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Enhancing Grade 5 Pupils' Spelling Proficiency Using Chain Technique

Strategy

Chris Devine A. Suico,

Jocelyn J. Seno,

Genelyn R. Baluyos

Student Intern,

Faculty

1,3

Misamis University

Ozamiz City Central School

DOI:

https://dx.doi.org/10.47772/IJRISS.2025.910000378

Received: 28 October 2025; Accepted: 02 November 2025; Published: 12 November 2025

ABSTRACT

Spelling is an essential literacy skill that promotes written communication, vocabulary growth, and reading

fluency. However, a lack of exposure to efficient techniques that encourage mastery, and retention causes

numerous pupils to struggle with spelling. Creative teaching strategies that enhance pupils' spelling ability must

be examined to overcome this obstacle. The effectiveness of the Chain Technique Strategy in improving the

spelling skills of fifth-grade pupils was investigated in this action research study. Most of the 30 participants

scored below the satisfactory level on the pretest, indicating they had trouble spelling words correctly. The Chain

Technique Strategy was implemented during spelling sessions using a single-group pretest and posttest design.

This strategy involved forming words by linking letters step by step, which helped learners recognize correct

spelling patterns and improve retention. Post-test results showed significant improvement, with most pupils

achieving satisfaction and above levels. The mean score increased from the pretest to the posttest. A statistically

significant difference was revealed by a paired samples t-test, confirming the positive impact of the strategy on

spelling performance. The Chain Technique Strategy is an effective and engaging approach for improving pupils'

spelling skills. It is recommended for continued use in classroom instruction to support literacy development.

Index Terms— chain technique strategy, spelling proficiency, literacy development, retention

INTRODUCTION

A fundamental literacy skill that is essential to the development of reading and writing is spelling. Complex

cognitive processes, such as phonological, orthographic, and morphological knowledge, are necessary for

spelling proficiency. Improved writing results correlate with proficient spelling, allowing pupils to employ a

more expansive vocabulary and write longer, more cohesive stories. Spelling lessons prepare pupils for

difficulties in the workplace, boost their confidence in communication, and help them thrive academically. (Kim

and others, 2020)

Even though literacy skills instruction is essential, recent research shows that reading and spelling disorders are

relatively common among pupils, highlighting the need for early detection and intervention. A study found that

4.6% of elementary school pupils were at risk for reading disorders and 6.5% had spelling issues (Serafino et

al., 2021). These difficulties, which may be comparable to those faced by language learners of other languages,

are frequently caused by irregularities in orthographic systems, such as low backward regularity in languages

like German. This emphasizes the necessity of evidence-based, hands-on spelling interventions (Siemons et al.,

2023)

Various strategies have been developed to improve spelling proficiency. For instance, the Cover, Copy, Compare

(CCC) strategy has successfully enhanced spelling skills, particularly among younger learners (Rashid et al.,

2020). Lexical competence research suggests that improving this skill reduces errors in both reading and writing

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tasks (Bigozzo et al., 2021). Studies advocate systematic and explicit spelling instruction tailored to meet the

needs of diverse learners, including those with dyslexia (Mordecai et al., 2024). There are still unanswered

questions about how creative and cooperative methods can enhance spelling results even more, especially for

middle schoolers. Research on teaching methods and interventions that can be incorporated into classroom

procedures is required (Stoiber & Gettinger, 2021)

Acquiring spelling skills during the early years is crucial, as proper spelling helps readers better comprehend

written messages. Spelling proficiency remains a critical area of research, particularly for elementary school

students (Nicolas et al., 2024). Research indicates that elementary pupils' overall writing quality and spelling

proficiency are significantly correlated, highlighting the significance of proper spelling for literacy development

and effective written communication (Kearns & Palombo, 2021)

Spelling interventions for students, especially those with dyslexia, are lacking. The best ways to apply particular

spelling techniques, like Phonics and orthographic instruction, to various student populations require more

focused research. According to a systematic review that assessed the efficacy of several interventions, Phonics

and morphology-focused strategies had moderate to high success in enhancing spelling abilities. However,

memorization-focused strategies were less effective (Galuschka et al., 2020). Further research should investigate

how students with dyslexia incorporate their spelling knowledge and methods into their written works. The

derived inferences need to offer unambiguous direction to educators: proficient spelling training should be overt,

methodical, and centered on spelling tactics (Mordecai-Nair et al., 2024)

This study addresses common spelling challenges using the Chain Technique Strategy to reduce errors and build

learners' lexical and linguistic competence. The study's main objectives are to increase pupil word usage, boost

their confidence in using increasingly difficult words, and improve their ability to apply spelling rules correctly.

It aims to assist pupils with spelling trouble, including those who may have read and writing difficulties, by

providing them with systematic and structured instruction.

This action research aimed to improve students' spelling proficiency in one of the elementary schools in Misamis

Occidental during S.Y. 2024-2025. Specifically, the study sought to answer the following questions:

1. What is the spelling proficiency level of Grade 5 pupils before using the Chain Technique Strategy

2. What is the spelling proficiency level of Grade 5 pupils after using the Chain Technique Strategy?

3. Is there a significant improvement in the spelling proficiency of Grade 5 pupils before and after

implementing the Chain Technique Strategy?

Methods

Research Design

This action research utilized a classroom-based research design to assess the effectiveness of the Chain

Technique Strategy in enhancing spelling proficiency among Grade 5 learners. The pretest and posttest approach

were used to measure changes in spelling proficiency before and after the implementation of the strategy,

allowing for a comparison of students' abilities. Through this approach, the teacher could research teaching

methods and assess what worked and what didn't for the children in the classroom (Cronholm & Göbel, 2022).

Research Setting

The participants in this elementary school study were fifth-grade pupils at a public elementary school in Ozamiz

City, Misamis Occidental. The school provided education from kindergarten to Grade 6 and was dedicated to

delivering quality learning experiences. It adhered to a thorough curriculum that promoted character

development, community service, and academic performance. By fostering an atmosphere that catered to kids

with varying origins and learning styles, the school demonstrated its commitment to inclusivity and encouraged

varied learners. These educational endeavors prepared every pupil to face the challenges of a world that was

changing all the time.

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Respondents of the Study

The participants of this study consisted of 30 Grade 5 pupils from one section taught by the researcher. They

were selected through purposive sampling based on the following criteria: pupils enrolled as Grade 5 learners

for the school year 2024–2025, pupils who demonstrated low spelling proficiency based on preliminary

observations, and pupils who were willing to participate actively. Before putting the plan into action, the

researcher made sure that these requirements were satisfied. Students from different sections within the same

grade level were not included to keep the results consistent and focused.

Research Instruments

The researcher used the following instruments in this study:

Vocabulary Skills Pretest. Pretests and post tests were developed to assess the pupils' spelling proficiency and

measure their performance. The pretest identified the initial spelling skills of the participants, while the posttest

evaluated the improvements after implementing the Chain Technique Strategy. The researcher conferred with

qualified individuals, such as the cooperating instructor and research consultant, to guarantee the validity of the

tests. Therefore, in determining the test performance, the following scale was used:

Score

Grade Equivalent

Interpretation

19-20

90-100

Outstanding

17-18

85-89

Very Satisfactory

15-16

80-84

Satisfactory

13-14

75-79

Fairly Satisfactory

Below 13

Below 75

Did Not Meet Expectations

Lesson Plan. The researchers created structured lesson plans to guide the intervention. These lesson plans

outlined specific objectives, activities, and assessment methods aligned with the Chain Technique Strategy.

Before implementation, the cooperating teacher reviewed the lesson plans to ensure their appropriateness and

alignment with the study's goals. The intervention was conducted in one of the public schools in Misamis

Occidental, specifically with Grade 5 pupils during S.Y. 2024–2025.

Data Collection

1. Pre-Implementation Phase. The researcher first sought permission from the Dean of the College of

Education, the Schools Division Superintendent, the principal, and the participating teacher to conduct the

study. Once approval was obtained, consent forms were sent to the parents of the pupils, and assent forms

were collected from the pupils themselves. After securing all necessary permissions and forms, a pretest

was administered to assess the pupils' baseline knowledge of spelling and the targeted concepts in the

study. Furthermore, the researcher created lesson plans and pertinent resources by incorporating the Chain

Technique Strategy into the teaching methodology. At this stage, activities and assessments were created

using the teachers' lesson plans and PowerPoint presentations.

2. Implementation Phase. A pretest was given at the start of the implementation phase to assess participants'

starting spelling ability. The Chain Technique Strategy was implemented over a predetermined time frame.

The researcher closely monitored the participants’ development during this time, noting their motivation,

involvement, and spelling abilities. Detailed instructions regarding using the Chain Technique Strategy

were provided to the pupils to ensure they understood the approach to the activities and assessments. After

a month of implementing the strategy, a posttest was conducted to measure improvement in spelling

proficiency. Data was gathered through evaluations and observations. All data, including test results,

photos, and eld notes, were analyzed to determine the strategy's effectiveness.

3. Post-Implementation Phase. Post-implementation data were analyzed to evaluate the Chain Technique's

impact on improving pupils' spelling proficiency. The changes in spelling performance from the pretest to

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the posttest were summarized using descriptive statistics, such as mean and standard deviation. A T-test

was used to find out if the improvements were statistically significant. A research report summarizing the

findings was distributed to pertinent parties, including educators and school officials. Additionally, the

researcher evaluated the research procedure, considering its advantages, disadvantages, and

recommendations for further research on spelling education utilizing the Chain Technique Strategy

Ethical Considerations

Per ethical standards, the study ensured that informed consent was obtained from all participants before their

involvement. Participants were thoroughly briefed on the provisions of the Data Privacy Act of 2012, which set

the researchers' commitment to protecting personal information and ensuring accountability in managing

sensitive data. Participants were fully informed about their participation objectives, potential benefits, and

significance throughout the study. The researchers also assured participants that all data collected would remain

confidential, and their anonymity would be maintained throughout the research process.

Data Analysis

Using the Minitab Software, the following process was conducted to analyze the data collected:

Mean and Standard Deviation. These were used to summarize the spelling proficiency levels of pupils before

and after implementing the Chain Technique Strategy.

T-test. These were applied to explore the significant difference in pupils' spelling performance before and after

using the Chain Technique Strategy.

RESULTS AND DISCUSSIONS

Spelling Proficiency Level of Grade 5 Pupils’ Before the Use of the Chain Technique Strategy

Table 1 presents the spelling proficiency levels of Grade 5 pupils before implementing the Chain Technique

Strategy. The data reveal that all pupils struggled with spelling, as evidenced by 100% of the class falling under

the "Did not Meet Expectations" category (M = 9.13; SD = 0.71). This indicates that pupils had difficulty

accurately spelling words, showing low skill mastery. The mean score suggests a consistent pattern of low

performance across the class, with minimal variation among learners. No pupil reached even the reasonably

satisfactory level of spelling proficiency, highlighting the urgent need for an intervention strategy to improve

their spelling performance. This data indicates that before implementing the Chain Technique Strategy, Grade 5

pupils experienced substantial difficulty in spelling, as evidenced by all learners falling into the "Did not Meet

Expectations" category. The low mean score and minimal variation (M = 9.13; SD = 0.71) suggest a consistent

lack of spelling proficiency across the class. These results reflect broader findings in educational research, which

show that students often struggle with spelling due to underdeveloped phonological, orthographic, and

morphological awareness (Williams & Novelli, 2025). When learners lack these foundational skills, they cannot

map sounds to letters effectively or recognize common spelling patterns (Hurskainen et al., 2020). Traditional

spelling instruction, which relies heavily on rote memorization, may not sufficiently support pupils in

internalizing spelling rules or understanding word structure. Students are less likely to retain correct spellings

over time without structured approaches that make word relationships and meanings explicit (Templeton, 2023).

Furthermore, poor lexical representations hinder spelling and reading fluency, making it difficult for learners to

recall correct spellings independently (Niolaki et al., 2023). These findings highlight the urgent need for

research-based learning to deepen learners' understanding of how words work. Structured Word Inquiry and

similar approaches integrating visual, phonological, and semantic cues have shown promise in addressing low

spelling proficiency (Ramsdell et al., 2024). Hence, the data clearly pointed to the necessity of implementing an

intervention like the Chain Technique Strategy to improve spelling outcomes for these pupils. The consistently

low performance of pupils in spelling before implementing the Chain Technique Strategy implies a critical gap

in existing instructional methods. This suggests that schools must reevaluate traditional spelling instruction and

adopt more structured and interactive strategies, like the Chain Technique, that actively engage learners in

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pattern recognition and sequential learning. Addressing foundational weaknesses in spelling through an effective

strategy could lead to long-term improvements in overall literacy skills.

Table 1.Spelling Proficiency Level of Grade 5 Pupils Before Implementing the Chain Technique Strategy

Proficiency Level

Frequency

Percentage

Did not meet the Expectations

100.00

9.13

0.71

Note Scale: 19-20 (Outstanding); 17-18 (Very Satisfactory); 15-16 (Satisfactory); 13-14 (Fairly Satisfactory)0-

12 (Did Not Meet Expectations)

Spelling Proficiency Level of Grade 5 Pupils After the Use of the Chain Technique Strategy

Table 2 presents the spelling proficiency levels of Grade 5 pupils following the implementation of the Chain

Technique Strategy. The results indicate improvement in pupils' spelling performance, with a significant portion

of the class achieving higher proficiency levels than in the pretest. Notably, 43.33% of the " pupils " achieved

the "Outstanding" level (M = 19.46; SD = 0.52), demonstrating substantial gain in spelling accuracy and mastery.

Additionally, 23.33% of the class achieved" a "Very Satisfactory" level (M = 17.86; SD = 0.38), while 1.33%

performed at a "Satisfactory" level (M = 15.50; SD = 0.58), indicating that the intervention benefited not only

the top performers but also learners who had previously struggled. Although 20% of the class remained in the

"Did not Meet Expectations" category (M = 11.17; SD = 1.17), this was a notable decrease from the pretest

results, where all my pupils had fallen below that level. The overall class average improved significantly to a

mean score of 16.90 (SD = 3.26), reflecting increased proficiency and greater variation in individual

performance. These results suggest that the Chain Technique Strategy significantly impacts pupils' spelling

skills, supporting more effective retention and application of correct spelling patterns. Spelling is a foundational

skill in language development, and proficiency in spelling supports reading fluency, vocabulary growth, and

written expression (Barrett & Hegarty, 2020). Many pupils struggle with spelling due to limited exposure to

patterns and structures within words, especially when traditional methods lack repetition and engagement.

Learners who rely solely on memorization often fail to internalize spelling rules, leading to difficulty applying

them consistently in context (Mendez, 2024). The Chain Technique Strategy, which involves a sequential and

repetitive process of linking letters or words, addresses these gaps by strengthening visual and cognitive

associations. This method improves memory consolidation, pattern identification, and phonological awareness—

all critical for proficient spelling (Nkurunziza & Sheila, 2024). It has been demonstrated that spaced retrieval

practice, made possible by the repetitive and structured nature of the chain technique, greatly enhances long-

term retention and recall (Nguyen & Elliott, 2023). Furthermore, the interactive and engaging nature of Chain

Technique supports active learning and increases student motivation. Students are more likely to retain

information when learning activities involve meaningful participation and cognitive engagement. Breaking

down words into manageable segments and allowing pupils to reconstruct them step-by-step helps foster more

profound understanding and better mastery of spelling conventions (Ehri, 2021). Overall, the data from Table 2

supports the Chain Technique's effectiveness in improving pupils' spelling proficiency. It is a practical and

inclusive approach to addressing diverse learning needs and enhancing foundational literacy skills in the

classroom. The post-intervention results imply that incorporating structured and engaging strategies like the

Chain Technique can significantly improve pupils' spelling proficiency across different performance levels. The

marked improvement in scores suggests learners are more likely to retain and apply correct spelling patterns

when provided with interactive, step-by-step instruction. This highlights the value of shifting classroom

instruction toward learner-centered and research-based methods that promote mastery and motivation, ultimately

leading to improved literacy outcomes.

Table 2.Spelling Proficiency Level of Grade 5 Pupils After the Use of the Chain Technique Strategy

Proficiency Level

Frequency

Percentage

Outstanding

43.33

19.46

0.52

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Very Satisfactory

23.33

17.86

0.38

Satisfactory

13.33

15.50

0.58

Did not Meet the expectations Overall Performance

20.00

100.00

11.17

16.90

1.17

3.26

Note Scale: 19-20 (Outstanding); 17-18 (Very Satisfactory); 15-16 (Satisfactory); 13-14 (Fairly Satisfactory)0-

12 (Did Not Meet Expectations)

Significant Difference in the Spelling Proficiency Level of Grade 5 Pupils Before and After the

Implementation of the Chain Technique Strategy

Table 3 presents the significant difference in the spelling proficiency levels of Grade 5 pupils before and after

using the Chain Technique Strategy. The results indicate a substantial performance improvement, as shown by

the increase in the mean score from M = 9.13 (SD = 0.71) in the pretest to M = 16.90 (SD = 3.26) in the posttest.

After applying the strategy, the computed t-value of 18.74 and a p-value of 0.00 rejected the null hypothesis,

confirming a significant difference in pupils' spelling proficiency levels. The results affirm the effectiveness of

the Chain Technique Strategy as a scaffolded and interactive approach that supports spelling mastery through

step-by-step learning (Ehri, 2021). This strategy, used in the present study, helps pupils break down words into

manageable parts, promoting deeper engagement and cognitive processing—both essential for literacy

development (Rupley & Blair, 2021). By reconstructing words segment by segment, learners can internalize

spelling patterns more effectively (Cruz, S. 2022). The Chain Technique Strategy also aligns with constructivist

learning theory, emphasizing that learners build a stronger understanding through active participation and

meaningful tasks (Arega et al., 2025). This study proved especially helpful for pupils who previously struggled

with spelling, as it reinforced repetition and encouraged consistent practice in a structured manner (Lynch, B.

2024). Overall, the improvement in posttest scores demonstrates the value of the Chain Technique Strategy in

enhancing spelling proficiency and supporting diverse learning needs in the classroom (Ehri, 2020). The

significant improvement in pupils' spelling scores after applying the Chain Technique Strategy implies its

practical value in enhancing literacy instruction. This suggests that structured and engaging methods bridge gaps

in learners' foundational skills, especially for those struggling with spelling. Integrating such strategies into

regular classroom practice can lead to more meaningful learning experiences, promote skill retention, and

support the academic growth of diverse learners. The Chain Technique proves to be not just an intervention but

a sustainable approach for improving spelling proficiency in elementary education.

Table 3.Significant Difference in the Spelling Proficiency Level of Grade 5 Pupils Before and After

Implementing the Chain Technique Strategy

Variables

t-value

p-value

Decision

Before the Use of the Chain Technique

Strategy

9.13

0.71

18.74

0.00

Reject Ho

After the Use of the Chain Technique Strategy

16.90

3.26

Note: Probability Value Scale: **p<0.01 (Highly Significant); *p<0.05 (Significant); p>0.05 (Not Significant)

SUMMARY AND FINDINGS

Summary

Spelling proficiency is fundamental for academic success, enabling learners to communicate effectively and

build literacy. However, many Grade 5 pupils face challenges in mastering spelling through traditional teaching

methods. This study aimed to determine the effectiveness of the Chain Technique Strategy in enhancing spelling

proficiency among Grade 5 pupils during S.Y. 2024–2025 in a public school in Misamis Occidental. Using a

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classroom-based action research design, the study assessed the impact of the Chain Technique Strategy on pupils'

spelling skills. Data was collected through researcher-designed pretests and posttests and analyzed using

statistical methods. The study sought to answer the following research questions: 1) What is the level of spelling

proficiency of Grade 5 pupils before implementing the Chain Technique Strategy? 2) What is the level of spelling

proficiency of Grade 5 pupils after implementing the Chain Technique Strategy? 3) Is there a significant

difference in the spelling proficiency of Grade 5 pupils before and after using the Chain Technique Strategy?

FINDINGS

The following were the study's essential findings:

1. The pupils' spelling proficiency before using the "Chain Technique" strategy did not meet expectations.

2. The pupils' spelling proficiency after using the "Chain Technique" strategy was outstanding.

3. There is a highly significant difference in the pupils' spelling proficiency before and after implementing

the "Chain Technique" strategy.

CONCLUSION AND RECOMMENDATIONS

Conclusions

The study's findings led to the following conclusions:

1. Traditional approaches to spelling instruction may not fully address the learning needs of struggling spellers,

as evidenced by the low proficiency levels before implementing the Chain Technique Strategy.

2. The Chain Technique Strategy offers a structured and engaging approach that significantly enhances

spelling retention and mastery, providing a more effective method of spelling instruction.

3. The significant improvement in spelling performance following the application of the Chain Technique

Strategy highlights the strategy's efficacy as a tool in English instruction. It validates its beneficial effects

on improving spelling competence.

Recommendations

Based on the findings and conclusions, it is recommended that:

1. School administrators and educators should consider integrating the Chain Technique Strategy into spelling

instruction to support better pupils who struggle with traditional teaching methods.

2. English teachers are encouraged to adopt the Chain Technique Strategy regularly as part of their teaching

practice to improve spelling retention and mastery among learners.

3. Pupils may be encouraged to actively engage in spelling activities that utilize strategies such as the Chain

Technique, as these can build confidence and strengthen mastery over time.

4. Future research may explore the adaptation and application of the Chain Technique Strategy across different

grade levels and subject areas to further validate and expand its effectiveness.

ACKNOWLEDGEMENT

The researcher wholeheartedly expresses deep appreciation to the individuals who generously contributed to the

completion of this study.

To Dr. Genelyn R. Baluyos, the instructor, for her steadfast support, professional guidance, and encouragement

that shaped the direction of this research.

To Mrs. Jocelyn J. Seno, the research adviser, for her helpful criticism, supportive guidance, and for allowing

the researcher to interact meaningfully with her pupils.

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Heartfelt gratitude is extended to the researcher’s family and loved ones for their all-out support, constant

encouragement, prayers, and understanding that served as a source of strength throughout this academic journey.

To fellow interns and close friends, for their camaraderie and encouragement during challenging moments.

Special thanks are extended to the Grade 5 pupils, whose active participation and cooperation made this research

possible and meaningful.

Above all, the most profound thanks and praise are offered to Almighty God for the strength, wisdom, and

guidance bestowed upon the researcher every step of the way.

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