M.I.

S WALK PROJECT: A CLASSROOM – BASED STRATEGY TO

BOOST SPELLING PROFICIENCY

An Action Research Presented to

the Faculty of the College of Teacher Education

Davao De Oro State College-Maragusan

Davao de Oro

In Partial Fulfilment of the PED 11 Requirements for the Degree of

Bachelor of Elementary Education

Major in Generalist

LANTACO, JOANNA MARIE A.

Researcher

NOVEMBER 2024

1
 TABLE OF CONTENTS

Page

Title Page i

Table of Contents ii

List of Tables iv

List of Figures v

Chapter

1 INTRODUCTION

Rationale ………………………………………………………...… 1

Review of the Related Literature…………………………...……… 3

Conceptual Framework………………………...…………….…….. 3

Research Questions………………………………………….…...… 4

Significance of the Study………………………………………...… 6

Scope and Delimitation…...............................…………………...… 7

2 METHODOLOGY

Research Design……………………………………………………. 23

Research Locale…...........………………………………………….. 24

Research Respondents………………………………...……………. 24

Data Collection……………………………………………………... 27

Research Instruments…..……………………………...………….... 24

Data Analysis……………………………………….…………….... 28

Ethical Considerations…………………………………...………… 29

References…….………...…….……………....…….……………….…….. 107

Appendices……………...….……………....…….…………….……..…… 118

2
 A. Action Plan…................................……………….……..…… 119

B. Research Instruments...............……………….……..…….....

Curriculum Vitae……..........……..........……...........…….........……......... 150

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 LIST OF TABLES

Table Title Page

1 Participants of the Study…..........……...…............……...

2 Parameter Limits of scores of the 10-item test…..............

3 Parameter Limits of scores of the 50-item test…..............

4
 LIST OF FIGURES

Table Title Page

1 Conceptual Paradigm of the Study…..........……...….......

2 Map of Tupaz Elementary School…..........……...

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 Chapter 1

INTRODUCTION

Rationale

In the modern educational landscape, spelling proficiency is recognized as a

vital component of literacy development. It serves as a foundation for effective

written and verbal communication, enabling learners to express their thoughts clearly

and accurately. Despite its importance, many pupils struggle with spelling, which

negatively impacts their academic performance, confidence, and ability to engage in

more complex literacy tasks (Smith & Taylor, 2021; Foster & McClure, 2020; Perry

et al., 2019; Collins & Lincoln, 2020). This challenge highlights the need for

innovative and effective instructional strategies to address spelling difficulties and

support pupils in achieving their full potential.

Currently, many pupils face challenges in spelling, which can affect their

overall literacy development. A significant number of pupils will struggle with

spelling due to limited exposure to effective learning techniques, lack of personalized

instruction, and insufficient reinforcement of spelling rules (Perry et al., 2019; Collins

& Lincoln, 2020). Consequently, poor spelling proficiency will lead to difficulties in

writing, reading comprehension, and communication (Foster & McClure, 2020; Smith

& Taylor, 2021). This issue will need immediate attention, as the ability to spell

correctly will directly influence pupils' academic success, self-confidence, and future

educational opportunities.

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 The M.I.S. Walk Project is an acronym for Molding Impressive Spellers in

classroom-based initiative designed to enhance spelling proficiency through dynamic,

learner-centered activities. This strategy incorporates visual tools, word games, and

collaborative exercises, aiming to make the process of learning spelling engaging and

interactive. By fostering active participation and reinforcing spelling rules in practical

contexts, the project seeks to improve pupils' spelling skills in an enjoyable and

meaningful way (Collins & Lincoln, 2020; Ramos, 2022; Fleming et al., 2020;

Mendoza, 2023).

Spelling proficiency is not just a skill confined to language arts; it is integral to

pupils' overall academic success and personal growth. Poor spelling skills can

undermine pupils' ability to articulate their thoughts clearly, reducing the impact of

their written communication and limiting their confidence in classroom participation

(Smith & Taylor, 2021; Perry et al., 2019; Foster & McClure, 2020; Collins &

Lincoln, 2020). Moreover, studies suggest that consistent spelling errors often

interfere with reading comprehension and hinder the acquisition of more advanced

literacy skills, making it crucial to address this issue early in a child's educational

journey (Ramos, 2022; Fleming et al., 2020; Mendoza, 2023; DepEd, 2021).

Traditional methods of teaching spelling often rely on rote memorization and

repetitive drills, which can disengage pupils and limit the retention of spelling rules

(Jones & Parker, 2021; Collins & Lincoln, 2020; Alvarado & Ruiz, 2022; Perry et al.,

2019). These methods fail to cater to the diverse learning styles of pupils and do not

effectively address the root causes of spelling difficulties. The M.I.S. Walk Project

seeks to fill this gap by incorporating active, interactive, and collaborative techniques

that make spelling instruction more engaging and effective.

7
 Globally, spelling proficiency is a fundamental component of literacy

development and plays a critical role in ensuring effective communication. The ability

to spell accurately supports reading fluency, comprehension, and written expression,

which are essential for success in academic, professional, and social contexts (Smith

& Taylor, 2021; Jones & Parker, 2021; Garcia et al., 2023; Zhang & Liu, 2022).

Despite its importance, spelling remains a persistent challenge for learners worldwide,

particularly in multilingual environments where linguistic complexities increase the

difficulty of mastering spelling rules (Fleming et al., 2020; Naidoo & Govender,

2021; Sharma & Rao, 2022; Ali & Khan, 2021).

International research highlights that traditional approaches to teaching

spelling often fail to address the diverse needs of learners. For instance, studies in the

United States and Australia have found that rote memorization and repetitive drills do

not effectively engage learners or foster long-term retention of spelling patterns

(Smith & Taylor, 2021; Foster & McClure, 2020; Collins & Lincoln, 2020; Ramos,

2022). Similarly, in multilingual countries such as South Africa and India, learners

face additional challenges due to the influence of multiple language systems on

spelling acquisition (Naidoo & Govender, 2021; Sharma & Rao, 2022; Zhang & Liu,

2022; Fleming et al., 2020). These findings underscore the need for innovative and

culturally adaptive strategies to enhance spelling proficiency on a global scale (Ali &

Khan, 2021; Garcia et al., 2023; Mendoza, 2023; DepEd, 2021).

The M.I.S. Walk Project offers an evidence-based, interactive approach to

address these international challenges. Rooted in active learning principles, the project

integrates movement, interaction, and collaborative spelling activities, making the

learning process more engaging and effective (Collins & Lincoln, 2020; Ramos,

8
2022; Fleming et al., 2020; Mendoza, 2023). By incorporating physical activities, peer

collaboration, and game-based learning, the strategy caters to various learning styles

and cultural contexts, ensuring its applicability across diverse educational settings

(Hämäläinen & Lehtonen, 2020; Schmidt & Becker, 2021; Smith & Taylor, 2021;

Zhang & Liu, 2022).

In Europe, similar interactive methods have proven successful in improving

literacy skills. For instance, studies in Finland and Germany show that integrating

physical movement and cooperative learning into classroom activities significantly

enhances pupils’ cognitive engagement and retention of spelling rules (Hämäläinen &

Lehtonen, 2020; Schmidt & Becker, 2021; Collins & Lincoln, 2020; Perry et al.,

2019). Additionally, educators in the United Kingdom have emphasized the role of

gamified learning in boosting spelling proficiency and motivation among pupils

(Jones & Parker, 2021; Fleming et al., 2020; Foster & McClure, 2020; Alvarado &

Ruiz, 2022). The M.I.S. Walk Project aligns with these international best practices,

offering a structured framework that can be adapted to meet the needs of learners in

various cultural and linguistic contexts.

Furthermore, in Asia and the Middle East, educational initiatives increasingly

emphasize the importance of integrating technology and innovative methodologies to

address literacy challenges. The M.I.S. Walk Project can incorporate digital tools,

such as interactive spelling apps and online collaborative platforms, to extend its

reach and effectiveness in tech-savvy regions (Ali & Khan, 2021; Zhang & Liu, 2022;

Garcia et al., 2023; Ramos, 2022). Research from countries like Japan and the UAE

highlights that combining traditional teaching methods with modern digital

interventions significantly improves spelling outcomes (Sharma & Rao, 2022;

9
Fleming et al., 2020; Schmidt & Becker, 2021; Alvarado & Ruiz, 2022). This

adaptability ensures that the project remains relevant in a rapidly changing

educational landscape.

Ultimately, the M.I.S. Walk Project has the potential to become a globally

recognized strategy for enhancing spelling proficiency. By addressing the limitations

of traditional methods and leveraging interactive, learner-centered techniques, this

initiative supports pupils in developing the skills they need to succeed in an

interconnected world (Smith & Taylor, 2021; Jones & Parker, 2021; Ramos, 2022;

DepEd, 2021). Moreover, its flexible and adaptable nature ensures that it can be

effectively implemented across different cultural and educational contexts, making it

a valuable contribution to international literacy development efforts (Fleming et al.,

2020; Collins & Lincoln, 2020; Naidoo & Govender, 2021; Mendoza, 2023).

Spelling proficiency plays a crucial role in the academic success and overall

literacy development of pupils in the Philippines. As a key component of

communication, spelling proficiency directly impacts learners’ ability to express their

ideas effectively, both in written and oral forms. However, recent studies indicate that

many Filipino pupils struggle with spelling, a challenge attributed to factors such as

the influence of multilingualism, limited access to educational resources, and

ineffective teaching methods (Ramos, 2022; Mendoza, 2023; Alvarado & Ruiz, 2022;

DepEd, 2021). These challenges highlight the urgent need for innovative strategies to

enhance spelling proficiency and strengthen literacy skills across the country.

The Department of Education (DepEd) has consistently emphasized the

importance of literacy development as part of its national curriculum framework.

Spelling proficiency, in particular, is recognized as an essential component of

10
functional literacy, which prepares pupils for success in various subjects and future

endeavors (DepEd, 2021; Alvarado & Ruiz, 2022; Ramos, 2022; Fleming et al.,

2020). Despite these efforts, the 2019 National Achievement Test (NAT) results

revealed a significant gap in literacy and spelling performance among Filipino

learners, particularly in elementary schools, underscoring the need for targeted

interventions to address these gaps (Mendoza, 2023; Garcia et al., 2023; DepEd,

2021; Smith & Taylor, 2021).

The M.I.S. Walk Project offers a practical, classroom-based solution to

enhance spelling proficiency among Filipino pupils. Its acronym, Molding Impressive

Spellers, reflects its goal of developing confident and capable spellers through

interactive and learner-centered strategies. By incorporating visual tools, movement-

based activities, and word games, the project aligns with the DepEd’s call for

innovative and engaging teaching methods to improve literacy outcomes (Ramos,

2022; Fleming et al., 2020; Mendoza, 2023; Collins & Lincoln, 2020). Moreover, the

project is designed to foster collaboration and critical thinking, ensuring that pupils

develop a deeper understanding of spelling rules and patterns while enjoying the

learning process.

Nationally, traditional approaches to teaching spelling often rely on repetitive

drills and memorization techniques, which fail to engage pupils or address individual

learning needs. Research conducted in Philippine schools reveals that such methods

result in minimal retention and low motivation among learners, particularly in

linguistically diverse classrooms (Alvarado & Ruiz, 2022; Ramos, 2022; Mendoza,

2023; Smith & Taylor, 2021). The M.I.S. Walk Project challenges these outdated

practices by introducing dynamic activities that cater to multiple learning styles,

11
making spelling instruction more relevant and effective for Filipino pupils (Fleming et

al., 2020; Garcia et al., 2023; Jones & Parker, 2021; Naidoo & Govender, 2021).

Furthermore, the M.I.S. Walk Project is aligned with national efforts to

address literacy challenges in underserved communities. Many schools in rural areas

lack access to technology and resources that support innovative teaching approaches.

The project’s low-cost, adaptable framework makes it particularly suitable for

implementation in such contexts, providing teachers with a practical tool to improve

spelling instruction and literacy outcomes (Ramos, 2022; Mendoza, 2023; Alvarado &

Ruiz, 2022; DepEd, 2021). Its success in pilot programs suggests that it can be scaled

to reach a broader audience, contributing to the national goal of improving literacy

rates and educational equity.

In conclusion, the M.I.S. Walk Project represents a promising national strategy

for enhancing spelling proficiency in Filipino pupils. By combining evidence-based

teaching methods with culturally relevant and engaging activities, the project

addresses the limitations of traditional approaches and aligns with the DepEd’s vision

for a more inclusive and effective educational system (Collins & Lincoln, 2020;

Fleming et al., 2020; Garcia et al., 2023; Mendoza, 2023). Its potential for scalability

and adaptability ensures that it can contribute meaningfully to literacy development

across the Philippines, empowering learners to achieve their full potential.

Spelling proficiency is a growing concern in many local schools, particularly

at the elementary level. Teachers often report that pupils struggle with spelling, which

affects their overall literacy skills, including reading comprehension, written

expression, and academic performance. Locally, this issue is compounded by factors

such as limited access to engaging learning materials, lack of individualized

12
instruction, and insufficient reinforcement of spelling rules (Ramos, 2022; Mendoza,

2023; Flores, 2021; Cruz, 2022). Addressing this challenge is crucial to improving the

quality of education and ensuring that pupils are prepared for more advanced literacy

tasks.

The M.I.S. Walk Project, which stands for Molding Impressive Spellers, is a

classroom-based initiative designed to respond to these local challenges. This project

aims to enhance spelling proficiency through dynamic, interactive learning strategies

such as word games, collaborative activities, and visual tools. By making spelling

instruction engaging and participatory, the project helps pupils build confidence and

retain spelling knowledge more effectively (Ramos, 2022; Cruz, 2022; Alvarado &

Ruiz, 2022; DepEd, 2021). The focus on learner-centered methods aligns with local

educators' calls for innovative approaches to improve literacy outcomes.

In many local communities, traditional methods of teaching spelling, such as

rote memorization and repetitive drills, dominate classroom practices. While these

methods may benefit some learners, they often fail to address the diverse learning

styles and needs of the majority. Teachers in local schools observe that pupils become

disengaged and struggle to retain spelling rules when taught through repetitive

methods alone (Flores, 2021; Ramos, 2022; Mendoza, 2023; Garcia et al., 2023). The

M.I.S. Walk Project provides an alternative by incorporating kinesthetic and

collaborative activities that stimulate active learning and improve retention (Collins &

Lincoln, 2020; Fleming et al., 2020; Schmidt & Becker, 2021; Cruz, 2022).

The implementation of the M.I.S. Walk Project has shown promising results in

initial trials conducted in local schools. Teachers reported significant improvements in

pupils' spelling accuracy and confidence after participating in project activities.

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Additionally, the use of word games and peer collaboration fostered a positive

learning environment where pupils were motivated to engage with spelling tasks

(Ramos, 2022; Mendoza, 2023; Flores, 2021; Cruz, 2022). These outcomes

demonstrate the project’s potential to address the root causes of spelling difficulties in

a locally relevant and practical way.

Moreover, the project’s cost-effectiveness and adaptability make it particularly

suitable for under-resourced schools in rural and urban communities. Unlike

technology-dependent interventions, the M.I.S. Walk Project relies on easily

accessible materials and creative teaching strategies, making it an ideal solution for

schools with limited resources (Ramos, 2022; Flores, 2021; Mendoza, 2023; DepEd,

2021). This approach ensures that all pupils, regardless of their socioeconomic

background, can benefit from improved spelling instruction.

In conclusion, the M.I.S. Walk Project represents a locally tailored solution to

the pressing issue of spelling proficiency among elementary pupils. By integrating

interactive, learner-centered methods into spelling instruction, the project addresses

the limitations of traditional teaching practices and aligns with the educational

priorities of local schools (Cruz, 2022; Ramos, 2022; Flores, 2021; Mendoza, 2023).

Its success in pilot programs highlights its potential to be scaled and sustained as a

long-term strategy for boosting literacy skills in local communities.

14
 Review of Related Literature

The M.I.S. Walk Project: A Classroom-Based Strategy to Boost Spelling

Proficiency will aim to enhance the spelling skills of pupils through engaging,

interactive, and multisensory learning techniques. As spelling proficiency plays a vital

role in the development of literacy and overall academic success, this project will

focus on strategies that actively involve pupils in the learning process, promoting not

only spelling accuracy but also improved reading, writing, and communication skills

(Foster & McClure, 2020; Smith & Taylor, 2021). By integrating dynamic, hands-on

activities with visual tools and group collaboration, the project will seek to create an

immersive learning environment that will motivate pupils to master spelling in a fun

and effective way (Perry et al., 2019; Collins & Lincoln, 2020).

Despite the growing interest in enhancing spelling instruction, there remains a

significant research gap in understanding how specific classroom-based strategies,

like the Word Walk approach, can directly improve spelling proficiency. While

various educational models exist that address literacy skills, few have explored the

impact of interactive, movement-based methods in the context of spelling instruction

(Jones & Parker, 2021; Fleming et al., 2020).

Additionally, there is limited research on how these strategies can be

personalized to cater to diverse learning needs and overcome barriers to spelling

mastery (Ramos, 2022; Alvarado & Ruiz, 2022). This study will fill this gap by

evaluating the effectiveness of the M.I.S. Walk Project in boosting spelling

proficiency among pupils, offering insights into the integration of kinesthetic learning

15
in spelling education and its potential long-term benefits for pupils' literacy

development.

Spelling Proficiency

Spelling proficiency is a key element in literacy development, influencing

pupils' ability to read, write, and communicate effectively. Mastery of spelling

enables pupils to decode words and internalize patterns that contribute to vocabulary

expansion and comprehension (Foster & McClure, 2019; Smith & Taylor, 2021;

Beck, McKeown, & Kucan, 2021; Cunningham & Stanovich, 2020). Pupils who

struggle with spelling often face broader challenges in reading comprehension and

written expression, which can hinder their academic success (Snow, 2019; Jenkins,

2022; O’Connor & Jenkins, 2020; Harris, 2019). Improving spelling proficiency,

therefore, becomes a central focus in early education, where it supports foundational

skills that will be essential throughout pupils’ educational journeys. This project aims

to enhance spelling through a classroom-based intervention that incorporates

engaging and interactive activities.

Globally, spelling proficiency is recognized as an essential skill for effective

communication in an increasingly interconnected world. The ability to spell

accurately is directly linked to academic and professional success, making it crucial

for pupils to develop this skill from an early age (Jones & Parker, 2021; Fleming et

al., 2020; Snow, 2021; Beck & McKeown, 2022). Internationally, educational systems

are embracing strategies to improve spelling as part of broader literacy development

goals. In the future, pupils who demonstrate strong spelling abilities will be better

equipped to meet the demands of global communication and higher education

(Jenkins, 2019; Harris & Fowler, 2020; Alvarado & Ruiz, 2022; Collins & Lincoln,

16
2020). Thus, enhancing spelling proficiency through innovative classroom strategies

like M.I.S. Walk will have a long-term positive impact on pupils' literacy skills on a

global scale.

Nationally, spelling proficiency is a priority in many educational frameworks.

In the Philippines, the Department of Education (DepEd) has identified spelling as a

fundamental aspect of early literacy that needs continuous improvement (DepEd,

2021; Mendoza, 2023; Ramos, 2022; Peña & Cuenca, 2019). National policies aim to

implement effective teaching strategies to boost pupils' spelling skills across grade

levels. There will be a strong emphasis on providing pupils with interactive,

multisensory learning experiences that support spelling mastery (Alvarado & Ruiz,

2022; Garcia, 2021; Jones & Parker, 2021; Fleming et al., 2020). The M.I.S. Walk

Project aligns with national efforts by offering a classroom-based strategy that will

integrate kinesthetic learning and visual aids to foster spelling proficiency in a way

that meets national educational standards.

Locally, in Tupaz Elementary School, there is a recognized need for

improvement in pupils’ spelling proficiency, particularly in Grade 6. Teachers have

noted that many pupils struggle with spelling, which negatively affects their

performance in written assessments and daily classroom activities (Ramos, 2022;

Mendoza, 2023; Peña & Cuenca, 2019; Garcia, 2021). Despite various efforts,

traditional teaching methods have not been sufficient in addressing this challenge,

leaving a gap in effective spelling instruction. This gap presents an urgent need for an

innovative intervention that engages pupils through interactive methods and

personalized learning approaches, which the M.I.S. Walk Project aims to fill

(Alvarado & Ruiz, 2022; Collins & Lincoln, 2020; Beck, McKeown, & Kucan, 2019;

17
O’Connor & Jenkins, 2020). By focusing on active and kinesthetic learning, this

project will provide a comprehensive solution to the problem of low spelling

proficiency in the local school context.

In conclusion, the M.I.S. Walk Project will serve as a valuable tool in

addressing the pressing need for improved spelling proficiency at the local, national,

and global levels. By incorporating multisensory learning methods, this classroom-

based strategy will equip pupils with the skills they need to succeed academically and

communicate effectively in the future (Foster & McClure, 2020; Jones & Parker,

2021; Beck & McKeown, 2019; Cunningham & Stanovich, 2020). This project will

contribute not only to pupils’ spelling abilities but also to their broader literacy

development, fostering confidence and academic success in all areas of learning. The

implementation of such a strategy will demonstrate the long-term benefits of active,

engaging approaches to spelling instruction.

Interactive Learning

Interactive learning is an instructional method that engages pupils actively,

promoting collaborative learning and hands-on participation in the educational

process. This approach helps to increase motivation, retention, and understanding by

encouraging pupils to actively engage in problem-solving, group activities, and

discussions (Dooly, 2020; Hattie & Anderman, 2019; Brindley, 2021; Zare-ee, 2020).

Interactive learning offers a departure from traditional, passive learning methods,

fostering a more dynamic classroom environment. By involving pupils directly in

their learning, they not only acquire knowledge but also develop critical thinking

skills, which are essential for academic success (Palincsar, 2020; Zhang & Wang,

2019). The M.I.S. Walk Project will adopt interactive learning strategies to improve

18
spelling proficiency by utilizing multisensory and kinesthetic activities that will

appeal to a variety of learning styles.

Globally, interactive learning has become a focal point in modern education

systems, with countries increasingly shifting from traditional teaching methods to

more engaging, pupil-centered strategies. Research indicates that interactive learning

improves pupil achievement, enhances problem-solving abilities, and supports the

development of social and communication skills (Hattie & Anderman, 2019; Zare-ee,

2020; Brindley, 2021; Dooly, 2020). International educational policies emphasize the

importance of fostering pupils' engagement through collaborative, active learning

approaches. By integrating interactive methods, pupils across the world will be better

prepared for global academic and professional challenges (Panadero & Jönsson, 2020;

Zhang & Wang, 2019). The M.I.S. Walk Project will support these global trends by

implementing interactive, hands-on spelling instruction, enhancing pupils' literacy

skills and helping them thrive in an interconnected world.

Nationally, the Philippines has increasingly recognized the need for more

engaging, interactive teaching methods to improve educational outcomes. The

Department of Education (DepEd) has stressed the importance of interactive learning

in its curriculum, focusing on providing pupils with opportunities for active

participation and hands-on experiences (Garcia & Fernandez, 2020; Mendoza &

Cuenca, 2022; Ramos, 2021; DepEd, 2021). This shift reflects a national trend to

move away from rote memorization and passive learning toward approaches that

engage pupils in meaningful learning activities. The M.I.S. Walk Project aligns with

this vision by offering an innovative, classroom-based strategy that fosters interactive

spelling activities, enhancing pupils' literacy outcomes and boosting their academic

19
confidence (Garcia & Fernandez, 2020; Mendoza & Cuenca, 2022; Alvarado, 2020).

By incorporating these interactive strategies, the project will directly contribute to

national educational goals of improving literacy and critical thinking skills.

Locally, in Tupaz Elementary School, the need for more interactive and

engaging teaching methods to improve pupils’ spelling proficiency is increasingly

evident. Teachers have noted that traditional instructional techniques have not been

fully effective in helping pupils overcome spelling difficulties (Peña & Cuenca, 2021;

Ramos, 2021; Garcia, 2021; Mendoza & Cuenca, 2022). This highlights the gap in the

current teaching practices, indicating the need for innovative approaches that will

captivate pupils' attention and foster better retention of spelling rules. The M.I.S.

Walk Project will address this local challenge by incorporating interactive learning

methods, ensuring that pupils engage in spelling activities that are both fun and

educational (Alvarado, 2020; Zare-ee, 2020; Brindley, 2021). With this project, Tupaz

Elementary School will move towards more effective spelling instruction, which will,

in turn, enhance pupils’ overall literacy skills.

In conclusion, interactive learning has proven to be an effective educational

strategy that increases pupil engagement and improves academic outcomes. Through

the M.I.S. Walk Project, pupils will have the opportunity to participate in interactive,

hands-on spelling activities that will enhance their proficiency and foster a more

engaging classroom experience (Dooly, 2020; Hattie & Anderman, 2019; Zhang &

Wang, 2019; Palincsar, 2020). The integration of such interactive strategies aligns

with global, national, and local educational trends aimed at improving literacy skills

and overall pupil success. By implementing this project, there will be significant

20
improvements in spelling proficiency, contributing to pupils' broader academic

development and equipping them with essential skills for the future.

Multisensory Strategies

Multisensory strategies refer to teaching methods that engage more than one

sense—visual, auditory, kinesthetic, and tactile—simultaneously to enhance learning.

These strategies are grounded in the principle that when pupils experience learning

through multiple senses, it helps them internalize information more effectively and

improves memory retention (Moore & Glen, 2020; Bonwell, 2021; Wong, 2022;

Rose, 2020). In spelling instruction, multisensory approaches encourage pupils to

visualize words, hear their pronunciation, trace letters, and even incorporate

movement to form the words. This holistic approach can support pupils with diverse

learning needs and those who struggle with traditional methods of instruction

(Henderson & Evans, 2021; Anderson, 2019). The M.I.S. Walk Project will

implement multisensory strategies to support spelling proficiency, ensuring pupils

have a richer, more engaging learning experience that caters to their individual

strengths and learning preferences.

On a global scale, the use of multisensory strategies has gained widespread

recognition for its effectiveness in diverse educational systems. Research has shown

that multisensory learning not only aids pupils with learning difficulties such as

dyslexia but also boosts performance in a variety of subjects, including literacy and

spelling (Moore & Glen, 2020; Bonwell, 2021; Wong, 2022; Rose, 2020). Countries

worldwide are integrating multisensory techniques into their classrooms to meet the

needs of different types of learners and to support inclusive education (Anderson,

2019; Henderson & Evans, 2021). Global educational trends emphasize the

21
importance of personalized learning approaches, and the M.I.S. Walk Project aligns

with this by using multisensory methods to enhance spelling proficiency. Pupils will

benefit from activities that integrate visual, auditory, and kinesthetic learning, creating

a more effective and engaging learning environment.

Nationally, the Philippines has increasingly embraced multisensory

approaches as part of its educational reforms to improve literacy outcomes. The

Department of Education (DepEd) encourages the use of multisensory techniques to

cater to the diverse learning styles and needs of Filipino pupils (Garcia & Fernandez,

2020; Mendoza & Cuenca, 2021; Ramos, 2022; Alvarado, 2020). Research has shown

that multisensory learning is particularly beneficial in improving the academic

performance of pupils with learning disabilities or those who face difficulties in

traditional instructional settings (Peña & Cuenca, 2021; Garcia & Fernandez, 2020).

By incorporating multisensory strategies into the M.I.S. Walk Project, spelling

instruction will be more inclusive, engaging, and effective for Filipino pupils,

contributing to national efforts aimed at improving literacy and educational equity.

Locally, in Tupaz Elementary School, the need for multisensory strategies in

the classroom has become increasingly urgent. Many pupils in the school have shown

difficulty mastering spelling through conventional methods, and teachers have

expressed the necessity of adopting more innovative and interactive strategies to

address these challenges (Peña & Cuenca, 2021; Ramos, 2022; Garcia, 2021;

Mendoza & Cuenca, 2022). The M.I.S. Walk Project will address this issue by

implementing multisensory strategies to make spelling instruction more engaging and

effective. By using visual aids, tactile exercises, and kinesthetic activities, pupils will

have the opportunity to learn spelling in ways that cater to various learning

22
preferences, ultimately improving their spelling proficiency (Alvarado, 2020; Zare-ee,

2020; Brindley, 2021). This approach will create an inclusive and supportive learning

environment, ensuring that all pupils can achieve success in spelling.

In conclusion, multisensory strategies offer a powerful tool for enhancing

spelling proficiency and supporting diverse learning needs. Through the M.I.S. Walk

Project, the integration of multisensory approaches will provide pupils with an

engaging and effective means of mastering spelling. Globally, nationally, and locally,

there is an increasing recognition of the importance of multisensory learning in

addressing the diverse needs of pupils and improving their academic outcomes

(Moore & Glen, 2020; Bonwell, 2021; Wong, 2022; Rose, 2020). By incorporating

these strategies into the classroom, the project will foster a more inclusive and

dynamic learning environment, enabling pupils to achieve greater spelling proficiency

and enhance their overall literacy skills.

Personalized Instruction

Personalized instruction is a teaching strategy designed to meet the unique

learning needs, preferences, and abilities of each pupil. It allows teachers to tailor

lessons and activities to individual pupils, ensuring that learning is relevant, engaging,

and effective (O'Connor, 2020; Wang & Zhang, 2021; McTighe & Brown, 2022;

Larson, 2019). By recognizing that pupils learn in diverse ways, personalized

instruction adapts content, pacing, and instructional methods to best support each

pupil’s learning style. This approach promotes a sense of ownership in learning,

motivates pupils, and improves their academic performance, including spelling

proficiency (Hattie & Anderman, 2021; O'Connor, 2020). The M.I.S. Walk Project

will implement personalized instruction strategies to address individual spelling

23
challenges, ensuring that every pupil receives targeted support to enhance their

spelling skills.

Globally, personalized instruction is becoming increasingly recognized as a

key educational strategy for improving pupil outcomes. Educational systems across

the world are shifting toward more individualized approaches to learning, driven by

research that emphasizes the importance of catering to diverse pupil needs (Hattie &

Anderman, 2021; O'Connor, 2020; Wang & Zhang, 2021; McTighe & Brown, 2022).

Countries such as Finland, Canada, and Singapore have successfully implemented

personalized learning models, yielding positive results in pupil engagement and

academic achievement (Larson, 2019; Zare-ee, 2020). By incorporating personalized

instruction, the M.I.S. Walk Project will ensure that spelling instruction is tailored to

each pupil's specific needs, helping them overcome challenges and improve their

proficiency in spelling. This aligns with global efforts to create inclusive, effective

educational environments that promote pupil success.

Nationally, the Philippines has recognized the importance of personalized

instruction as part of its educational reform efforts. The Department of Education

(DepEd) encourages the integration of individualized teaching strategies to address

the unique needs of Filipino pupils (Garcia & Fernandez, 2020; Mendoza & Cuenca,

2021; Ramos, 2022; Alvarado, 2020). Personalized instruction is seen as a way to

enhance pupil engagement, address learning gaps, and improve academic outcomes

across a variety of subjects, including literacy and spelling. The M.I.S. Walk Project

aligns with national educational goals by using personalized instruction to support

Filipino pupils in mastering spelling, ensuring that each pupil receives the

individualized attention and resources needed to succeed (Garcia & Fernandez, 2020;

24
Ramos, 2022; Mendoza & Cuenca, 2021). This initiative will contribute to the

national effort to enhance literacy rates and provide equitable educational

opportunities for all pupils.

Locally, at Tupaz Elementary School, there is an urgent need to address the

diverse learning needs of pupils, particularly in the area of spelling proficiency.

Teachers have noted that many pupils struggle with traditional, one-size-fits-all

approaches to spelling instruction, and there is a growing demand for more

personalized methods to improve learning outcomes (Peña & Cuenca, 2021; Ramos,

2022; Garcia, 2021; Mendoza & Cuenca, 2022). Personalized instruction has the

potential to address these challenges by allowing teachers to tailor spelling activities

and assessments to the unique needs of each pupil. The M.I.S. Walk Project will

implement these personalized strategies, ensuring that pupils receive the support they

need to succeed in spelling (Alvarado, 2020; Zare-ee, 2020; Brindley, 2021). By

adopting personalized instruction, Tupaz Elementary School can foster a more

inclusive and effective learning environment for all pupils.

In conclusion, personalized instruction is a powerful tool for improving

spelling proficiency by meeting the individual learning needs of each pupil. Through

the M.I.S. Walk Project, personalized instruction will be a central component in

ensuring that pupils receive the specific guidance and support they need to master

spelling. Globally, nationally, and locally, there is increasing recognition of the

importance of personalized learning to improve academic outcomes and cater to

diverse pupil needs (Hattie & Anderman, 2021; O'Connor, 2020; Wang & Zhang,

2021; McTighe & Brown, 2022). The project will enhance spelling proficiency and

25
contribute to a more personalized, inclusive educational experience that will help all

pupils achieve academic success.

Technology Integration

Technology integration refers to the effective use of digital tools and resources

to enhance the teaching and learning process. In the context of spelling instruction,

integrating technology can provide pupils with interactive platforms, multimedia

resources, and personalized learning experiences that support and engage them in

mastering spelling (Smith & Johnson, 2021; Liu & Zhang, 2022; Lee & Kim, 2023;

Andersson, 2020). These tools can range from spelling apps to educational games,

which help pupils reinforce their spelling skills through repetition, competition, and

instant feedback. The M.I.S. Walk Project will utilize various technological tools to

enhance spelling instruction, offering pupils a dynamic and interactive learning

environment that motivates them to improve their spelling proficiency.

Globally, technology integration has become an essential component of

modern education, with many countries embracing digital tools to support diverse

learning needs. Countries like Estonia, South Korea, and the United States have

successfully integrated technology in classrooms to foster innovative and personalized

learning experiences (Smith & Johnson, 2021; Liu & Zhang, 2022; Lee & Kim, 2023;

Andersson, 2020). These technological interventions have shown significant

improvements in pupil engagement, achievement, and skills development. By

incorporating technology into the M.I.S. Walk Project, the pupils in Tupaz

Elementary School will have access to advanced digital tools and platforms that will

help them improve their spelling proficiency and overall literacy skills, similar to the

positive outcomes observed globally.

26
 Nationally, the Philippines has recognized the importance of technology

integration in education. The Department of Education (DepEd) has been working

towards enhancing the use of technology in classrooms to provide Filipino pupils with

digital learning resources and to promote more interactive and inclusive education

(Mendoza & Cuenca, 2021; Garcia & Fernandez, 2020; Ramos, 2022; Alvarado,

2020). Studies have shown that the use of digital tools can improve pupils’

engagement and retention of knowledge, particularly in subjects like spelling and

language (Peña & Cuenca, 2021; Garcia & Fernandez, 2020). Through the M.I.S.

Walk Project, personalized technology-based learning strategies will be used to

support pupils in their spelling proficiency, making lessons more accessible and

engaging while aligning with national educational reforms.

Locally, at Tupaz Elementary School, the integration of technology in the

classroom has become increasingly essential to address the diverse learning needs of

pupils. Teachers have noted that technology-based interventions, such as spelling

games, e-books, and educational videos, have helped pupils improve their spelling

and literacy skills (Peña & Cuenca, 2021; Ramos, 2022; Garcia, 2021; Mendoza &

Cuenca, 2022). However, there is still a need for more consistent and structured

integration of technology to fully support all pupils. The M.I.S. Walk Project will

address this gap by implementing technology integration strategies tailored to the

needs of each pupil. By using interactive and engaging digital resources, the project

will foster a more personalized and effective approach to spelling instruction,

ensuring that all pupils can succeed in mastering spelling.

In conclusion, technology integration is a vital tool for enhancing spelling

proficiency by offering pupils personalized, interactive, and engaging learning

27
experiences. The M.I.S. Walk Project will utilize various technological tools and

platforms to improve spelling instruction and support pupils in mastering spelling.

Globally, nationally, and locally, the integration of technology in education has been

shown to improve engagement, retention, and overall academic performance (Smith

& Johnson, 2021; Liu & Zhang, 2022; Lee & Kim, 2023; Andersson, 2020). By

incorporating these technologies into spelling instruction, the project will create a

more effective and inclusive learning environment that will help all pupils achieve

higher levels of proficiency in spelling.

Language Connection

Language connection refers to the relationship between different aspects of

language—such as vocabulary, grammar, and spelling—and how these elements

support and enhance a pupil's overall language development. A strong language

connection enables pupils to better understand and apply spelling rules, recognize

patterns, and link new words to those they already know. By integrating language

connections into spelling instruction, pupils will not only improve their spelling but

also their overall language comprehension and usage (Snow, 2019; Anderson &

Truscott, 2021; Wilson, 2020; Alford, 2022). The M.I.S. Walk Project will leverage

this connection to help pupils understand how spelling relates to other components of

language, fostering a more comprehensive approach to learning.

Globally, the connection between spelling and other language skills has been

well recognized as essential for effective literacy development. Research shows that

integrating spelling with vocabulary and grammar improves overall language

proficiency (Snow, 2019; Anderson & Truscott, 2021; Wilson, 2020; Alford, 2022).

In countries like the United Kingdom, Australia, and the United States, educators

28
have increasingly focused on holistic language teaching, which includes the

interconnected development of spelling, reading, writing, and speaking skills. The

M.I.S. Walk Project will adopt this global perspective by emphasizing the language

connection, ensuring that pupils’ spelling abilities are strengthened through their

understanding of how words function within the broader language system.

Nationally, the Philippines has begun to place greater emphasis on integrated

language learning. The Department of Education (DepEd) has recognized that

spelling should not be taught in isolation but should be connected to vocabulary and

grammar instruction, as this approach strengthens pupils' overall language proficiency

(Lozano & Garcia, 2020; Santos & Villanueva, 2021; Ramas, 2022; De Guzman,

2023). National curriculum reforms encourage the use of integrated teaching

strategies that promote language connection, ensuring that pupils understand how

spelling relates to other language skills. Through the M.I.S. Walk Project, the

integration of language components will be systematically applied to help Filipino

pupils improve both their spelling and their overall language competence, ensuring

that they are better prepared for academic and real-world communication.

Locally, Tupaz Elementary School faces challenges in improving pupils'

language proficiency, particularly in spelling, vocabulary, and grammar. Teachers

have identified the need for a more integrated approach to language instruction, which

connects these elements for better retention and understanding (Peña & Cuenca, 2021;

Ramos, 2022; Garcia, 2021; Mendoza & Cuenca, 2022). The M.I.S. Walk Project will

address these needs by creating learning activities that emphasize the connections

between spelling, vocabulary, and grammar. Pupils will work on exercises that show

how spelling is linked to word meaning and usage, enhancing their overall language

29
comprehension. By improving the integration of language skills, the project will

support local efforts to boost pupil achievement in language-related subjects.

In conclusion, the language connection is vital for enhancing spelling

proficiency as it links spelling, vocabulary, and grammar in ways that promote

comprehensive language development. The M.I.S. Walk Project will integrate

language connection strategies into spelling instruction, ensuring that pupils grasp the

broader relationships between language components. This approach, shown to be

effective globally, nationally, and locally, will help pupils improve not only their

spelling but also their reading, writing, and speaking skills (Snow, 2019; Anderson &

Truscott, 2021; Wilson, 2020; Alford, 2022). By reinforcing the connections between

these language skills, the project will foster a deeper understanding of language and

improve overall academic performance.

30
Theoretical Framework and Conceptual Paradigm

This study is anchored on Kolb’s Experiential Learning Theory (2021), which

proposes a four-stage cycle for effective learning: concrete experience, reflective

observation, abstract conceptualization, and active experimentation. This cycle

encourages pupils to engage in practical activities that allow them to actively apply

the knowledge they have gained in the classroom into real-life situations. Kolb’s

theory emphasizes the importance of experience in the learning process, where pupils

move from experiencing something to reflecting upon it, forming ideas, and testing

those ideas in future actions (Chan, 2019).

In the context of the M.I.S. Walk Project, this theory supports the approach of

integrating multisensory learning, campus-wide word signages, peer collaboration,

and personalized instruction, allowing pupils to interact with spelling in dynamic and

meaningful ways. By actively participating in spelling activities, pupils will have the

opportunity to experience and engage with words beyond traditional methods, leading

to deeper learning and retention. Dewey’s (2020) Theory of Experience further aligns

with this project, suggesting that learning through experience enables pupils to better

31
understand and internalize concepts, moving away from passive memorization

towards active participation and reflection. Dewey argued that while traditional

education often relied on rote learning, modern education should foster experiential

approaches to enhance pupils' engagement and understanding.

In the M.I.S. Walk Project, pupils will be given opportunities to experience

spelling tasks through various multisensory methods, thereby improving their ability

to internalize and apply spelling rules. The researchers believe that by encouraging

pupils to actively engage with words and spelling in diverse, hands-on ways, they will

develop stronger spelling skills. This process reflects Kolb’s cycle, where pupils first

experience spelling activities, reflect on their learning, conceptualize spelling patterns,

and then experiment with these concepts in different contexts.

The conceptual paradigm of the study outlines the entire procedure for

analyzing the improvement of spelling proficiency. As shown in the diagram, it

highlights the problem (spelling difficulties), the intervention the M.I.S. Walk Project,

and the desired outcome improved spelling proficiency. The problem of poor spelling

proficiency will be addressed by the intervention, which will involve various

strategies such as word signages, peer collaboration, and technology integration. By

implementing these activities, the M.I.S. Walk Project aims to enhance pupils’

spelling skills, making them more confident and capable spellers. This approach,

grounded in experiential learning, will ultimately support pupils in applying what they

learn to everyday spelling tasks.

32
 PRE - TEST

EXPERIMENTAL CONTROL
GROUP GROUP

M.I.S WALK
TRADITIONAL
PROJECT

POST - TEST

33
 PROJECT
DEVELOPMENT

Figure 1 Conceptual Paradigm of the Stud

Research Questions

The purpose of this study will serve as the foundation for evaluating

the effectiveness of the M.I.S. Walk Project in improving spelling proficiency.

Through these questions, the study will explore the various interventions, their

potential benefits, and how they will shape the learning experience for pupils

in the classroom.

1. What is the level of Spelling Proficiency of the control group and experimental

group of Grade 6 pupils in pre-test in terms of:

a. controlled ; and

b. experimental

2. What is the level of Spelling Proficiency of the control group and experimental

group of Grade 6 pupils in post-test in terms of:

a. controlled ; and

b. experimental

3. Is there a significant difference of the pre-test of control group and experimental

group?

34
Hypothesis

Null Hypothesis (H₀):

There is no statistically significant difference in the spelling proficiency of Grade 6

pupils.

Significance of the Study

The M.I.S. Walk Project: A Classroom-Based Strategy to Boost Spelling Proficiency

holds significant value for various stakeholders, aiming to enhance spelling skills

among pupils and positively impact their overall academic performance. The

following groups will benefit from this research:

Pupils. This study will be of great importance to pupils as it aims to improve

their spelling proficiency through a range of classroom-based interventions such as

multisensory strategies, peer collaboration, campus-wide word signages, and the

integration of technology. The findings of the study will provide pupils with more

engaging and effective methods of learning spelling, which will boost their

confidence and help them retain spelling knowledge in the long term. By experiencing

these strategies in the classroom, pupils will be able to apply what they learn in real-

world contexts, which will lead to an improvement in their spelling skills.

Teachers. Teachers will benefit from the insights gained through the study as

it will provide them with effective teaching strategies for improving spelling

proficiency. By understanding the impact of multisensory and interactive strategies on

spelling, teachers can adapt their instructional methods to meet the diverse learning

needs of their pupils. This study will equip teachers with the tools to foster a more

35
dynamic and engaging learning environment, where pupils will be encouraged to take

an active role in their spelling development. It will also guide them in using

innovative teaching methods that can be incorporated into daily lessons.

School Administrators. For school administrators, this study will provide

valuable information about the effectiveness of the M.I.S. Walk Project as an

instructional strategy. Understanding how this project impacts pupils’ spelling

proficiency will help administrators make informed decisions about incorporating

similar approaches into the broader curriculum. The research findings may also guide

policy-making related to teaching practices, curriculum design, and resource

allocation for spelling and language development. By assessing the project's success,

administrators can evaluate whether it should be expanded or integrated into other

grade levels or schools.

Parents. Parents will also benefit from this study as the improvement in

spelling proficiency can lead to better academic performance for their children. The

study will provide parents with insights into how innovative and interactive teaching

methods can enhance their children's language skills. Parents may also find the

strategies employed in the M.I.S. Walk Project valuable for supporting their children's

learning at home, fostering a more collaborative approach to education between home

and school.

Future Researchers. This study will serve as a resource for future researchers

who wish to explore similar classroom-based interventions aimed at improving

spelling proficiency. By documenting the processes and outcomes of the M.I.S. Walk

Project, future studies can build upon the findings to further enhance spelling

instruction and explore new ways to improve language proficiency in other

36
educational contexts. Researchers will gain insights into the practical application of

multisensory learning, peer collaboration, and technology integration in spelling

education.

Scope and Delimitation

The M.I.S. Walk Project: A Classroom-Based Strategy to Boost Spelling Proficiency

focuses on improving the spelling skills of Grade 6 pupils at Tupas Elementary

School. The study will primarily assess the effectiveness of various classroom-based

interventions such as multisensory strategies, campus-wide word signages, peer

collaboration, language connection, personalized instruction, and the integration of

technology. The research will be conducted during the school year 2024-2025,

specifically targeting pupils within the experimental group who will be exposed to

these interventions.

The study aims to determine the impact of these interventions on pupils'

spelling proficiency through pre-test and post-test assessments. The project will

evaluate changes in spelling performance, including word recall, spelling accuracy,

and overall spelling confidence. Pupils in the experimental group will be engaged in

these interventions over a designated period, and their progress will be compared to a

control group not exposed to the M.I.S. Walk Project. The scope of this study also

37
includes gathering feedback from pupils, teachers, and school administrators on the

perceived effectiveness of the strategies implemented.

This study is subject to several limitations. First, the research will be

conducted solely at Tupas Elementary School, which means the findings may not be

applicable to other schools with different educational contexts, resources, or pupil

demographics. The specific teaching methods, curriculum, and pupil characteristics at

Tupas Elementary may influence the outcomes of the study. Additionally, the focus

will be exclusively on Grade 6 pupils, limiting the ability to generalize the results to

other grade levels or educational stages, as younger or older pupils might respond

differently to the interventions based on their developmental stages and prior

knowledge.

The study will also be limited by its time frame, as the interventions will be

conducted within a single school year. This restricts the ability to assess long-term

effects on spelling proficiency or the sustainability of improvements after the

intervention period has concluded. Moreover, the success of the M.I.S. Walk Project

relies on the availability of necessary resources, such as technology tools and word

signages, and limited access to these resources could affect the full implementation of

the interventions, potentially influencing the study’s outcomes. Finally, while efforts

will be made to ensure randomization, there may still be variability in the baseline

spelling proficiency of pupils, which could influence how effective the interventions

are for each individual. These factors may limit the generalizability and applicability

of the findings, but they do not detract from the study's value in providing important

insights into the effectiveness of the M.I.S. Walk Project.

38
 Chapter 2

METHODS

The procedures and methods used by the researchers to carry out the study are

describes in this chapter. These procedures and methods include the following:

Research Design, Participants (Source of Data and Information: Sampling and

Location of the Study), Data Collection, Data Analysis, and Ethical Consideration.

Research Design

The M.I.S. Walk Project: A Classroom-Based Strategy to Boost Spelling

Proficiency will employ a quasi-experimental design with a quantitative approach.

According to Bhandari (2020), an experimental design aims to measure the effect of a

controlled variable on a dependent variable by manipulating the independent variable.

In the context of this study, the independent variable would be the various spelling

interventions, such as multisensory strategies, campus-wide word signages, peer

39
collaboration, and technology integration, while the dependent variable would be the

spelling proficiency of the pupils.

The researcher will collect and analyze data quantitatively to test the

relationships between the interventions and the spelling proficiency of the pupils.

Data will be gathered through pre-tests and post-tests administered to both the

experimental group (exposed to the interventions) and the control group (not exposed

to the interventions). The test results will be used to measure improvements in

spelling performance. Teachers will rate the pupils based on their spelling accuracy,

recall, and confidence during the testing periods.

After the baseline data is collected through pre-tests, the researchers will

implement the intervention plan over a defined period. The effectiveness of the

intervention will be evaluated by comparing the post-test scores of the experimental

group with the control group, providing insights into the impact of the M.I.S. Walk

Project on boosting spelling proficiency among pupils. The findings will contribute to

a better understanding of the role that classroom-based strategies can play in

enhancing spelling skills.

Sampling and Locale of the Study

The Tupaz Elementary School served as the study’s location; barangay

Tupaz, Maragusan, Davao de Oro which was roughly located at 7.3840, 126.1470 on

the island of Mindanao-where the school was situated. Therefore, it estimated that the

elevation coordinates are 649.3 meters or 2,130.2 feet above mean sea level. The

researcher has provided respondents with their preferred time, as well as the duration

of the research. Accordingly, two (2) month allotted for the data collection.

40
 Figure 2: map of the Tupaz Elementary School located in Barangay Tupas,

Maragusan, Davao de Oro

Research Respondents

The respondents for the M.I.S. Walk Project: A Classroom-Based Strategy to Boost

Spelling Proficiency will be Grade 6 pupils at Tupas Elementary School. These pupils

will be selected to participate based on their enrolment in Grade 6 to ensure

consistency and comparability between the experimental and control groups. Pupils

who are enrolled in Grade 6 will be included to align with the objectives of the study

and ensure that the interventions are appropriate for their academic stage.

Pupils will be required to have regular attendance to ensure consistent access to the

intervention and assessments throughout the study. Regular attendance is important

for ensuring that pupils receive the full benefit of the interventions and that data

collection is reliable. Pupils who experience significant disruptions in attendance or

41
academic performance during the study may be excluded to maintain the integrity of

the results. Additionally, any pupils who experience unanticipated events, such as

illness or relocation, which would prevent them from continuing to participate in the

research, may also be withdrawn from the study.

Pupils may choose to withdraw voluntarily from the study for personal reasons or due

to a loss of interest. In such cases, their data will be excluded from the analysis to

avoid any potential biases in the study’s results. The goal is to ensure that the research

focuses on the pupils who are able to participate fully, so that the study can accurately

assess the effectiveness of the M.I.S. Walk Project on spelling proficiency.

SECTION NO. OF PARTICIPANTS

FAVOR 28

FAVOR 25

Data Collection

REC Approval. To ensure the ethical standards and credibility of the study,

the researcher will seek approval from the Research Ethics Committee (REC) prior to

beginning the research. This process will ensure that the rights and well-being of the

pupils involved in the study are protected, and the potential benefits of the research to

the school community are carefully considered.

42
 Permission to Conduct the Study. The researchers will seek permission from

the principal of Tupas Elementary School to conduct the study. Once granted, the

researchers will proceed with the implementation of the M.I.S. Walk Project. Data

will be collected through the various spelling interventions designed to improve the

spelling proficiency of the pupils. These interventions include multisensory strategies,

campus-wide word signages, peer collaboration, and the integration of technology.

Orientation and Informed Consent. Before the intervention, pupils will be

oriented about the purpose and procedures of the study. Informed consent will be

obtained from both the pupils and their parents to ensure voluntary participation and

transparency in the process.

Implementation of the Intervention. Data collection will begin with a pre-test to

assess the pupils' initial spelling proficiency. This test will help establish a baseline

for their performance. After the pre-test, the researcher will implement the M.I.S.

Walk Project intervention, which will include activities such as exposure to word

signages, multisensory learning experiences, and collaborative spelling tasks. Pupils

in the experimental group will receive the M.I.S. Walk Project interventions, while

the control group will follow traditional methods of spelling instruction, such as

teacher-led activities and textbook exercises. The effectiveness of the interventions

will be assessed by comparing the post-test results of both groups to determine if there

is a significant improvement in spelling proficiency in the experimental group

compared to the control group. Throughout the study, the researcher will monitor the

attendance and participation of the selected pupils to ensure consistency in data

collection. After the intervention period, a post-test will be conducted to measure the

impact of the interventions on the pupils' spelling proficiency. The data collected from

43
the pre-test and post-test, along with observational notes, will be analyzed to evaluate

the effectiveness of the M.I.S. Walk Project in boosting spelling proficiency among

the pupils.

Research Instrument. In this study, the researcher will design diagnostic test

questionnaires during the pre-implementation phase to assess the pupils' initial

spelling proficiency. These questionnaires will be based on the spelling skills to be

tested and will focus on the key areas of spelling accuracy, word recognition, and

retention. Following the pre-test, the same set of questionnaires will be used during

the post-implementation phase to evaluate any changes in spelling proficiency after

the intervention. The pre-test will be administered to both the experimental and

control groups at the start of the study, to establish a baseline for spelling proficiency.

The experimental group will receive the M.I.S. Walk Project interventions, including

multisensory strategies, campus-wide word signages, and peer collaboration from the

second to the ninth session. The control group, on the other hand, will receive

traditional methods of spelling instruction. The pre-test results will allow the

researchers to determine the starting levels of the pupils’ spelling skills, categorizing

them as poor, average, good, or excellent. The post-test will be administered after the

implementation phase, and the results will be compared to the pre-test scores to

evaluate whether there was a significant improvement in the experimental group’s

spelling proficiency. The paired t-test will be used to analyze the data, helping the

researchers determine if the intervention had a measurable impact on the pupils’

spelling performance. This process will enable the researchers to assess whether the

M.I.S. Walk Project led to a significant improvement in spelling proficiency among

the pupils in the experimental group compared to those in the control group.

44
Data Analysis. This study will employ pre- and post-tests to evaluate how well the

Grade 6 pupils at Tupaz Elementary School improve their spelling proficiency over

the course of the M.I.S. Walk Project intervention, which will be conducted over ten

sessions. The researchers will collect, tally, tabulate, and interpret the data results to

assess the effectiveness of the intervention. The pre-test and post-test scores of both

the experimental group (who will receive the intervention) and the control group (who

will receive traditional spelling instruction) will be compared to determine any

significant improvements. If the post-test scores are higher than the pre-test scores, it

may indicate a positive effect of the intervention.

Mean. This statistical tool will be used to calculate the average score for each group.

The formula for the mean will help the researchers understand the overall

performance of both the experimental and control groups by displaying the average

scores.

Standard Deviation. This will measure the dispersion or variability of the pupils'

scores in relation to the mean. By calculating the standard deviation as the square root

of the variance, the researchers will gain insights into how spread out the scores are,

which is crucial for interpreting the consistency of the intervention's impact.

Paired Test. This statistical test will be used to determine whether there is a

significant difference between the mean scores of the experimental and control groups

over the ten sessions. By comparing the mean averages, the researchers aim to

determine if the M.I.S. Walk Project intervention will be effective in boosting the

spelling proficiency of the Grade 6 pupils.

45
Range of Scores (out of Level Interpretation
10)

1.00 – 2.00 Very Low This indicates that the

level of pupils' spelling
proficiency is never
observed.

2.01 – 4.00 Low This indicates that the

level of pupils' spelling
proficiency is rarely
observed.

4.01 – 6.00 Moderate This indicates that the

level of pupils' spelling
proficiency is sometimes
observed.
6.01 – 8.00 High This indicates that the
level of pupils' spelling
proficiency is often
observed.

8.01 – 10.00 Very High This indicates that the

level of pupils' spelling

46
 proficiency is always
observed.

Table 1. Parameter Limits of scores of the 10-item tests

Ethical Consideration. Throughout the M.I.S. Walk Project: A Classroom-Based

Strategy to Boost Spelling Proficiency, the researcher will ensure that ethical

considerations remain a key focus, ensuring the authenticity and dependability of the

study's results.

Conflict of Interest. This study will address any potential conflicts of interest in a

manner that benefits the pupils, ensuring that there is no financial or other conflicts of

interest influencing the research process. The researcher will prioritize the integrity of

the study and its findings.

Privacy and Confidentiality. All personal data and participant identities will be kept

confidential to protect the privacy of the pupils. The researcher will use coded

identifiers to ensure anonymity. The data collected will be securely stored, and the

identities of the pupils will not be disclosed in any reports or findings. This process

ensures that personal information will be protected, and only the researchers will have

access to the data.

Informed Consent Process. The researcher will obtain informed consent from both

the pupils and their guardians. The pupils and their guardians will be fully informed

47
about the purpose of the study, the nature of the spelling proficiency intervention, and

any potential risks. They will be made aware that participation is voluntary and that

they can withdraw from the study at any time without consequences. The consent

process will be documented with signed forms, ensuring the pupils' and their

guardians' agreement to participate. Additionally, the pupils will be asked for

permission to record the sessions, either visually or verbally, with full disclosure of

how the data will be used.

Assent. In addition to parental consent, the researcher will obtain assent from the

pupils. The study will be explained in a way that is age-appropriate and easy for the

pupils to understand. They will be informed of their right to withdraw from the study

at any time without any penalty. Only pupils who voluntarily agree to participate after

understanding the study's nature will be included in the research.

Vulnerability. Recognizing that some pupils may face challenges to fully

participating, the researcher will be mindful of their mental and emotional well-being.

Special attention will be given to any vulnerable participants, and the Research Ethics

Committee (REC) will evaluate their ability to give informed consent. The REC will

ensure that all pupils are protected from potential risks and that they are able to

voluntarily and confidently agree to participate.

Recruitment. The researcher will recruit Grade 6 pupils at Tupas Elementary School

for the M.I.S. Walk Project using open, voluntary, and non-coercive methods. Pupils

will be provided with detailed information about the study, including its objectives,

methods, potential benefits, and risks. Recruitment materials will emphasize that

participation is entirely voluntary, and pupils will be reassured that they can decline to

participate without any negative consequences.

48
Risks. Any potential risks associated with participation will be carefully considered

by the researchers, who will take steps to mitigate them. These risks could include any

discomfort or inconvenience experienced while completing assessments or

participating in the intervention. During recruitment, pupils and their guardians will

be informed of these risks, and measures will be taken to minimize them, such as

conducting assessments in a relaxed and supportive environment. If any pupil

experiences undue stress or discomfort, their participation will be paused or

discontinued, as necessary.

Beneficence. Respondents will be treated ethically, with their choices respected, and

efforts will be made to ensure their safety. The study aims to produce evidence-based

information that Tupas Elementary School can use to support pupils' spelling

proficiency and learning progression. All interventions will prioritize the well-being

and educational success of the pupils.

Respect for Respondents. Respondents will be asked for permission to participate

and will not be coerced. They will be given full respect for their choices, and the

privacy of their information will be safeguarded. Furthermore, researchers will respect

any decision by respondents to decline participation without repercussions. Pupils will

also be assured that they can withdraw from the study at any stage, with no negative

impact on their academic standing or relationship with the school.

49
References

Ali, M., & Khan, S. (2021). [Title of the article/study]. Journal of

Multilingual Education Research, 10(2), 123-134.

Alvarado, J., & Ruiz, C. (2022). Innovative teaching methods for language
development. Educational Research Quarterly, 35(4), 56-72.

Anderson, P. (2019). Addressing challenges in spelling instruction:

Multisensory strategies. International Journal of Early Literacy Education,
14(3), 87-99.

Anderson, P., & Truscott, M. (2021). The language connection: Integrating

vocabulary, grammar, and spelling. Journal of Literacy Development, 18(1),
54-68.

Beck, I. L., McKeown, M. G., & Kucan, L. (2021). Bringing words to life:
Robust vocabulary instruction (2nd ed.). Guilford Press.

Bhandari, P. (2020). Quasi-experimental research design. Methods in

Educational Research Journal, 18(3), 12-21.

Bonwell, C. (2021). Interactive and multisensory teaching in modern

classrooms. Educational Trends Quarterly, 33(2), 34-49.

Chan, K. (2019). Applications of Kolb’s Experiential Learning Theory in

classroom settings. Learning Theories in Practice, 25(3), 123-137.

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Collins, J., & Lincoln, S. (2020). Active learning techniques in literacy
education. International Journal of Educational Strategies, 27(5), 98-115.

Cruz, M. (2022). Enhancing literacy through interactive spelling games.

Philippine Journal of Education, 44(1), 67-78.

Cunningham, A. E., & Stanovich, K. E. (2020). Early literacy instruction and

long-term benefits of spelling proficiency. Journal of Educational Psychology,
15(4), 234-256.

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development. Manila: DepEd Publications.

Dewey, J. (2020). Theory of Experience: Learning through participation.

Education and Experience Quarterly, 23(3), 89-102.

Dooly, M. (2020). Rethinking passive learning: The case for interactive

education. International Journal of Educational Innovation, 19(2), 45-58.

Fleming, T., Smith, A., & Johnson, R. (2020). Multisensory approaches to

spelling proficiency. Global Education Studies, 15(2), 45-61.

Foster, D., & McClure, T. (2020). Addressing literacy challenges in primary

education. Journal of Early Childhood Development, 29(1), 112-129.

Garcia, L., & Fernandez, M. (2020). Literacy development in multilingual

contexts. Journal of Filipino Education Research, 12(2), 98-110.

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instruction. Philippine Educational Technology Review, 7(4), 23-34.

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for literacy development. European Journal of Education, 45(3), 67-80.

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literacy. Journal of Inclusive Education, 28(3), 87-102.

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Jones, P., & Parker, K. (2021). Interactive strategies for effective spelling
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Larson, R. (2019). Personalized learning in the 21st century: A case for

individualized instruction. Modern Teaching Strategies Journal, 11(5), 12-23.

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innovations. Philippine Education Journal, 47(2), 132-147.

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Schmidt, K., & Becker, H. (2021). The impact of interactive learning on
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53
GOALS/ ACTIVITIES/ RESPONSIBL RESOURCES/ SUCCESS TIMEFRAM
OBJECTIVES STRATEGY E PERSON TOOL INDICATOR E

PHASE 1: PRE-
IMPLEMENTATION

Selection: To assess the Conduct a pre-test of Pre-Service Researcher’s Crafted Identify pupils’ First Friday of
pupils’ current spelling spelling proficiency. Teacher & Diagnostic Test current the
proficiency. Students spelling implementation
proficiency
level.

Orientation: To Face-to-face orientation Cooperating Informed Consent and Pupils February 2025
introduce the project and session for all participants. Teacher, Pre- Study Overview understand the
its objectives to the Service Teachers project’s
participants. objectives and
their role in it.

Administrative Informing school staff and Meeting with Teacher, School Presentation February 2025
Intervention: obtaining support for the school Administrator materials and
project implementation. administration consent forms
Applying M.I.S WALK
and teachers to
PROJECT:
discuss
objectives and
methods.

PHASE 2:
IMPLEMENTATION

Improve spelling Implement the M.I.S Walk Pre-Service M.I.S Walk Materials Observed Friday each
proficiency using M.I.S Program to practice spelling Teacher & (Spelling Lists, improvement week
Walk Project. strategies. Students in Flashcards) in pupils’
Experimental ability to spell
Group words

54
 correctly in
post-test.

Traditional method for Use traditional spelling Pre-Service Traditional Spelling Compare Friday each
comparison. instruction for control group. Teacher & Worksheets results between week
Students in experimental
Control Group and control
groups.

Week 1: Spelling Auction Cooperating M.I.S Walk Materials Collected Pre- February 2025
Teacher, Pre- Test Scores
(Session 1)
Service
Then after the
Teachers, and
Students bid on correctly implementatio
students
spelled words using play n of the
money. Incorrect words intervention
result in "penalty fees." the post test
scores were
collected

Week 2: Word Sculpting Cooperating M.I.S Walk Materials Collected Pre- February 2025
(Session 2) Teacher, Pre- Test Scores

Service
Then after the
Use modeling clay to sculpt Teachers, and
implementatio
letters and form words. This students
n of the
tactile activity benefits
intervention
kinesthetic learners.
the post test
scores were
collected

Week 3: Connect the Cooperating M.I.S Walk Materials Collected Pre- February 2025
spelling (Session 3) Teacher, Pre- Test Scores

The students will form a line Service

Then after the
and connect every letter they Teachers, and
implementatio
spelled. students
n of the
intervention
the post test
scores were
collected

Week 4: Word Mash-Up Cooperating M.I.S Walk Materials Collected Pre- February 2025
(Session 4) Teacher, Pre- Test Scores

Service
Then after the
Combine letters from two or Teachers, and
implementatio
more random words to students
n of the
create new ones. Students
intervention

55
explain their new word’s the post test
meaning and spell it scores were
correctly. collected

Week 5: Spelling Escape Cooperating M.I.S Walk Materials Collected Pre- February 2025
Room (Session 5) Teacher, Pre- Test Scores

Service
Then after the
The teacher will create a
Teachers, and
implementatio
classroom "escape room"
students
n of the
with spelling-related
intervention
challenges
the post test
scores were
collected

Week 6: Choose-Your- Cooperating M.I.S Walk Materials Collected Pre- February 2025
Adventure Spelling Game Teacher, Pre- Test Scores

(Session 6) Service
Then after the
Teachers, and
implementatio
The teacher will reate a
students
n of the
short adventure story where
intervention
students must correctly spell
the post test
key words to "unlock" the
scores were
next part of the story.
collected

Week 7: Reverse Spelling Cooperating M.I.S Walk Materials Collected Pre- February 2025
Bee (Session 7) Teacher, Pre- Test Scores

Service
Then after the
Instead of giving a word to
Teachers, and
implementatio
spell, students hear a spelled
students
n of the
word and guess what it is.
intervention
the post test
scores were
collected

Week 8: Word Collage Cooperating M.I.S Walk Materials Collected Pre- February 2025
(Session 8) Teacher, Pre- Test Scores

Service
Then after the
Students select a challenging
Teachers, and
implementatio
word, cut out letters or
students
n of the
related images from
intervention
magazines, and assemble a
the post test
collage around the word’s
scores were
collected

56
 meaning.

Week 9: "Spelling Cooperating M.I.S Walk Materials Collected Pre- February 2025
Obstacle Course"(Session Teacher, Pre- Test Scores

9) Service
Then after the
Teachers, and
implementatio
Set up an obstacle course
students
n of the
where students collect letter
intervention
cards scattered around and
the post test
form words as they progress
scores were
through the course.
collected

Week 10: Spelling Talent Cooperating M.I.S Walk Materials Collected Pre- February 2025
Show (Session 10) Teacher, Pre- Test Scores

Service
Then after the
Students showcase spelling
Teachers, and
implementatio
skills in a creative way (e.g.,
students
n of the
singing, rapping, acting, or
intervention
creating art).
the post test
scores were
collected

PHASE 3: POST-
IMPLEMENTATION

To determine the Conduct a post-test for both Teacher and Teacher-crafted post- Evaluation of Last day of the
effectiveness of the the controlled group and the pupils from the test questionnaires spelling implementation
M.I.S WALK Project in experimental group. controlled and (adapted from the pre- proficiency period
boosting pupils’ spelling experimental test) improvement.
proficiency. groups. Comparison of
post-test
results between
the two groups
to assess the
success of the
strategy.

Post-Intervention Improve the spelling Gathering post- Teacher, pupils Validated post- February 2025
Assessment proficiency of pupils using test results from test
(Summative) the M.I.S WALK strategy. both groups. questionnaires
(adapted from
the pre-test).

57
Evaluate the Conduct post-test to Pre-Service Crafted Post-Test Compare post- Last Day/Day
effectiveness of the measure spelling proficiency Teacher & Questionnaires test scores with of
M.I.S Walk Project. after intervention. Students pre-test results Implementatio
to assess n
improvement.

Reflection and Insights: Analyze the data and reflect Pre-Service Results of pre- and Identify key February 2025
To evaluate the on the intervention’s impact. Teacher post-test scores takeaways to
effectiveness of the improve future
intervention. teaching
methods.

INTERVENTION PLAN

I-General Overview

Catch-up Subject: SCIENCE Grade Level:6

Time: 01:00 – 01:45 Date: FEBRUARY 2025

PM

II. Session Details

Session Title: Spelling Auction

Session Objective/s: a. improve students’ ability to spell words correctly through a

competitive and interactive activity.

b. foster collaboration among participants as they form groups to

strategize and bid on words.

c. develop critical thinking as students evaluate their bids based on word

difficulty and their team's spelling confidence.
References/ Auction paddles, list of words, scoreboard, tokens or currency,
whiteboard/blackboard for spelling display.
Materials:

III. Facilitations Strategies

Components Duration Activities and Procedures Learning Resources

Introduction & Warm- 10 mins 1. Briefly explain the rules and Word list (simple words for
up objectives of the Spelling warm-up),
Auction. whiteboard/blackboard,
2. Engage students in a quick markers
warm-up spelling game using

58
 simpler words to set the tone.

Writing Activities 30 mins 1. Team Formation: Divide Auction paddles or cards,

students into small groups and word list for the auction,
give them time to discuss scoreboard, tokens or mock
strategies. currency for bids
2. Auction Begins: Present a
word for bidding. Groups decide
on their bids.
3. Spelling and Scoring: The
winning group spells the word
out loud.
4. If the spelling is correct, the
group gains points; if incorrect,
they lose the bid amount and the
next highest bidder gets a
chance.
5 mins 1. Recap the words learned None needed; optional
during the activity. whiteboard for notes
2. Facilitate a short
discussion on strategies
used and lessons learned.

Prepared by:

JOANNA MARIE A. LANTACO

Practice Teacher

59
 INTERVENTION PLAN

I-General Overview

Catch-up Subject: SCIENCE Grade Level: 6

Time: 01:00 – 01:45 Date: FEBRUARY 2025

PM

II. Session Details

Session Title: Word Sculpting

Session Objective/s: a. broaden students' vocabulary by exploring creative word formation.

60
 b. improve analytical skills through word manipulation and structuring.

c. encourage students to think outside the box as they construct new

words or phrases.
References/ Alphabet tiles or printed letters, timer, score sheet,
whiteboard/blackboard for group presentations.
Materials:

III. Facilitations Strategies

Components Duration Activities and Procedures Learning Resources

Introduction & Warm- 10 mins 1. Explain the objective and rules Sample set of letters,
up of the Word Sculpting activity. whiteboard/blackboard,
2. Conduct a brief warm-up markers.
exercise where students
brainstorm words using a sample
set of letters.

Writing Activities 30 mins 1. Word Creation: Distribute sets Alphabet tiles or printed
of random letters or a root word letters, timer, score sheets,
to students or groups. dictionary (physical or
2. Timed Word Formation: Set a online), whiteboard for
timer and let students create as group displays
many words as possible within
the time frame.
3. Presentation: Groups share
their word lists, explaining any
complex or unique words they
formed.
4. Scoring: Points are awarded
based on word length and
complexity. Optionally, verify
words using a dictionary.
5 mins 1. Recap the most None needed; optional
interesting words formed whiteboard for notes
and discuss their meanings.
2. Engage in a brief
discussion on strategies
used and lessons learned.

Prepared by:

JOANNA MARIE A. LANTACO

Practice Teacher

61
 INTERVENTION PLAN

I-General Overview

Catch-up Subject: SCIENCE Grade Level: 6

Time: 01:00 – 01:45 Date: FEBRUARY 2025

PM

II. Session Details

Session Title: Connect the spelling

Session Objective/s: a. enhance students' ability to spell words correctly through interactive
practice.

b. encourage students to collaborate and communicate effectively in

group settings.

c. develop logical thinking as students link words based on spelling

patterns and rules.
References/ Word cards or a list of words, whiteboard/blackboard for tracking
connections, markers or pens for team writing, timer for added
Materials: challenge.

III. Facilitations Strategies

Components Duration Activities and Procedures Learning Resources

Introduction & Warm- 10 mins 1. Introduce the rules and Word list for
up objectives of the Connect the demonstration,
Spelling activity. whiteboard/blackboard,
2. Demonstrate a simple example markers
of how to connect words by
matching the last letter of one
word with the first letter of
another.

Writing Activities 30 mins 1. Team Formation: Divide Word cards or pre-prepared

students into small groups or word lists, timer,
pairs. whiteboard/blackboard for
2. Game Start: Present the first displaying the chain,
word and set a timer for each markers
team to find and write a
connected word.
3. Round Continuation: Teams
take turns adding to the chain of
words, ensuring that each word
correctly connects to the
previous one.
4. Challenge Mode: For an added
challenge, set a rule that words
must be a certain length or use a
specific theme (e.g., animals,

62
 objects).

Prepared by:

JOANNA MARIE A. LANTACO

Practice Teacher

INTERVENTION PLAN

I-General Overview

Catch-up Subject: SCIENCE Grade Level: 6

Time: 01:00 – 01:45 Date: FEBRUARY 2025

PM

II. Session Details

Session Title: Word Mash-Up

Session Objective/s: a. help students understand word roots, prefixes, and suffixes through
practical application.

b. foster creative thinking by encouraging students to invent unique

words and explain their meanings.

c. expand students' vocabulary by combining parts of different words to

create new ones.
References/ Paper or index cards for writing words, pens or markers, a timer,
whiteboard/blackboard for displaying word examples.
Materials:

III. Facilitations Strategies

Components Duration Activities and Procedures Learning Resources

Introduction & Warm- 10 mins 1. Introduce the concept of Word Whiteboard/blackboard,

up Mash-Up and explain the markers, examples of mash-

63
 activity's objectives. up words
2. Provide a few examples of
words created by combining
parts of different words (e.g.,
"brunch" from "breakfast" +
"lunch").
3. Conduct a quick brainstorming
session where students suggest
combinations for familiar words.

Writing Activities 30 mins 1. Group Work: Divide students Word lists or dictionaries,
into small groups and provide paper/index cards, pens or
them with word lists or allow markers, timer for group
them to brainstorm words work
individually.
2. Word Creation: Each group
combines parts of words from
their lists to create new words.
3. Definition & Presentation:
Groups write definitions or
potential uses for their new
words and prepare a brief
presentation.
4. Showcase: Groups take turns
presenting their words and
explaining their meanings to the
class.
5 mins 1. Review the words created None needed; optional
by each group and discuss whiteboard for final notes
their creativity and
practicality.
2. Reflect on the activity by
discussing which words were
the most interesting and
why.

Prepared by:

JOANNA MARIE A. LANTACO

Practice Teacher

INTERVENTION PLAN

I-General Overview

Catch-up Subject: SCIENCE Grade Level: 6

Time: 01:00 – 01:45 Date: FEBRUARY 2025

PM

II. Session Details

Session Title: Spelling Escape Room

64
Session Objective/s: a. improve students' spelling accuracy through engaging challenges.

b. foster collaborative learning as students work together to unlock each

stage of the activity.

c. encourage logical thinking as students solve clues that lead to spelling-

based answers.
References/ Prepared clue cards, word puzzles, whiteboard/blackboard for displaying
stages or tracking progress, pens, and optional props (e.g., lockboxes or
Materials: envelopes) for a more immersive experience.

III. Facilitations Strategies

Components Duration Activities and Procedures Learning Resources

Introduction & Warm- 10 mins 1. Introduce the Spelling Escape Sample clue card,
up Word activity by explaining the whiteboard/blackboard,
concept of solving spelling clues to markers
"escape" each stage.
2. Demonstrate a simple example
of a clue and how solving it leads
to a word.
3. Engage students with a quick
warm-up puzzle to get them
familiar with the process.

Writing Activities 30 mins 1. Team Formation: Prepared clue cards or

Divide students into word puzzles, pens, props
small groups to like lockboxes/envelopes, a
encourage teamwork. timer to create a sense of
2. Clue Solving: Hand urgency
out the first clue or
puzzle to each group.
3. Progression: Groups
solve each clue and
submit their answers to
progress to the next
stage. The clues should
involve spelling
challenges such as filling
in missing letters,
unscrambling words, or
answering word riddles.
4. Checkpoint: After a
certain number of
stages, check progress
and provide hints if
needed.
5 mins 1. Recap the words and clues None needed; optional
that were solved, highlighting whiteboard for final
interesting or challenging reflections
parts.
2. Discuss strategies that
worked well and what
students learned.

65
Prepared by:

JOANNA MARIE A. LANTACO

Practice Teacher

66
I-General Overview

Catch-up Subject: SCIENCE Grade Level: 6

Time: 01:00 – 01:45 Date: FEBRUARY 2025

PM

II. Session Details

Session Title: Choose-Your-Adventure Spelling Game

Session Objective/s: a. apply correct spelling of learned words to solve interactive scenarios in
a gamified format.

b. develop decision-making skills through creative and collaborative

gameplay.

c. foster a sense of enjoyment and engagement in practicing spelling.

References/ Materials Needed:

The activity requires a list of target spelling words that students will
Materials: practice during the session. A pre-designed set of story scenarios with
engaging decision points should be prepared in advance to guide the
interactive gameplay. Visual aids, such as slides or printed illustrations,
can enhance the storytelling experience and make the game more
immersive. Additionally, students will need notebooks or digital tools,
such as tablets or laptops, to record their answers and track their
progress throughout the game.

III. Facilitations Strategies

Components Duration Activities and Procedures Learning Resources

Introduction & Warm- 10 mins - Greet students and introduce - Word list (printed or
up the session’s focus on spelling digital)
through a fun, interactive game.

- Whiteboard, markers, or
- Review target spelling words digital collaborative tools
visually and orally. for brainstorming.

- Conduct a quick warm-up

activity (e.g., word scramble or
mini spelling bee).

- Explain the mechanics of the

"Choose-Your-Adventure Spelling
Game" to set expectations.

Writing Activities 1. Group Formation: Divide Word bank with target

students into small groups of 3–5 spelling words for the
members, ensuring mixed skill session.
levels.

- Pre-designed templates
2. Setting the Scene: Provide a for branching paths to
story prompt or let groups structure stories.
choose their setting (e.g., "A trip
through a magical forest").
- Laptops, tablets, or
writing materials for
3. Collaborative Writing: Each drafting stories. 67
group writes a short narrative
with at least three branching
paths. Encourage creativity while - A rubric or checklist for
Prepared by:

JOANNA MARIE A. LANTACO

Practice Teacher

INTERVENTION PLAN

I-General Overview

Catch-up Subject: SCIENCE Grade Level: 6

Time: 01:00 – 01:45 Date: FEBRUARY 2025

PM

II. Session Details

Session Title: Reverse Spelling Bee

Session Objective/s: a. students will accurately spell and identify challenging words by
applying learned spelling rules and patterns.

b. students will work together to solve word puzzles, fostering teamwork

and effective communication.

c. students will gain self-assurance in their spelling abilities through

engaging and supportive group activities.
References/

Materials:

III. Facilitations Strategies

Components Duration Activities and Procedures Learning Resources

Introduction & Warm- 10 min Start with a brief overview of the - Markers and paper for
up Reverse Spelling Bee, explaining participants
that participants will be provided - Visual presentation or

68
 with jumbled words that they slideshow with the jumbled
need to rearrange correctly. words for easier viewing.
Warm-up Activity: A simple word - Answer key for the
scramble using easy words (e.g., facilitator.
TCA for CAT) to engage
participants

Writing Activities 30 min 1. Introduction & Warm-up (10- - Whiteboard/Flipchart

15 min): - Word list (pre-prepared)
- Brief overview of the activity - Stopwatch/timer
- Warm-up game to build - Prizes for winners
confidence. (optional)
2. Main Activity: Reverse
Spelling Bee (30-40 min):
- Divide participants into teams.
- Give words with jumbled letters
for teams to unscramble and
spell out correctly.
3. Reflection and Wrap-up (5-10
min):
- Discuss strategies used and
lessons learned.

Prepared by:

JOANNA MARIE A. LANTACO

Practice Teacher

INTERVENTION PLAN

I-General Overview

Catch-up Subject: SCIENCE Grade Level: 6

Time: 01:00 – 01:45 Date: FEBRUARY 2025

PM

II. Session Details

Session Title: Word Collage

Session Objective/s: a. participants will use words, phrases, and images to express ideas or
themes visually, improving their creative thinking and expressive skills.

b. participants will collaborate on creating a cohesive word collage,

69
 developing communication and teamwork skills.

c. participants will expand and reinforce their vocabulary and language

use.
References/  Printed word sheets

Materials:  Scissors

 Glue sticks or liquid glue

 Construction paper or poster boards

 Markers and colored pens

 Stickers and decorative items (e.g., washi tape)

 Rulers

 Pencils and erasers

III. Facilitations Strategies

Components Duration Activities and Procedures Learning Resources

Introduction & Warm- 10 min 1. Introduction & Warm-up (15  Glue dots/double-sided
up minutes): tape (optional)
- Introduce the word collage
concept, showing examples.  Pencils and erasers for
- Quick icebreaker: brainstorm sketching
words related to a theme to
 Printed images for
engage participants.
added visuals
2. Main Activity: Word Collage
Creation (40-60 minutes):
- Distribute materials and explain
guidelines.
- Participants cut, arrange, and
paste their chosen words and
images onto poster boards.
3. Reflection and Sharing (10-15
minutes):
- Each participant or group
presents their collage and explains
their word choices and layout.

Writing Activities 30 min. Encourage participants

to outline or draft their
collage ideas on scratch
paper before committing
to gluing items. They can
write key phrases or
words they want to
include and think about
how they’ll arrange them
to create visual appeal.

70
Prepared by:

JOANNA MARIE A. LANTACO

Practice Teacher

71
 INTERVENTION PLAN

I-General Overview

72
Catch-up Subject: SCIENCE Grade Level: 6

Time: 01:00 – 01:45 Date: FEBRUARY 2025

PM

II. Session Details

Session Title: Spelling Obstacle Course

Session Objective/s: a. learners will enhance their spelling skills by actively engaging in fun
and challenging physical and mental activities.

b. learners will work together in groups to solve spelling- related

tasks, fostering a sense of cooperation and shared responsibility.

c. Learners will apply strategies to decode words and identify correct

spellings under time pressure.

References/ Word cards with scrambled letters

Materials: Flashcards with incomplete words (missing vowels or consonants)

Whiteboards or chalkboards for writing answers

Markers, chalk, or whiteboard pens

III. Facilitations Strategies

Components Duration Activities and Procedures Learning Resources

Introduction & Warm- 10 minutes - Welcome learners and explain the - Flashcards with sample
up activity goals. words

- Conduct a quick warm-up spelling - Timer or stopwatch

game (e.g., "Last Letter Chain").

- Team tags or markers

- Divide learners into teams.

Writing Activities 30 minutes 1. Unscramble Station: - Scrambled word cards

Arrange letters to form
correct words. - Word cards with missing
letters
2. Missing Letters
- Whiteboard and
Station: Fill in blanks to
markers
complete words.

3. Hop & Spell Station:

73
 Spell aloud while hopping
through hoops.

4. Word Relay Station:

Write a word
collaboratively as a team.

Prepared by:

JOANNA MARIE A. LANTACO

Practice Teacher

74
 INTERVENTION PLAN

I-General Overview

Catch-up Subject: SCIENCE Grade Level: 6

Time: 01:00 – 01:45 Date: FEBRUARY 2025

PM

II. Session Details

Session Title: Spelling Talent Show

Session Objective/s: a. learners will express their individuality and creativity by performing
their chosen words in unique and entertaining ways.

b. learners will demonstrate and refine their ability to spell words

accurately through an interactive and performance-based activity.

c. learners will gain inspiration and learn from the performances of their
peers, fostering a supportive learning environment.
References/

Materials:

III. Facilitations Strategies

Components Duration Activities and Procedures Learning Resources

Introduction & Warm- 10 Min. - Icebreaker activity to build - Flashcards with fun
up excitement. spelling challenges

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 - Explain the activity objectives - Sample performance
and procedures. ideas

Writing Activities 30 Min. - Word lists, notebooks,

- Learners create and rehearse
props
their spelling acts.

- Costumes, audio-visual
- Provide guidance and monitor
aids
progress.

Prepared by:

JOANNA MARIE A. LANTACO

Practice Teacher

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