Vocabulary Skills of Grade 5 Learners Relative to their Speaking and Writing Performance

Abstract

This study examined the vocabulary skills of Grade 5 learners in relation to their speaking and writing performance and determined the effectiveness of scaffolding strategies in enhancing these communication skills. Utilizing a descriptive-correlational research design, the study involved 22 Grade 5learners from OLPC–San Manuel Inc. during the School Year 2025–2026. Data were gathered through documentary analysis of learners’ outputs, teacher observation checklists, and profile information obtained from School Form 1 (SF1). Statistical tools such as frequency, percentage, mean, Chi-square test, and Pearson r correlation were employed to analyze the data. Findings revealed that learners initially demonstrated a Satisfactory level of performance in vocabulary, speaking, and writing during the profiling assessment, indicating the presence of basic communication skills but limited mastery. Learners encountered challenges in vocabulary usage, particularly in grammatical forms and word application, as well as in speaking due to anxiety and lack of confidence, and in writing due to difficulties in organization and coherence. However, the implementation of scaffolding strategies significantly improved learners’ performance across all domains. Most learners achieved Very Satisfactory to Outstanding levels after the intervention, demonstrating the effectiveness of structured and guided instructional support. Furthermore, results showed that there was a significant relationship among vocabulary, speaking, and writing skills, indicating that improvement in one area positively influences the others. In contrast, learners’ profile variables such as age, gender, and language used at home were found to have no significant relationship with their overall performance. The study concludes that scaffolding strategies play a crucial role in enhancing learners’ communication skills by providing systematic support that gradually leads to independent learning. It highlights that instructional quality, rather than learner background, is a key factor in improving academic performance.