useful for vocabulary growth and is called incidental learning. On the other

hand, According to Nielson (2006) at early stages of language development,

'de-contextualized' vocabulary instruction has been found to be more effective

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in building a fundamental vocabulary than the contextualized reading. Later

he suggested that teachers of beginner level learners need to include greater

amount of 'de-contextualized' vocabulary instruction (word list) gradually

increasing toward more context based vocabulary learning (extensive

reading) as the language ability of the learners develops.

Teacher can used educational online games to motivate the learners.

According to what we have learned from conceptual literature, educational

online games develop learner’s higher order thinking skills and social skills. It

also enhances learner’s long term retention by using audio-visual games.

Games are used not just for ‘fun’ but to learner’s development both in

intellectual and social skills.

Research Literature

The following research studies discuss different points of view relative

to educational online games as a tool for long term retention.

Huyen and Nga (2003) investigated the effectiveness of learning

vocabulary through computer games. In this study, the researchers observed

their Vietnamese students by conducting different kinds of games in order to

see how students reacted to this method of learning English vocabulary.

The results showed that the students learned vocabulary more quickly

by playing games (word puzzles) than by using the traditional method

(reading and listening) of learning. Eighteen out of the 20 participants

indicated that the games were one of the most effective ways of learning

vocabulary.
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Yip and Kwan (2006) conducted a similar research by investigating the

usefulness of online games in vocabulary learning for undergraduate Chinese

students. The experiment was divided into two groups: the experimental

group learnt some vocabulary from two online games (puzzle game and

shooting game), while the control group learnt the same vocabulary through

activity-based lessons (e.g. drawing pictures).

The findings showed that the experimental group (playing online

vocabulary games) tends to learn better and could recall the vocabulary for a

longer period than the control group who attended the activity based lessons.

According Turgut and Irgin (2009), online games were used to

investigate young learners’ experience of learning English, while playing

advanced computer games (e.g. GTA Vice City, Counter Strike, FIFA08) in

internet cafes in Turkey. Data was gathered among participants in the age of

10-14 through observations and semi-structured interviews. Participants

mainly indicated that the games enhanced language learning, because it

motivated them to learn unknown words.

Yeh and Wang (2003) examined the effectiveness of three types of

vocabulary annotations on word learning: (1) text-only (Chinese translation

and English definition); (2) text-picture (text and image displays the target

word); (3) text-picture-sound (text, image, and an audio annotation: a native

speaker reading and spelling the word).

The results of this study showed that the text-picture condition was the

most effective type of vocabulary recognition. The main reason of the low
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effect of the sound element can be explained by the rate of speech of the

words. Participants indicated that the rate of speech was often too high, so

that they could not hear the words properly.

Therefore, the poorly audible words decreased the validity of the text-

picture-sound condition. In addition, research of Yokii (2006) compared the

effectiveness of first language (L1) and second language (L2) glosses on

incidental vocabulary learning in a multimedia environment and to study the

interaction of factors. The results indicated no significant difference between

L1 and L2 glosses for definition-supply and vocabulary recognition and

showed a significant difference between the text-picture and text-only

condition.

According to Su,Chung-Ho and Cheng, Ching-Hsue (2013) to enhance

software engineering learning, this paper develops a 3D game-based learning

system to assist teaching and assess the students' motivation, satisfaction

and learning achievement. A quasi-experimental design is based on the

ARCS Theory (Attention, Relevance, Confidence, and Satisfaction) to

investigate the effectiveness of game-based learning strategy in 3-dimension

virtual reality scenario. The students are randomly assigned into two groups

for quasi-experimental design. In game-based learning, the curriculum content

is mapped into the game to provide a scenario learning environment.

After implementation of quasi-experimental design, the pre-test and

post-test results shown that 3D game-based learning system with software

engineering curriculum could achieve a better learning achievement and

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motivation than using traditional instruction. The statistical test displayed that

learning motivations of students have significant impact on learning

achievement, and learning achievements of students with game-based

learning are better than those who use traditional face-to-face teaching. After

re-checked the questionnaire, this paper finds that game-based learning

challenging and attractiveness can lead to learners' curiosity and immersion in

learning activity. And the results show that 80% students are satisfaction, and

83% students are confidence for the course learning after use the game-

based learning system. Lastly, the research results could provide to related

educators as references.

The aforementioned research studies cited different ideas about the

contribution of educational online games on the student’s learning. The said

studies will be used as the basis for the further development of teacher’s

strategies for teaching. In the end, all research studies have one goal in mind

and it is to develop and improve the learning process of the learner.

Synthesis

Conceptual literature includes concepts about the importance of

educational online games. It also tackles about the meaning or nature of

vocabulary and retention. The study includes the different development that

educational online games can bring in the learning process; this has

connection in our study because the learners are the paramount consideration

in choosing educational online games. To ensure class participation, teacher

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should pose educational online games that can easily catch learner’s attention

and aligned in the subject matter.

Emotion is the on/off switch for learning (Corpuz, Brenda B. &

Salandanan, Gloria G, (2012) Principles of Teaching I, Quezon City-Lorimar

Publishing Inc.). Students attitude somehow affect students performance so

teacher should create a stress-free environment with the help of educational

online games.

Whitton explain that educational online games serve as motivation to

the student for their successful learning. It helps the student in many ways

such as to develop strategies, to analyze information, to evaluate situation, to

change their attitudes and to create new information.

Garzotto also argued that educational online games are design to

motivate the students and in the same time it makes the learning process

enjoyable. And it has connection in the present study because the 21 st century

learners are very upgraded in many things, so in the learner need something

to get their attention. Educational online games become a tool for the student

that motivate them to acquire long term vocabulary retention on their own will.

According to Prensky, educational online games deals with the current

thinking about games in education, informed by research. He said that it takes

a measured tone in stating both the benefits and obstacles of using games.

We all know that games are the one that gives fun in having a presentation. It

means that having games has an advantage and disadvantages for the

learners. But now in the present study, using educational online games is a
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great help to motivate the students. And there are no such bad effects to

them, because it enhances the students active participation and develop long

term vocabulary retention.

According to Telner,Deanna,Bujas-Bobanovic,Maja,Chan,David,

Chester, Bob, Marlow, Bernard, Meuser, James, Rothman, Arthur, Harvey,

Bart, games appear to increase retention and application and it also provide

the opportunity for immediate feedback. It simply means that because of

educational online games it helps someone to have an improvement in their

performance, and for the information to retain in mind. Educational online

games provide not only retention but it helps the learner for better mastery,

encourages the learners to increase levels of motivation and to learn with

others.

According to the study (https://creativecommons.org/licenses/by-nc-

nd/3.0/), long term vocabulary retention is the vocabulary that can be retrieved

over a long period of time. Long term vocabulary retention is very important to

us because it produces immediate response in a situation when it is needed.

Every day we communicate through words and this words is what we called

the vocabulary. Vocabulary is very important to us not just to communicate

but to understand others as well. The difference of our study is that in our

study we want to use educational online games as a tool in achieving long

term vocabulary retention.

The study of Yeh and Wang resulted that using text picture is more

effective in the recognition of vocabulary than using audiovisual games. And

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by because of the participants indicated that the rate of speech is too high, it

is the main reason why words cannot hear properly. Now, in the present

study, using both text picture and audio visual games are appropriate. It is on

the presentor how he/she manage his/her presentation or motivation using

educational online games.

For Richard A. Kasschau, long-term memory refers to the storage of

information over extended periods of time. It means that information is

systematically stored in our mind for a long period of time and ready to be

retrieved. It is important that as teacher, to help the students to arrange the

information gained in the learning process. It is teacher’s responsibility to

increased each student’s vocabulary and one resource that a teacher could

use is through educational online games.

In research conducted by Yip and Kwan shown that students best learn

and recall longer that those group attending the activity based lessons.

Students have shown high interest in using games as one of their learning

activity than those are not. The difference between the previous study and the

present study is that our focus. In the present study, our focus is to enhance

student’s long term vocabulary retention. It is not just recalling the word but

understanding and defining it as well.

The research conducted by Turgut and Irgin shown that the games

enhanced language learning, because it motivated them to learn unknown

words. In that result educational online games prove that it is one of a great

help to the student to have a wide range of knowledge. And in the present
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study, educational online games is also a tool to determine a lot of unfamiliar

words, but in contrast to that study, educational online games today help the

student not only to gain unfamiliar words but also to know the meaning of this

words that is not familiar.

The research conducted of Yeh and Wang result that using text-picture

games is more appropriate than audible games,

The research conducted of Su,Chung-Ho and Cheng, Ching-

Hsuesuggested that shown great motivation to use the games especially in

doing their exercises, and games somehowmakes the subject more

interesting. Learning process that is pure books and traditional discussion

makes learning boring. Students motivation affects their learning. This

indicated that games might be suitable for certain subjects, for

examplesubject that gain low motivation among student. The use of games

may be one of the solutions that might arouse student interest to learn. In

contrast with the present study, our goal is not only using educational online

as an energizer in the learning process but as well as it could be used as tool

for long term vocabulary retention.

The research literature cited different point of views related to

educational online games as a tool for long term vocabulary retention as well

as the conceptual literature which give us deep understanding of the present

study to be conducted. The recent studies have bearing in our study because

it is very useful to us. The data and information we gathered from it will be our

guide in our study.

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Hypothesis

HO: There is no significant difference between traditional method of

teaching and teaching with the used of Educational online games in

enhancing long term vocabulary retention among Grade 7 students in

Batangas State University-ARASOF Nasugbu Laboratory.

Theoretical Framework

There is no definite theory to explain the origin or elements of

educational online games. Most explanation combines of Flow Theory of

Mihaly Csikszentmihalyi, Albert Bandura’s social learning theory and self-

efficacy, Carl Roger’s experiential theory, Socio- Cultural Theory by Lev

Vygotsky, the Schema Theory and Stimulation theory.

The Flow Theory is used by many studies as a basis to understand the

effectiveness of learning games developed a survey to measure self-reported

learning and engagement in games.

With Flow the psychologist Mihaly Csikszentmihalyinames the feeling

of complete and energized focus in an activity, with a high level of enjoyment

and fulfilment. As Csikszentmihalyi names the feeling of complete and

energized focus in an activity, with the high level of enjoyment and fulfilment.

As Csikszentmihalyi sees it the component of a Flow producing activity are:

 We are up to the activity.

 We are able to concentrate on the activity.

 The activity has clear goals.

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 The activity has direct feedback.

 We feel that we control the activity.

The second theory is the Social Learning Theoryby Albert Bandura

(1986), he is the proponent of the social learning theory, explained the human

learning is done by selectively observing an instilling into memory the

behaviour of others. This theory holds the most of what humans learn come

through the observation of others.

1. The learner has to pay attention to critical aspects.

2. The learner has to retain or remember the behaviour.

3. The learner must be able to reproduce the processes that

help learners retain and produce the observe behaviour.

This mean that the student pay attention to the mechanics, procedures

and the game itself, the student retain the key word or vocabulary they gain

from the educational online games and they retrieved the key word or

vocabulary when it needed by the students.

Another to Bandura’s theory is the self-efficacy in learning as the

people’s beliefs about their capabilities to produce designated levels of

performance that exercise influence over events that their lives.

It focuses on how people feel, think, motivate themselves and behave.

This theory emphasizes the power of a person to acquire learning through

believing in his/ her abilities by the psychological factors like motivation,

concentration or self- encouragement. Similar to this, Carl Rogers put forward

the following insight regarding the experiential theory. The theory upholds that
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significant learning occurs in an environment where threat to the learner is

reduced to a minimum and the learning is most likely to occur and to last

when it is self-initiated. This explains that interest in learning must be felt by

the person and should not be forced so that the acquisition would be faster

and that the learning be retained.

Carl Rogers and others have developed the theory of facilitative

learning. The basic premise of this theory is that learning will occur by the

educator acting as a facilitator, that is by establishing an atmosphere in which

learners feel comfortable to consider new ideas and are not threatened by

external factors. The theory connotes that learning will be effective if it is not

forced. Instead, the learner should feel comfortable in seeking guidance and

instruction in the learning process through the educator who serves as the

facilitator.

The next theory is the Socio-Cultural Theoryby Lev Vygotsky (1978), a

Russian cognitive psychologist. Socio-Cultural Theory is a cognitive view of

learning that emphasizes student participation in learning communities.

Vygotsky was able to identify the optimal level of instruction for each student

as the zone of proximal development (ZPD).

Vygotsky also suggested scaffolding, the instructional support that

teachers can provide to enhance learning. The Educational online game is

one of the instructional support for the students to learn easily.

The Schema Theory is a cognitiveview of knowledge wherein the

information people store in their memories consist of networks of organized

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and interconnected ideas (Jean Piaget, 1970). The theory expounds that each

subset of knowledge is stored in schema, an outline or organized network of

knowledge about a single concept or subject (Anderson, 1989). Thus, the

schema theory helps explain why some students are able to retrieve

knowledge better than others (Eby and Martin, 2001).

Last theory is the sensory Stimulation theory. Its basic premise is that

“effective learning occurs when the senses are stimulated”. By stimulating the

senses, especially the visual sense, learning can be enhanced. However, this

theory says that if multi-senses are stimulated, greater learning takes place.

Stimulation through the senses is achieved through the greater variety of

colors, volume levels, strong statements, facts presented visually, use of a

variety of techniques and media. Hence, learning is most effective with the aid

of facilities and other strategies that stimulate senses.

This theory is related to educational online games by using the different

senses specially the visual sense, which helps the learner to learn effectively.

Because what you see is what you believe. So, educational online games

serve as a great help to get the attention of the students.

In general, the said theories gave clear understanding about

educational online games. It is said that educational online games helps the

learners to effectively understand the lesson because it energized and focus

on the activity with a high level of enjoyment and fulfilment. We can said that

learning is effective when if it is not forced and teacher supports student’s

learn.
 25

Conceptual Framework

The paradigm of the conceptual framework of this study made use

the systematic approach with input, process, and output as framework for

evaluation.

INPUT PROCESS OUTPUT

 Educational Online Gathering of Data  The students will

Games used by the through: have a long term
Grade-7 students.  Demonstration vocabulary
 Frequency of how  Distribution of retention in using
they used survey Educational Online
questionnaires games.
Educational online
games.
Figure 1 Paradigm of  Analysis and
 Effectiveness of interpretation
Educational Online
Games based on
the result of Pre-
Test and Post-Test.
 Problems
encountered in
using the
Frame 1, Reflects
educational onlinethe input. This shows the statement of the problem. While
games.
Frame 2, presents the process. This shows the data gather through the

questionnaires made by the researchers. To be administered to the

respondents of the study, retrieval of the answer of the questionnaire, analysis

interpretation of data. And Frame 3 shows the output. This shows the

effectiveness of educational online games for the learners to achieve long

term vocabulary retention.

Definition of Terms
 26

The following terms are defined conceptually and operationally for a

better understanding to the study:

Educational Online Games. This term refers to the games that are

designed to help people to learn about certain subjects, expand concepts,

reinforce development, understand an historical event or culture, or assist

them in learning a skill as they play. (www.wikipedia.com,2002). In this study,

the term is used as the technique by the teacher to achieve long term

vocabulary retention

Long term memory. The term refers to the final or permanent storing

house for information. It holds that information is stored until needed again

(Corpuz, Brenda B. & Lucas Maria Rita D. (2011) Facilitating Learning: A

Metacognitive Process. Quezon City: Lorimar Publishing, Inc.). In this study,

the term is used as the product of educational online games to learners.

Motivation. The term refers to internal and external factors that

stimulate desire and energy in people to be continually interested, or to make

an effort to attain a goal (Lucas, Maria Rita D. & Corpus, Brenda B. (2011)

Facilitating Learning: A Metacognitive Process. Quezon City: Lorimar

Publishing, Inc.). In this study, the term is used as the force that attracts the

student to do or participate in the activities.

Retention. The term is defined as “the fact of retaining in the mind

what is learnt or experienced; the ability to do this; memory” (Oxford English

Dictionary). In this study, the term is used as the output for the research.
 27

Strategy. The term refers to the overall or general design of how the

lesson will be executed or delivers (Corpuz, Brenda B. & Lucio, Paz I. (2012)

Educational Technology I, Quezon City-Lorimar Publishing, Inc.). In this study,

the term is refers on how educational online games are used.

Vocabulary. It is defined as “all the words used by a particular person

or all the words which exist in a particular language or subject”, or “the body of

words used in a particular language or in a particular sphere of activity”,

according to the Cambridge International. Dictionary of English (Concise

Oxford English Dictionary, 2008). In this study, the term is used as the

additional improvement of the learners.

Chapter III

RESEARCH METHOD

This chapter provides discussion on the research method to be use in

this study. It includes the research design, sampling procedure, and

participants of the study, instrumentation: including preparation, construction

and validation, data gathering procedure and treatment of data.

 28

Research Design

The evaluation research design will be use in the study to determine

the necessary information needed regarding the perception of Grade 7

students of Batangas State University ARASOF- Nasugbu in the use

Educational online games for their long term vocabulary retention.

In evaluation research design, the study focuses at the present

condition. The purpose of descriptive research design method is to find new

truth. This truth may have different forms such as increase quantity of

knowledge, a new generalization, an increase insight into factors which are

operating, a more accurate formulation of the problem to be solved and many

others.

The researchers believe that this research design for the study that will

provide facts from the response of the students, and this fact was then the

basis of the researchers’ judgements on the impact of educational online

games as a tool to achieve long term vocabulary retention in Banilad National

High school.

Research Environment

The research environment where the study will be conduct is in

Batangas State University ARASOF-Nasugbu Laboratory located at Barangay

Bucana, Nasugbu, Batangas. The respondents are the Grade-7 Junior High

School students for academic year 2016-2017. The researchers decided to

conduct the study on easier way of collecting the data needed in compliance

with the desired information for this study.

 29

Subjects of the Study

The participants of the study will be the Grade 7 student of Batangas

State University ARASOF- Nasugbu, Batangas Academic Year 2016- 2017.

The group is compose of 59 students.

The researcher's made a visit to the said school to get the necessary

information needed as their basis on determining the number of respondents

they needed that completed the enumeration of students who are using

educational online games as one of their motivation during classroom

instruction. Only those students who are using educational online games were

included.

Data Gathering Instrument

The researcher will conduct and will prepare a test question as the data

instrument to know the effect of educational online games to vocabulary long

term retention of the Grade 7 students.

Construction of the Questionnaire. The researcher will make a

further readings regarding the study to make sure that the necessary items

regarding the study will be include in the questionnaire. The researcher will

also assure that theitems in the questionnaire will be align in the statement of

the problem as well as the purpose of the study.

Validation of the Questionnaire. It is practically nil because the

questionnaire that will be use by the researchers were adapt from the

questionnaire in the "learningcircuit.blogspot.com". The questionnaire that will

 30

be use by the researchers of the said research study has gone through the

process of validation.

Administrator. After the questionnaire is finalize, the researcher will

present a letter of permission to the principal of Batangas State University

ARASOF- Nasugbu Laboratory to conduct the study and to utilize Educational

Online Game to the Grade 7 students of the said school.

Scoring Responses. Data from the responses are collected, tabulated

and interpreted. The responses are based on how they view the use of the

Educational Online games as tool for long-term vocabulary retention..

The researcher used Likert’s Scale to score the responses of the

respondents as shown in the table below.

Table 3.1

Shows How Respondents Scored the Questionnaire

Scale Mean Verbal

5 4.51-5.00 Always
4 3.51-4.50 Often
3 2.51-3.50 Sometimes
2 1.51-2.50 Seldom
1 1.00-1.50 Never

Table 3.2

Shows How Respondents Scored the Questionnaire

Scale Mean Verbal

5 4.51-5.00 Always
4 3.51-4.50 Most of the time
3 2.51-3.50 Sometimes
 31

2 1.51-2.50 Rarely
1 1.00-1.50 Never

Data Gathering Procedure

The researcher will ask the permission of the party concern in the study

which is the Grade 7 students to conduct the study regarding the problem

being studied. The researcher will ask the permission of the principal and

classroom teacher to allow the students to participate in the said study and

the respondents’ time availability to answer the questionnaire. After the

approval of the principal to conduct the story, the questionnaires will be

distribute to the actual respondents of the study.

After the researchers have retrieved the entire filled-in questionnaire,

the data will be tabulate and interpret.

Statistical Treatment

The statistical treatment that will be use in the interpretation of the data

includes:

Frequency will be use to classify the data gather from the responses.

Weighted mean will be use to determine the proportion of the responses five

point scale options show below for the use of educational online games,

there's strengths and limitations among the Grade-10 students from Banilad

National High School.

 32

The following ranges will be use to interpret the rating of the respondents.

Table 1 shows the ranges in interpreting the perception of Grade-7 students

as regards the use of educational online games.

Table 3.3

Scale Mean Verbal

5 4.51-5.00 Always
4 3.51-4.50 Often
3 2.51-3.50 Sometimes
2 1.51-2.50 Seldom
1 1.00-1.50 Never

Chapter IV

PRESENTATION,ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the presentation, analysis and interpretation of

data gathered in determining the Educational Online Games as tool for Long-

term vocabulary retention of Grade-7 students of Batangas State University

 33

ARASOF-Nasugbu Laboratory. The data were generated through the use of

survey questionnaire.

1. Survey of Educational Online Games Grade-7 Played

Table 4.1 shows the Educational Online Games Grade-7 Played

Table 4.1

Survey of Educational Online Games Grade-7 Played

Educational Online Game Percentage

Word Puzzle/ Crossword Puzzle 93.2%
Hungaroo 93.2%
4 Pics 1 Word 100.0%
Jumble Letters 79.7%
Rooting out Words 42.4%
Word Turtle 40.7%
Stay Afloat 30.5%
The Plural Girls 27.1%
Scrabble 84.7%
Paint by Idioms 39.0%

Table 4.1 presents the educational online games Grade 7 are playing.

The most favored educational online games was 4 pics 1 word with 100%. In

addition to that Word Puzzle/ Crossword Puzzle and Hungaroo were the the

second favor in rank which has 93.2%. Lastly, the third favored educational

online games which has 84.7% is Scrabble. Furthermore, The Plural Girls has

the lowest favored the percentage of 27.1%. While Stay Afloat ranked the

second least favored which has 30.5%. then, the other least favoured

educational online games in rank was Paint by Idioms which has 39.0%.

Generally, these were the educational online games Grade 7 were playing to

enhance their long term vocabulary retention. While those educational online
 34

games which has least favored also enhances their long term vocabulary

retention although they were not often played it.

2. Frequency in Playing Educational Online Games

Table 4.2present Frequency in Playing Educational Online Games

Table 4.1

Frequency in Playing Educational Online Games

Verbal
Educational Online Game Weighted Mean Interpetation
Word Puzzle/ Crossword
Often
Puzzle 3.51
Hungaroo 3.22 Sometimes
4 Pics 1 Word 4.32 Often
Jumble Letters 3.10 Sometimes
Rooting out Words 1.75 Seldom
Word Turtle 1.78 Seldom
Stay Afloat 1.56 Seldom
The Plural Girls 1.51 Seldom
Scrabble 3.41 Sometimes
Paint by Idioms 1.76 Seldom

Table 4.2 shows how often the Grade 7 played educational online games.

The most favored in rank was 4 Pics 1 Word which has a weighted

mean of 4.32 and has an interpretation that all the Grade 7- respondents

often played educational online games in long term vocabulary retention. The

Grade 7 were playing 4 Pics 1 Word because it allowed them to connect their

prior knowledge to other learning aspect. Then, Word Puzzle/ Crossword

Puzzle rank the most favored which has the weighted mean of 3.51 and has

the an interpretation that all the Grade 7- respondents often played

educational online games in long term vocabulary retention.

 35

Furthermore, the used of The Plural Girls has a lowest weighted mean

average of 1.51, and it get the least favoured in rank which falls under the

objective rating of seldom. Another least favored in rank was Stay Afloat

which has the average weighted mean of 1.56 and has an interpretation that

all Grade 7 respondents seldom played. Lastly, the least favoured in rank was

Rooting out Words which the average weighted mean of 1.75 and has a

verbal interpretation of seldom played.

3. The effect of educational online games on the vocabulary retention of

the respondents as shown by their pre-test and post-test scores.

Table 4.3shows the effect of educational online games on the

vocabulary retention of the respondents as shown by their pre-test and post-

test scores.

Null Hypothesis: There is no significant difference between the pretest and the posttest scores.
REJECT null hypothesis if p-value is <0.05
Variable Mea Test Critical p- Decision on Null
s n Statistic Value value Hypothesis
pretest 7.81 6.26 2.00 0.00
10.2
posttest 4      
           

As reflected in Table 4.3 paired t-test was used in determining any significant difference
between the pre-test scores and the post-test scores.
The computed test statistic of 6.26 (greater than the critical value of 2.00) and
the p-value of 0.000 (less than 0.05) were used as basis in rejecting the null hypothesis.
Therefore, there is a significant difference between the pretest and the posttest scores.
4. Problems Encounter by Respondents in Playing Educational Online

Games
 36

Table 4.2present Frequency in Playing Educational Online Games

Table 4.3present the problems encountered by the respondents

while playing educational online games.

Table 4.4

Problems Encounter by Respondents in Playing Educational Online

Games

Weighted Verbal
Problems Encounter Mean Interpetation
1. I am not familiar with the educational online
Sometimes
game used. 3.22
2. I am not interested to educational online
Rarely
games. 2.31
3. I am not given the time to clarify or ask
something regarding the educational online Sometimes
games procedure. 2.88
4. I focus more on the entertainment brought
about by the educational online games rather Sometimes
than the knowledge it could bring. 3.19
5. I cannot concentrate on learning new
vocabulary because I got distracted using Sometimes
educational online games. 2.83
6. I am bored in playing educational online
Sometimes
games. 2.58
7. The educational online games used do not
match my capabilities and knowledge as Grade 7 Sometimes
students. 2.59
8. The educational online games used were not
Sometimes
aligned with the topic and it is confusing. 2.73
9. The educational online games are not
Rarely
appropriate in the age of the Grade 7 students. 2.22
10. I focused more on playing educational online
games which affects on my responsibilities as a Sometimes
students. 3.07
General Mean 2.76 Sometimes

As reflected in Table 4.4, there was a grand mean of 2.76 with the

verbal interpretation of sometimes encountered.

 37

The most encountered problem while playing educational online games

was the respondents were not familiar with the game used which has a

weighted mean of 3.22 and verbal interpretation of sometimes encountered.

In these problems, the respondents cannot comprehend in the teaching-

learning process particularly in long term vocabulary retention. The second

most encountered problem while playing educational online games was the

respondents focus more on the entertainment brought about by the

educational online games rather than the knowledge it could bring. The

attention of the learners focus on the ‘fun’ element that educational online

games brought rather than on the true essence of learning new vocabulary.

Then, the respondents focused more on playing educational online games

which affects on the student’s responsibilities rank third most encountered

problem which has a weighted mean of 3.07 and verbal interpretation of

sometimes encountered.

Furthermore, the educational online games were not appropriate in the

age of the Grade 7 students rank the least encountered problem which has a

weighted mean of 2.22 and verbal interpretation of rarely encounter. This just

proves that the students now are more engaged in the use of technology

regardless of their age. Another least encountered problem was the

respondents were not interested to educational online games which have a

weighted mean of 2.31 and verbal interpretation of rarely encountered. Lastly,

the least encountered problem while playing educational online games was

the respondents got bored which has a weighted mean of 2.31 and rarely
 38

encountered. These problem means that the educational online games cannot

sustain the interest on the students.

5. The learning plan in vocabulary retention integrating online games may be

developed

The utilization of educational online games in teaching may have

different effects to the students especially to their long term vocabulary

retention. The use of educational online games can help the students to

improve language long term vocabulary retention

The result of the study showed that the use of educational online

games technique could help to develop student’s long term vocabulary

retention. The majority of the respondents perceived that the use of education

online games may enhance their long term vocabulary retention. With the

foregoing reasons, it is highly suggested that this plan of action relative to the

development of long term vocabulary retention of students be given a positive

consideration.

Republic of the Philippines

BATANGAS STATE UNIVERSITY
ARASOF-Nasugbu
Nasugbu, Batangas
College Of Teacher Education

A Detailed Lesson Plan in English Grade VII

Date: May 5, 2017

Time: 8:00-9:00 A.M./ 9:00-10:00 A.M
Section: Grade VII-A/ GRADE VII-B

I. Objectives:
 39

 At the end of the lesson, the students should be able to:
1. Tell the meaning of the word based on how it is use in the
sentence.
2. Understand the story by defining unfamiliar words
3. Complete a sentence by supplying the correct vocabulary.
4. Show appreciation of literature by sharing experiences
connected in the story.

II. Subject Matter:

A. Topic: Unit 8 Lesson 16 Nature Speaks
1. Shsort Story, “Nature’s Wrath”
B. Reference:
1. Essential English
Grade VII pp. 326-333
C. Materials:
Projector, Laptop, Textbook and Activity Sheet

III. PROCEDURE
Preliminary Activity
TEACHER’S ACTIVI TY LEARNER’S ACTIVITY
”Good Morning Class!” “Good Morning Ma’am!”

“Let us pray first…” (One student will lead a

prayer)

(Checking of Attendance) (Students will answer who is

absent for the day)

“So how’s your day? Is it good so far? “It was great Ma’am!”

“That is good. So, are you ready for the “Yes Ma’am!”
discussion of our topic today?”

“Okay, so let’s begin. “Yes Ma’am!”

Have you ever experienced or witnessed a
Disaster or calamity?”

“What kind of calamities have you “landslide”

experienced?” “earthquake”
“typhoon”

A. PRIMING
 40

“Very well said! I have here a short video “Yes Ma’am!”

clip that features a calamity. Before watching (varied answers)
the video can you tell me the standards
for viewing?”

(After watching the video)

”What did you notice about the video? “The video is all about a
calamity.

“What was the focal point of the video?” “It is a calamity or

disaster.”

“What comes in your mind if you saw or “It is dangerous.

heard about typhoon?”

“What does it imply?” “Something bad will

happen.”

“Okay, class let’s start with our activity.”

B. ACTIVITY
TEACHER’S ACTIVITY LEARNER’S ACTIVITY
”Class, are you familiar with “Nature’s Wrath “Yes Ma’am!”
Symbols?”
“That is good. Let us recall the mechanics
of the game. There are given pictures which
you can use to create a word or a character.
All you have to do is to follow instruction if
you have to add or take off some words or
letters. For example;

GRAY – Y + - I = GRACE

“Did you get it?” “Yes Ma’am!”

“Okay, let’s start.” (Students will start the activity)

 41

+ AS + =?

+ TER + =?

+ FUL = ?

-BBLE+ +LE = ?

D+ + TATED = ?

+ + T= ?

+ T= ?
”Very nice! I am very pleased you have
all participated. So class for now, I
want you to answer this activity individually

UNLOCKING THE DIFFICULTIES

Directions: Fill the boxes with the word being defined whether vertical or
horizontal.

1.

2.
 42

3. 4. 5. 6.

7. 8. 9.

10.

12
.

HORIZONTAL VERTICAL
1. (v) ravaged; destroyed 1. (n) light rain
3. (n) calamity; disaster 2. (n)celebration
7. (adj.) control 4. (n) after effects;
consequences
11.(n) evocation 5. (n) occurred; happened
12. (v) underwent; suffered 6. (v) died
8. (n) cheerfulness; fun
9. (adj.) unusual
10. (adj.) crucial;
important
(After students give their answers)
“Very good, I want you turn your
book to page 326; Nature’s Wrath by
Melody Lagrimas"

(Reading of the Selection)

“Okay, Nature’s Wrath is about …

“Okay class did you understand the story?” “Yes Ma’am!”

C. ANALYSIS
TEACHER’S ACTIVITY LEARNER’S ACTIVITY
“Class, do you know ‘Dora The Explorer’”? “Yes, Ma’am!”

“That is good class because Dora is here “Yes, Ma’am!”

 43

and she is asking your help. Can you help

her?”

“Let us answer some of these question to (Students will give their

answers)
Help Dora.”
1. Who is the author of the story?
2. Why would the people think that the city
has been attacked by rebels?
3. Why would the narrator think about the rising
of the sea all sounded nonsense to her young
mind?
4. What the difference between tsunami and
tidal wave? Illustrate.
5. Describe the scene during the aftermath.

“Very good class. Give yourself five claps” (Students will clap)

D. ABSTRACTION
TEACHER’S ACTIVITY LEARNER’S ACTIVITY
“Very good! Okay class, (Students will give their
answers)
1.How is the story related to the present
situation in life?
2.Anyone who can cite some instances
in their life about what they do in times of
disaster?

D. APPLICATION
TEACHER’S ACTIVITY LEARNER’S ACTIVITY
“Very nice. Now let us do our new activity. “Yes Ma’am!”
I need one representative for every group to
pick a piece of paper for the task.

“Class, identify the word being described by “Yes Ma’am!”

four pictures and after that cite an experience
of yours or anyone you know that encountered
the same. Be sure to use the word of study.”

Did you get it?”

The students will come up with the following words:

 44

“Earthquake” “Typhoon”

E. ASSESSMENT
I. Directions. Match Column A to Column B by identifying the correct word to
be used in the following sentences. Write only the answer on the space
provided.
COLUMN A COLUMN B

1. Until now, I can’t forget the a. after effects,

tcpsetaarho that my family experienced and consequence
which caused many lives to lose. s
2. This day seem like the other ordinary b. cheerfulness;
days and nothing piecrula happened. fun
3. We were complaining of being unable c. unsual
to sleep and wishing that the vistfeity would d. crucial,
soon be over. important
4. The earthquake asdtatedev several e. light rain
apartment complexes. f. control
5. There was much yiegat at the ball. g. celebration
6. Comprehending instructions and h. evocation
directions is very ffulate in our day to day i. occurred,
living. happened
7. The man who will accept Christ will j. soft
not .pheris but have an eternal life. k. critical, tragic
8. I hate dzleriz because it makes me l. calamity,
to catch flu. disaster
9.Don’t panic. Everything is under m. ravaged,
seieg. destroyed
10. Let me tell you how it spiredran. n. died
11. There was an usxoed of a large o. underwent,
number of people. suffered
12. It started unhappily and ended
fulaftelly.
13. Fallen buildings and broken
windows were the evidences of the erthafmat
 45

of the earthquake.
14. The victim .snedtasui trauma from
the typhoon Yolanda.

II. Multiple Choice.

Directions. Write only the letter of the correct answer on the space provided.

1. What does the title of the selection implies?

a. It implies that natural will brings violence.
b. It implies that natural will brings success.
c. It implies that natural will brings happiness.
d. None of the above
2. How old does the author now (2017), if she is eight years old when
the story when the natural’s wrath happens?
a. 41
b. 45
c. 47
d. 49
3. What does the mother does in the selection to make sure that her
children is still complete until they reach the evacuation?
a. She walks after the children.
b. She calls the name of the children one by one and waits for the
children to answer when their respective names called.
c. She prays hard to save them from the current situations.
d. She ties the children together and ells them to follow her silently.
4. How strong the earthquake happened in the selection?
a. 6.9 magnitude
b. 6.7 magnitude
c. 7.6 magnitude
d. 7.9 magnitude
For number 5 and 6, supply the correct word to be used in the sentence.
5. After the announcement, they were with requests for more
information.
a. deluged
b. hastened
c. searched
d. ebbed
6.I saw nothing in his conduct, and thought that his
arrangement of the flower was perfect.
a. ordinary
b. mundane
c. peculiar
d. frantic

F. ASSIGNMENT
 46

TEACHER’S ACTIVITY LEARNER’S ACTIVITY

“Class, use internet sources to find out
about the five deadliest earthquakes that
hit the Philippines. Include a brief description
of each including its after effects to people
and property.

“Goodbye class!” Goodbye Ma’am!”

CHAPTER V
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of findings, conclusions and
recommendations of the study.
Summary
The primary purpose of the study is to enhance the long-term
vocabulary retention by the use of the educational online games. The study
made use of descriptive method of research and questionnaires was used as
the instruments to get the needed information of the said study. The data
were analyze through frequency and weighted mean in the used of ranking.
Specifically, it sought answers to the following questions:
 47

1. What are the educational online games played by the Grade 7

students?

2. How frequent do they played this online games?

3. What is the effect of educational online games on the

vocabulary retention of the respondents as shown by their pre-

test and post-test scores?

4. What are the problems met by the respondents regarding the

use of educational online games in vocabulary retention?

5. What learning plan in vocabulary retention integrating online

games may be developed?

Summary of the Findings

The study yielded the following findings:

1. Educational Online Games played by Grade-7 students.

The researcher conducted a survey among Grade 7 students in
order to determine the Educational Online games they played. The
researchers found out that the different educational online games
played by the Grade-7 students are Word Puzzle/Crossword Puzzle,
Hungaroo, 4Pics1Word, Jumble letters, Rooting out words, Word turtle,
Stay Afloat, The Plural Girls, Scrabble and Paint by Idioms.
2. Frequency of playing educational online games.
The most favored in rank was 4 Pics 1 Word which has a

weighted mean of 4.32 and has an interpretation that all the

Grade 7- respondents often played educational online games.

Then, Word Puzzle/ Crossword Puzzle rank also the most

favored which has the weighted mean of 3.51 and has the an
 48

interpretation that all the Grade 7- respondents often played

educational online games in long term vocabulary retention.

The Plural Girls, Stay Afloat and Rooting out words has a

low weighted mean and has a verbal interpretation of seldom

played.

3. Effect of playing educational online games based on the

result of pre-test and post-test.
Paired t-test was used in determining any significant difference

between the pre-test scores and the post-test scores.

The computed test statistic of 6.26 (greater than the critical value

of 2.00) and the p-value of 0.000 (less than 0.05) were used as

basis in rejecting the null hypothesis.

Therefore, there is a significant difference between

the pre-test and the post-test scores.

4. Problems encountered by the Grade-7 students in playing

educational online games.
To briefly discuss the response of the students regarding to the

problems they encountered in playing Eucational Online Games, majority

of the students responded that sometimes they are not familiar with the

educational online games used. The overall result got a grand mean of

2.76.

5. Learning plan in vocabulary retention integrating online

games may be developed.
Based on the findings of the study, the learning plan was

proposed. The learning plan was designed to further determine the

 49

use of educational online games as tool for long term vocabulary

retention.

Conclusions

The following conclusions were gathered based on the findings of the

study.

1. The educational online games played by the Grade-7 students are

Word Puzzle/Crossword Puzzle, Hungaroo, 4Pics1Word, Jumble
letters, Rooting out words, Word turtle, Stay Afloat, The Plural Girls,
Scrabble and Paint by Idioms that will enhance their long term
vocabulary retention.

2. The respondents showed that the most educational online games

played by the Grade 7 students is 4 Pics 1Word.

3. There is a significant difference between the pre-test and

post-test scores.

4. The respondents perceived that they sometimes experienced problems

or difficulties in playing Educational Online Games.

5. The learning plan can guide the teachers to help their students to

enhance their long term vocabulary retention with the used of

educational online games.

Recommendation
 50

1. The teacher may use the proposed learning plan in order to help their

students to develop their long term vocabulary retention with the used

of educational online games.

2. The teacher must exert more effort in using educational online games

to make effective use of these material during instruction.

3. For further studies, the similar study can be conducted to find out what

other skills can be developed through the use of educational online

games.
51