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Abstract
The study aimed to determine the effectiveness of Text Talk strategy in teaching vocabulary of Grade III learners of Kabacsanan Elementary School, Iligan City, SY 2023-2024. A pretest and a posttest design were used. The study employed one group pretest posttest research design and made used of a questionnaire in gathering data. Results revealed that the analysis of the differences between the pretest and posttest scores of the participants demonstrated a remarkable and highly significant improvement in their performance. The mean pretest score of 9.90 increased substantially to 13.67 in the posttest, showcasing a significant positive change. The paired t-test, with a highly significant t-value of -19.837 (df=29) and a p-value of 0.000 (p<.001), confirmed that this improvement was not a result of chance but rather a direct outcome of the effectiveness of the intervention or program being assessed. Thus, the analysis explored the connection between learners' vocabulary scores and their attitudes toward the Text Talk strategy intervention. In this context, the "not significant" remark indicates that the relationship between vocabulary scores and attitude toward the intervention is not statistically significant, as the p-value exceeds the conventional significance level of 0.05. This implied that learners' vocabulary proficiency does not have a significant influence on their attitude toward the Text Talk strategy.
