Department of Education
Region IV-A CALABARZON
Division of Cavite
Municipality of Naic
Naic Elementary School
Basic Research
Research Title: Higher Order Thinking Skill Activities in Enhancing Reading
Comprehension and Science Vocabulary of Grade VI Pupils
Research Proponents: Jennifer H. Icaro
School: Naic Elementary School
District: Municipality of Naic
Division: Cavite
I.
Context and Rationale:
In 2013, Naic Elementary School identified 59% of Grade VI pupils
reading comprehension and finding vocabulary words were in the instructional
level based on Phil IRI results and 85% English NAT results. For 2
consecutive years, reading comprehension and vocabulary words decreased
3-9% as measured by Phil IRI reading assessment and 33% for English NAT
result. Due to this problem, the school has implemented the intervention plan
to find out the solution in the performance of the pupils.
In this regard, the researcher propose the intervention using Higher Order
Thinking Activities to address the difficulties of the pupils when it terms of
reading comprehension and unlocking of scientific term. This intervention will
be done through providing a set of reading materials that the pupils will be
asked to read and answers. Each reading materials are provided with
comprehension question and enrichment activities. Every week the materials
will be collected by the teachers with the outputs.
Reading comprehension and scientific terms are indispensable for Grade
VI pupils based on their NAT and Phil IRI results. Implementation of this
program will positively increase the reading achievements of all grade VI
pupils. The purpose of the plan is to assess the needs of the students and
staff in the school and create an informed plan to strengthen the abilities of
the pupils in reading and vocabulary words. This program is committed to the
pupils focusing on high expectations, academic achievement, and education
of the grade VI pupils.
Student progressed is assessed to ensure all students are reaching the
goal set for improvement.
II.
Review of Related Literature
Teaching Science Vocabulary Strategies
1The
goal of helping students learn to communicate about science is
important, but we must also be aware of potentially harmful messages that
can be unconsciously communicated to our students. As science educators,
we not only teach science but we may communicate a “mystique of science”
attitude, promoting the idea that science is authoritative, impersonal and
humorless, lacking creativity or values. This communicates a view that
scientists are “experts” or “them,” rather than seeing ourselves as scientists.
Scientific writing and talk often project science as a description of the way the
world works rather than as a human social activity that tries to make sense of
the world. We instead should help our students learn that science is all
around us, influenced by human uncertainties, judgments, values, and
interests. It’s important that we emphasize the human side of science. These
well-established ideas about the nature of science 2 have a lasting effect on
students, so we need to be sensitive about the messages we communicate.
Science is creative and science is tentative, which means that scientists
recognize that we understand things based on current research. Just think
how our understanding of the world has changed as a result of the invention
of telescopes or microscopes! Science time in schools is often limited, and as
a result teachers find it difficult to include science vocabulary instruction to
help students make sense of text.3 In addition, teachers are often eager to
teach content, and consequently provide only a brief introduction of science
terms.
English language learners have the added burden of trying to learn science in
a language they have not yet mastered.4 The increase of English language
learners in schools has spawned research about elementary students and
science vocabulary that focuses on ELL students and curriculum.5 Many
teachers mistakenly believe that ELL students must first learn English before
learning
science
and
fail
to
understand
cultural
influences
on
learning.6Through hands-on inquiry instruction, all students can develop
context-based content knowledge along with language development. Lee,
Buxton, Lewis, &LeRoy identify inquiry-based science instruction as beneficial
to students in the following ways: a) students participate in activities as they
learn vocabulary, b) students work collaboratively and interact with others
about science content, and c) hands-on activities offer students written, oral,
graphic, and kinesthetic forms of expression.7 Coupled with science activities,
intentional and explicit vocabulary instruction can benefit both English
proficient and ELL children’s vocabulary and literacy development as they
learn science content.8 As students combine science experiences with
discussions of words’ uses and meanings, their vocabulary and content
knowledge can grow.
In order for students to develop scientific literacy, they need to gain a
knowledge of science content and practice scientific habits of mind. Knowing
science vocabulary supports the development of these understandings. 9 As
Wellington and Osborne point out, “science teachers are (among other things)
language teachers.”10(Mahwah, NJ: Erlbaum, 2006)
III.
Review Questions
This study “Higher Order Thinking Skill Activities in Enhancing Reading
Comprehension and Science Vocabulary of Grade VI Pupils in Naic
Elementary School for the School Year 2018-2019, specifically sought to
answer the following:
1. What is the performance level of Grade VI pupils before in reading
comprehension and scientific terms among the Grade VI pupils in Naic Elem.
School in Academic Year 2018-2019?
2. What is the effect of utilizing scientific terms and reading comprehension as a
part of teaching in enhancing the capability of Grade VI pupils for Academic
Year 2018-2019?
3. Is there a significant difference of Grade VI pupils in utilizing scientific terms
and
reading
comprehension
for
science
vocabulary
retention
and
comprehension?
IV.
Scopes and Delimitations of the Study
This study aims to determine the Grade VI pupils of Naic Elementary
School in terms of age, gender and socio-economic status. It is also
determine the performance of Grade VI pupils in utilizing Science
study, students would not only better comprehend the science vocabulary,
but would also store the information into long-term memory. The
vocabulary strategies used were: drawing a diagram or illustration to relate
the meaning to previous knowledge, writing the definition in a student’s
own terms.
The study consisted of 319 sixth grade intermediate science
students. The students were using the district assigned curriculum, which
consisted of Full Options Science System kits.To determine the
participant, the team formulated a 50-item criterion reference test in
Reading and Vocabulary words based on PELC English through the
integration of science.The test was validated by a Master Teacher from
Naic Elementary School. The pre-test was conducted to Grade VI pupils at
Naic Elementary School for the reliability test.
V.
Methodology
The author conducted a quantitative research study that was experimental
in nature. After validation and reliability test, the test was conducted in 319
Grade VI pupils to determine the non-reader.
The team formulated and validated a 15-item checklist survey form
after identifying the customer through English and Science as a medium of
instruction.
Participants
The participants in the study consisted of 319 sixth graders. 44 or 15%
out of 281 students were identified Beginner (B) in performing reading
comprehension and vocabulary words based on the result of the validated
basic reliability test administered last June 2018. The district was at the
heart of a diverse community. The school where the study was taking
place had an enrollment at 319 sixth graders.
Design
The design of the study is quantitative, experimental, and uses a pre
and posttest. The study used z-test scores for the participants. The data
retrieved from the scores was used to calculate significance if any, of the
integration of vocabulary strategies within the context of science.
Procedure
The researcher analyzed various vocabulary strategies to determine
which strategies were research-based. After the researcher determined
the strategies that would be used and created a curriculum design, the
researcher introduced the strategies to the teacher assigned to deliver the
instruction. The teacher proceeded to deliver vocabulary strategy
instruction to the Beginner. The researcher met weekly with the instructor
to monitor and discuss the progress.
VI.
Work Plan (Gantt Chart)
Gantt Chart
Research Title: Higher Order Thinking Skill Activities in Enhancing Reading
Comprehension and Science Vocabulary of Grade VI Pupils in Naic
Elementary School for the School Year 2018-2019
Researcher: Jennifer H. Icaro,
Formulating the Research Problem
Title Defense
Gathering Initial Data (RRL) –
Writing the Research Proposal
Writing Necessary Letters and Forms
Meeting with Consultant
Visiting of Libraries
May
Mar
April
Feb
Jan
Nov
Dec
Oct
2019
Sept
Jul
Aug
ACTIVITIES
Jun
2018
Research Proposal Defense
Completion of Forms
Completion of Budget Proposal
Experimentation Proper
Writing the Research Paper
Bookbinding and Printing of Paper
VII.
Cost Estimates
Activity
Stakeholders
Orientation
Output
Program,
pictures &
duly signed
commitment
form
Responsibility
Due Resources
Date / Budget
MasterTeachers
June
2018
Launching of the
project
Program,
pictures
MasterTeachers
and NES teachers
June
2018
First part of the
implementation
Accomplished
records and
forms,
pictures
MasterTeachers
and NES teachers
June
2018
Mid Assessment
Accomplished
records and
forms,
pictures
MasterTeachers
and NES
teachers,Pupils/P
arents
June
2018
Accomplished
records and
forms,
pictures
MasterTeachers
and NES
teachers,
Pupils/Parents
July
2018
Second part of
the
implementation
MOOE
300
MOOE
1000
MOOE
1000
MOOE
1000
Post Assessment
Results and
pictures
MasterTeachers
and NES
teachers,
Pupils/Parents
July
2018
Monitoring &
Evaluation
(Throughout the
implementation)
Accomplished
SF2/SF4,
Results,
pictures
MasterTeachers
and NES
teachers,
Pupils/Parents
Principal
August
2018
Tabulating &
interpretation
of results
Bar graphs and
interpretation
MasterTeachers
and NESClass
Advisers
Septe
mberOctobe
r 2017
VIII.
MOOE
500
MOOE
500
Plan for Dissemination and Advocacy
Project
Person Involve
Output
Percentage of
Completion
Remarks
Organization/Planning School Head &
NES Master
teachers
Development and
Guidance
Administration of
Councilor and
Survey Form
Class Advisers
Organizational
Chart
100%
Completed
Survey Form
100%
Completed
Tabulation and
Analysis of Gathered
Data
Data Gathered
Master Teachers
Not Yet
Completed