ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
— This study evaluated the extent of the implementation of Remedial Vocabulary Intervention Using Multimedia Resources and academic performance of the Grade 3 Pupils in English from 1st Quarter to 4th Quarter. The findings of the study were the basis or a proposed intervention plan. The study This study employed a descriptive-correlational research design to examine the extent of the implementation of Remedial Vocabulary Intervention Using Multimedia Resources and its relationship to the academic performance of Grade 3 pupils in English from the 1st Quarter to the 4th Quarter. This design was deemed appropriate as it allowed the researcher to describe the degree to which the intervention was implemented and to determine whether a significant relationship exists between the intervention and the learners’ academic performance. The Test of Relationship, which illustrates the statistical relationship between the Implementation of Multimedia Resources and the Academic Performance of Grade 3 learners. The table includes statistical indicators such as the correlation coefficient (r), the computed t-value, the table value at the 0.05 level of significance, the decision on the null hypothesis (Ho), and the interpretation of the relationship’s strength. This analysis determines whether the extent of multimedia implementation significantly affects learners’ academic outcomes. As shown in the table, the correlation coefficient between the implementation of multimedia resources and academic performance, which indicates a very strong positive relationship. The computed t-value significantly exceeds the critical table value, leading to the rejection of the null hypothesis. This result confirms that there is a statistically significant relationship between the effective use of multimedia in remedial vocabulary instruction and the improved academic performance of learners. The implications of these results are noteworthy. A correlation value suggests that as the level of implementation of multimedia resources increases, so does the academic performance of the learners. The result implies that multimedia tools are not just supplementary aids but play a vital role in improving learning outcomes. Their interactive and engaging nature appears to enhance vocabulary retention, comprehension, and overall language development. The strong link supports the use of varied digital platforms and content to meet learners’ diverse needs and promote better academic results. Keywords — Implementation, Remedial Vocabulary Intervention Multimedia resources, Academic performance, English, Grade 3