Effectiveness of Game-Based Spelling Applications in Improving Spelling Proficiency: A Study of Grade 7 Students

Abstract

Spelling is a vital component of writing, yet many students continue to struggle with it due to inconsistent pronunciation and lack of consistent practice. Although emphasized in the Philippine K–12 curriculum, spelling challenges persist into secondary education. This study aimed to compare the effectiveness of two audio-visual learning applications – “Listen and Write” and “Spell it Write” – in improving the spelling proficiency of Grade 7 students from two (2) public secondary schools. This study employed a quasi-experimental research design involving two phases. In the first phase, 30 students from each school took a traditional paper-and-pencil pre-test, underwent a four-week intervention using the “Listen and Write” audio-visual learning application, and completed a post-test. Based on the results, the researchers developed an enhanced and localized version of the application called “Spell it, Write.” In the second phase, another set of 30 students from each school followed the same procedure using the improved application to assess its effectiveness. Data were analyzed using mean, standard deviation, and paired t-tests. Results showed significant improvements in spelling proficiency after both interventions. However, students who used “Spell it Write” demonstrated greater gains compared to those who used “Listen and Write”. The findings suggest that audio-visual, game-based applications are effective tools for improving spelling skills, and that customized tools like “Spell it, Write” may yield better outcomes. The study recommends integrating such interactive technologies in language instruction to enhance student engagement and academic performance.