Challenge Accepted: Improving Vocabulary Instruction to Increase Students' Comprehension and Scientific Literacy

Abstract

INTRODUCTION

Scientific literacy does not only mean that a person can ask, find, or determine answers to questions but that a person can describe, explain, and predict natural phenomena. For students to develop scientific literacy, they need to gain knowledge of science content and practice scientific habits of mind. Thus, the importance of building a strong scientific vocabulary, which goes beyond introducing a list of terms and asking students to define those terms is essential in science education. Moreover, vocabulary instruction does lead to gains in comprehension, but methods and strategies must be appropriate to the reader's age and ability. With the existing classroom problem related to science literacy and science vocabulary, this action research on the improvement of vocabulary instruction to increase science comprehension and literacy was conducted.

METHODS

Experimental research design was used in this study. The data were obtained through the administration of pretest and post-test to the students in the control and experimental group. The result was analyzed by paired-sample t-test to determine the significance of the study.

RESULTS

Students' achievement from the experimental and control group was measured using the twenty-item pretest and post-test. There was a minimal increase in the scores of pretest to post-test of the students in the control group. While a greater increase of scores in the experimental group. The t-test for independent means showed that there is a significant difference between students' academic achievement of the control and experimental group.

DISCUSSIONS

Sixty students in Grade 10 were the respondents, and they were divided into two groups. The experimental group received the variable tests which used the improved vocabulary instruction. Different approaches and strategies were utilized in presenting the science vocabularies to address the diverse needs and interests of the students. While the traditional method was used in the control group. Based on the statistical results, students' academic performance progress when Vocabulary instruction is being improved. These findings also showed that improved instruction develop the critical thinking skills of the students. The development of localized and contextualized Science vocabulary is recommended.