Strengthening Grade 7 Students Mastery in Filipino Grammar through LARO-TALAS Strategy

Abstract

Filipino grammar proficiency remains a widespread concern among learners in public secondary schools in the Philippines, where conventional teaching approaches often result in low engagement and limited retention of language concepts. This study investigated the effectiveness of the Laro-Talas gamified instructional strategy in improving Grade 7 students’ grammar competence at Bukidnon National School of Home Industries, Maramag, Bukidnon, Philippines, during the school year 2025–2026. A quasi-experimental research design was employed involving two intact groups. Both groups were administered a 40-item pre-test and post-test, with the experimental group exposed to Laro-Talas structured game-based learning activities and the control group receiving conventional instruction. Data were analyzed using descriptive and inferential statistics, including t-tests and analysis of covariance. Findings revealed that both groups began with very low proficiency, with mean pre-test scores of 18.83 and 18.63. After the intervention, the Laro-Talas group achieved a mean score of 35.17, indicating a high level of proficiency, while the Non Laro-Talas group obtained 30.02, remaining at a low level. The experimental group demonstrated a greater mean gain of 16.34 compared to 11.39 in the control group. Statistical analysis showed a significant difference between groups (F = 58.4, p < 0.001), confirming the effectiveness of the gamified strategy. The findings highlight the value of interactive, game-based instruction in improving grammar proficiency, enhancing engagement, and supporting meaningful learning in public secondary schools