ABSTRACT
Introduction/Purpose: Integrating vocabulary instruction is important for the success of the student in learning science concepts. The study aimed to determine the effectiveness of integrating vocabulary instruction in teaching Grade 8 learners of Banaba West Integrated School. Specifically, it identified the significant difference between the pre-test and post-test performance of the learners in Science. The findings of the study provided basis for the development of intervention program.
Method: Descriptive research design was used. The main instruments of the study were the pre-test and post-test assessment tools that will measure the learners’ vocabulary skills in earth science. Pre-test and post-test were administered through google forms. There were 75 Grade 8 learners’ participants from four sections of Banaba West Integrated School handled by the researcher in blended learning.
Result/Findings: There is a significant difference between pretest and post test results. The results imply that the given interventions are effective and efficient in the delivery of the most essential learning competencies in Science 8-Quarter 2. Post test performance shows a significant increase in students’ performance.
Implications/ Limitations: The data collected from this study determined vocabulary instruction improved the students’ post test scores at the end of the quarter. Vocabulary instruction strategies shall be used by other Science teachers and other subject teachers.
Originality: This action research is original in such a way that it determines the effectiveness of integrating vocabulary instruction in teaching Grade 8 learners of Banaba West Integrated School.
Keywords: vocabulary instruction, blended learning, Science, pretest, post test
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