Abstract
This study aimed to determine the top performing K to 3 pupils’ unfamiliarity with the Ibanag words used in modules as described by the teachers. Specifically, this study aimed to answer the description of teacher participants on the experiences of the said pupils using the modules written in Ibanag, explain the reasons behind the pupils’ unfamiliarity with the vocabulary used in the module, and their teaching strategies in teaching the modules. Schema Theory was used to determine the background knowledge of the top performing k to 3 pupils with the Ibanag words used in the modules. The Researcher used a phenomenological qualitative method of Moustakas (1994) to explore the phenomenon on the top performing K to 3 pupils’ unfamiliarity with the Ibanag words used in modules as described by the teachers. The study was conducted during the School Year 2021-2022 in Angancasilian Elementary School. The teacher participants of the study were four (4) teachers from kindergarten, Grade 1, Grade 2, and Grade 3. Purposive sampling was applied by the Researcher since there was only one (1) teacher per grade level with the total of four (4) teacher participants from the said Grade levels. In this design, bracketing or epoche, horizontalization, textural description, structural description and essence were done. The study revealed that top performing K to 3 pupils had vocabulary problems in answering the modules written in Ibanag as described by teachers. They could not fully grasp Ibanag terms used in the modules. Meanwhile, teachers gave clearer instructions to aid the difficult terminologies used in the modules written in Ibanag. Thus, definition of terms should be included in each module and module writers should use simple Ibanag terms in crafting the modules.
