Effectiveness of WordWall Interactive Instruction in Social Studies: A Lesson Exemplar

This study examined the effectiveness of Word wall–based interactive instruction on the academic performance and perceptions of Grade 7 students in Social Studies. Using a quasi experimental and descriptive correlational research design, the study employed quantitative methods such as mean, standard deviation, paired samples t test, and Pearson Product–Moment Correlation Coefficient to analyze pre test and post test scores and students’ perceptions in terms of concept retention, motivation, and engagement. Results revealed that while both groups had comparable pre test performance, the experimental group exposed to Word wall–based instruction showed a statistically significant improvement in post test scores, unlike the control group, which demonstrated minimal gains. Students’ perceptions of WordWall were generally positive, with the strategy rated effective in enhancing concept retention, motivation, and engagement. Correlation analysis further revealed a significant but negative relationship between students’ academic performance and their level of perception, indicating that lower performing students tended to perceive the Word wall–based instruction more favorably. These findings suggest that WordWall serves as an effective instructional scaffold, particularly for learners who require additional support. Overall, the study concludes that Word wall–based interactive instruction enhances both cognitive and affective learning outcomes and is a valuable learner centered teaching strategy in Social Studies. The study recommends integrating interactive digital tools into regular instruction, providing institutional support for technology enhanced learning, and conducting further research to explore long term and cross subject effects of interactive instructional strategies.

word-wall, social studies, academic performance

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