Scroll to Learn: Effect of Facebook Reels on the Vocabulary Development of Grade 7 Students
DOI:
https://doi.org/10.5281/zenodo.19237631Keywords:
facebook reels, vocabulary development, quasi-experimental, CebuAbstract
This study examined the effect of Facebook Reels on the vocabulary development of Grade 7 students at Maguikay National High School during the first semester of School Year 2025–2026. Facebook Reels are short-form video clips that users can create, share, and discover on the Facebook platform, typically lasting up to 90 seconds. These videos often present information in an engaging and visual format that may help learners encounter and remember new words. Vocabulary development, on the other hand, refers to the process of acquiring and expanding the words a person understands and uses in communication. The study aimed to determine whether exposure to Facebook Reels significantly improves students’ English vocabulary skills. A quasi-experimental research design was employed, utilizing a pre-test and post-test approach. The participants of the study consisted of sixty-three (63) Grade 7 students selected by the researchers. The research was conducted at Maguikay National High School located in G.K. Sudlon, Maguikay, Mandaue City, Cebu, Philippines. Two-page standardized vocabulary tests were used as the primary research instruments to measure the students’ vocabulary development before and after the intervention. The instrument was tested for reliability using Cronbach’s alpha, which obtained a value of 0.79, indicating acceptable internal consistency. The collected data were analyzed using appropriate statistical tools to determine the significant difference between the pre-test and post-test scores. The findings revealed that there was a significant difference in the students’ vocabulary performance after exposure to Facebook Reels. Based on the results, the study concludes that Facebook Reels can serve as an effective instructional tool in enhancing the English vocabulary skills of Grade 7 students.
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