Contextualized learning activities in enhancing learners' semantics

This study examined the effectiveness of contextualized learning activities in enhancing the semantic skills in terms of contextual clues, structural analysis of words, and word recognition of Grade 4 learners at San Lorenzo Elementary School in Tabaco City during the School Year 2025–2026. Also, it focused in addressing the challenge that many pupils experience difficulty in vocabulary development due to limited exposure to meaningful reading materials and the continued use of traditional instructional approaches that emphasize memorization rather than contextual application.
The study employed a quasi-experimental pretest–posttest research design involving 32 Grade 4 pupils who were divided into controlled and experimental groups. A teacher-made vocabulary test served as the primary instrument to measure learners’ semantic skills before and after the intervention. Statistical tools such as mean, standard deviation, frequency and percentage distribution, paired samples t-test, and independent samples t-test were used to analyze the quantitative data, while thematic analysis was applied to qualitative observations. 
The developed materials were characterized by real-life integration, explicit instruction in semantic strategies, activities that promoted morphological awareness, visual supports, and learner-centered tasks that encouraged meaningful application of new words. 
Overall, the findings suggested that contextualized learning activities are effective strategy in enhancing learners’ semantic skills and recommends their integration into English vocabulary instruction to support meaningful and sustain language development. By connecting vocabulary instruction to students’ everyday experiences and cultural background, teachers created more engaging and meaningful learning environments that supported long-term language development.