World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue X (October 2026), pp.128-130
Agnes A. Gervacio
Teacher
Philippine Yuh Chiau School Inc.
Introduction
Vocabulary knowledge is fundamental to learners’ ability to understand texts, participate in classroom discussions, and engage successfully with academic content. At Philippine Yuh Chiau School Inc., Grade 4 and 5 learners experienced difficulty in defining unfamiliar words and inferring meanings from context. The action research responded to this need through Project AGNES, a structured intervention designed to strengthen vocabulary development through context-based learning.
The intervention recognized differences in the vocabulary demands of the two grade levels. Grade 4 learners were exposed primarily to definitions and exemplifications as context clues, while Grade 5 learners worked with more complex clues involving synonyms, antonyms, affixes, compound words, clipped words, and blended words. The study therefore provides school-based evidence on whether a focused and differentiated vocabulary intervention can improve learners’ performance.
The World Education Connect Multidisciplinary e-Publication is a reputable, refereed, and peer-reviewed international journal. It is dedicated to fostering academic excellence and promoting interdisciplinary research across diverse fields. The journal covers a wide range of topics, including education, psychology, science, technology, social sciences, humanities, and more, providing a platform for scholars and researchers to share their knowledge and insights.
In addition, the publication places a special emphasis on the promotion and development of the Filipino language, contributing to its growth and recognition in the global academic community.
PUBLICATION GUIDELINES
Publication Ethics and Publication Malpractice Statement
PROCESSING FEES AND INCLUSIONS
