Effectiveness of a Cognitive Learning Strategy Intervention on Vocabulary Retention of Grade 6 English Learners in Atok District, Benguet

This study determined the effectiveness of a cognitive learning strategy intervention in improving the vocabulary retention of Grade 6 English learners in selected public elementary schools in Atok District, Benguet during the school year 2025–2026. Specifically, it examined the respondents' demographic profile in terms of gender and age, assessed their vocabulary retention before and after the intervention, and determined whether a significant difference existed between the pretest and posttest scores. The study employed a quantitative approach using a one-group pretest–posttest quasi-experimental research design. Sixty-two (62) Grade 6 learners were selected through purposive sampling and participated in the intervention. A researcher-adapted vocabulary achievement test was used to measure learners' vocabulary retention before and after the implementation of cognitive learning strategies, including contextual analysis, semantic mapping, repetition, elaboration, imagery, categorization, summarization, and mnemonic techniques. Frequency, percentage, mean, and standard deviation were used to analyze the descriptive data, while a paired-samples t -test determined the significance of the difference between the pretest and posttest scores. The findings revealed that the respondents had a moderate level of vocabulary knowledge during the pretest but achieved a very high level of performance in the posttest after the intervention. The paired-samples t -test further indicated a statistically significant improvement in vocabulary retention, leading to the rejection of the null hypothesis. These findings demonstrate that cognitive learning strategies effectively enhance learners' vocabulary acquisition and long-term retention by promoting meaningful engagement with language learning activities. The study concludes that integrating cognitive learning strategies into English instruction can significantly improve vocabulary mastery and recommends their wider implementation in elementary English classrooms to strengthen learners' language proficiency and overall academic performance.