Main Article Content
This study aims is to investigate the use and effect of the Modified Frayer Model in enriching science vocabulary of Senior High School students. The design of this study is a randomized pretest-posttest control group design. The sample of this study is 60 Senior High School students of Quezon City Polytechnic University (QCPU). In both control (n=30) and experimental (n=30) groups, lessons in Earth Science were presented. Modified Frayer Model was used as instructional material in the experimental group. Independent sample t-test result showed that there is no statistically significant difference before the treatment. Paired sample t-test showed statistically significant difference between pretest and posttest scores for both control and experimental group. When posttest scores were compared, results revealed a statistically significant difference between the two groups. As conclusion, the use of the Modified Frayer Model in teaching science resulted in a significant improvement in science vocabulary of students.
Keywords: Frayer Model; science vocabulary; science education; instructional material.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under aÂ Creative Commons Attribution LicenseÂ that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (SeeÂ The Effect of Open Access).