Lingo Bingo: A Tool for Enhancing Grade VI Science Vocabulary at Kaylaway Elementary School

Abstract

INTRODUCTION

The Department of Education prescribed Science as a required subject for basic education. The content and coverage were specified in their curricula. Teachers in pre-service training and those who are already in the field were directly responsible for providing the knowledge and experiences needed for successful curricular implementation. With the principles and laws of Science applied, people produce new and improved products and processes. Thus, this paper aims to enhance Grade VI Science vocabulary at Kaylaway Elementary School through Lingo Bingo.

METHODS

The respondents were determined through a probability sampling method. All sections of Grade VI have a chance to be respondents, a lottery was used to determine only two sections to be chosen as respondents, the control, and the experimental group respectively. Grade 6 Peony, the experimental group is composed of 40 pupils and Grade 6 Zinnia, the control group is composed of 42 pupils. There was a total of 82 respondents in this study. They were given Pre-Test/Post-tests. This study undertook an experimental method using weighted mean and t-test to examine the relationship between the variables.

RESULTS

The t-Test results showed that there is a no significant difference between the pre-test results of the controlled and experimental group. Therefore, it indicates that the controlled and experimental group have low performance in their pre-test. However, there is a significant difference between the post-test results of the controlled and experimental group. Thus, it can be gleaned that there is a great impact of Lingo Bingo in teaching Science vocabularies to pupils of Kaylaway Elementary School.

DISCUSSIONS

The research shows that the majority of the participants have positive attitudes toward Lingo Bingo. In addition to that, they gave favorable responses to the effects of Lingo Bingo in developing science vocabulary of Grade VI pupils. In developing scientific knowledge and skills of pupils, the teacher used games to motivate pupils to participate actively in class discussion. Based on the findings and conclusions of this study, recommendations made by the researchers were endorsed for the schools, teachers, and future researchers.