Using Adaptive Frayer Model in Improving the Vocabulary Knowledge in Science Subject Curriculum of Selected Grade 11 Students of Tanza National Trade School A.Y. 2018-2019

Abstract

INTRODUCTION

The problem on the students' vocabularies were sometimes due to limited exposure throughout their learning environments, academic histories, superficial, ineffective and quick teaching of vocabularies previously in the classrooms. The researcher wanted to enhance students' academic vocabularies and help them develop basic and deeper understanding of the terms in the academic subject Science.

METHODS

The respondents used the Adapted Frayer Model to give meaning to the different terms assigned to the students. The Data triangulation technique, such as pretest and posttest, pre-survey and post-survey of students, and a student focus discussion group, was also used to collect the needed data.

RESULTS

The findings revealed that the computed t-value of 11.82 with a tabular-value of 1.96 is significant. The null hypothesis of no significant relationship in the students' vocabulary knowledge before and after the assessment (pre-survey and post-survey) on the use of the adapted Frayer model in science were rejected. This implies that there was a significant relationship between the students' attitude towards the use of the adapted Frayer model before and after its implementation. The Adapted Frayer model provided students a thorough and deeper understanding of a particular science word. The survey results revealed that students' attitude towards vocabularies and its importance improved. The students showed positive responses on each of the questions on the survey. The students understood most of the words that were used in the class discussion on unifying themes in life science. Learners became confident in using a graphic organizer.

DISCUSSIONS

The adapted Frayer model fully addressed productive and receptive aspects of the words and the students easily constructed its definition, characteristics/facts, gave examples and used the word in real life situations. These made students easily execute and answer the words in the simplest way. The findings of this study suggest that the use of adapted Frayer model as a graphic organizer to help students understand science vocabularies has potential. It is useful for the students and its effect on their understanding in every science word.