Music-Based Instruction and Vocabulary Skills Among Grade 12 Students: A Quasi-Experimental Study
DOI:
https://doi.org/10.69569/jip.2026.379Keywords:
Mastery level, Music-based instruction, Pedagogical tool, Traditional teaching strategy, Vocabulary skillsAbstract
Acquiring vocabulary skills remains a crucial part of the language-learning process. This study investigated the effectiveness of music-based instruction in developing the vocabulary skills of Grade 12 students at Hibubullao National High School in Catubig, Northern Samar. It specifically examined and compared the vocabulary skills of students who received music-based and traditional instruction. It employed a quasi-experimental research design, specifically a non-equivalent control group design. The participants were 64 Grade 12 students enrolled in the General Academic Strand during the school year 2025–2026: 35 students in the experimental group and 29 students in the control group. The experimental group received music-based instruction, while the control group received traditional instruction. Pre-test and post-test assessments were administered to determine changes in the students' vocabulary skills following the intervention. The findings showed that both groups initially had low levels of vocabulary skills. After the intervention, both groups demonstrated improvement; however, the experimental group showed greater gains, with more students advancing to higher mastery levels. The independent-samples t-test revealed a statistically significant difference in the post-test vocabulary scores between the two groups, t (61.89) = 4.32, p < .001. The experimental group obtained higher post-test vocabulary scores, with a Cohen's d of 1.07, indicating a large effect size and a standard error of 0.28. These findings suggest that music-based instruction may serve as a useful and engaging approach to vocabulary development. Although traditional instruction remains relevant, it may be strengthened through interactive and innovative activities that provide meaningful opportunities for vocabulary practice and application. Overall, the study provides preliminary evidence that purposefully integrated music-based activities may complement regular English instruction and support vocabulary learning.
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