Effect of Multiple Exposures and Interactive Games in Building Science Vocabulary of Randomly Selected Grade 9 Mahogany Students of Ternate National High School

Abstract

INTRODUCTION

This study entitled "A Study on the Effect of Multiple Exposures and Interactive Games in Building Science Vocabulary of Randomly Selected Grade 9 Mahogany Students of Ternate NationalHigh School" focused on the effect of interactive games in building science vocabulary. It aimed to determine how increased motivation, challenge, games, and innovation will improve vocabulary building of students as they are exposed to different terminologies.

METHODS

This study utilized a thirty (30) item multiple choice teacher-made test that covers the first quarter (Biology) was used as a research instrument of the study. A pre-test and post-test design method were used to compare the degree of change occurring as a result of multiple exposures of science terminologies and interactive games in building the vocabulary of the students. The respondents of the study were twenty-five (25) randomly selected students of Grade 9 Mahogany enrolled at Ternate National High School during the school year 2015 -2016.

RESULTS

The results were collected and analyzed statistically. The following conclusions were drawn: (1) After the interactive games were conducted, the result of the science vocabulary test increased by 8.84. It is concluded that interactive games caused a significant increase in the performance of the respondents. (2) The null hypothesis is rejected. Therefore, there is a significant effect on student's science vocabulary after multiple exposures and interactive games.

DISCUSSIONS

Based on the outcome of the research, the researcher recommended that these interactive games will be incorporated in the lesson and other innovative and enjoyable interactive games can be created to be played by the students as part ofthe quarterly familiarization and reinforcement of Science Terminologies for each grading period.