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Jan 23, 2025
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Abstract
As a subject rich in specialized vocabulary, science requires learners to develop strong reading and comprehension skills for a deeper con-ceptual understanding. Integrating literacy strategies, such as vocabu-lary instruction, can significantly benefit students (Venida, 2021). This study aimed to enhance the science vocabulary skills of Grade 10 learn-ers using the Contextualized Science Vocabulary Worksheet (COS-CIVOW). A quasi-experimental design compared an experimental group that received COSCIVOW-based instruction with a control group taught using traditional methods. Data analysis involved mean, percentage scores, and ANOVA.
Results showed that learners' vocabulary skills were rated as Satis-factory before the intervention and improved to Very Satisfactory af-terward. A significant difference was observed between pre-and post-intervention vocabulary skills, indicating the effectiveness of COS-CIVOW. The findings suggest that COSCIVOW effectively encourages learners to engage with and understand science vocabulary, leading to improved language skills. Therefore, the researchers recommend in-corporating COSCIVOW in science instruction to enhance learners' vo-cabulary proficiency. They also advocate for its adoption in the Division of La Union to support broader educational improvement.
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This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Leonen, C. A. (2025). Effectiveness of COSCIVOW (Contextualized Science Vocabulary Work-sheet) in The Level of Vocabulary Skills of Grade 10 Learner. International Journal of Multidisciplinary: Applied Business and Education Research, 6(1), 201-207. https://doi.org/10.11594/ijmaber.06.01.13
References
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EASTERN ILLINOIS UNIVERSITY
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Whitten, C., Labby, S., & Sullivan, S. L. (2016). The impact of Pleasure Reading on Aca-demic Success. The Journal of Multidisci-plinary Graduate Research, 2, 48-64.
Zhu, Y. (2021). Reading matters more than mathematics in science learning: An analysis of the relationship between stu-dent achievement in reading, mathemat-ics, and science. International Journal of Science Education, 44(1), 1-17. doi:10.1080/09500693.2021.2007552
Agarkar S.C., Influence of Learning Theories on Science Education, DOI: https://doi.org/10.1007/s12045-019-0848-7.
Apanasionok, M. M., Hastings, R. P., Grindle, C. F., Watkins, R. C., & Paris, A. (2019). Teaching science skills and knowledge to students with developmental disabilities: A systematic review.
Collins, B. (2015). Effectiveness of Vocabulary Journals in Science. Retrieved from
Common Core Standards Initiative (2020). English language arts standards: Science & technical subjects: Grades 6–8. http://www.corestandards.org/ELA-Literacy/RST/6-8/
Conoyer, S. J., Therrien, W. J., & White, K. K. (2020). Meta-analysis of validity and re-view of alternate form reliability and slope for curriculum-based measurement in science and social studies. Assessment for Effective Intervention., 1-11, 101. https://doi.org/10.1177/1534508420978457
Department of Education. (2016). K to 12 Sci-ence Curriculum Guide August 2016. De-partment of Education. Retrieved from chrome-exten-si-on://efaidnbmnnnibpcajpcglclefindmkaj/viewer.html?pdfurl=https%3A%2F%2F www.deped.gov.ph%2Fwp-con-tent%2Fuploads%2F2019%2F01%2FScience-CG_with-tagged-sci-equip-ment_revised.pdf&clen=3172036&chunk=true
DepEd Order No. 012, s. 2020. Department of Education. (n.d.). Retrieved from https://www.deped.gov.ph/wp-con-tent/uploads/2020/06/DO_s2020_012.pdf.
EASTERN ILLINOIS UNIVERSITY
Fleck Amanda. (2020). The Literacy Solvent, https://edu.rsc.org/ideas/help-students-understand-scientific-vocabulary/4011217.article
Gerard, L., Kidron, A., & Linn, M. C. (2019). Guiding collaborative revision of science explanations. International Journal of Computer-Supported Collaborative Learning, 14(3), 291–324. https://doi.org/10.1007/s11412-019-09298-y
Harper, C. J. (2018). Vocabulary Instructional Strategies in a Middle-Level Science Classroom. Reading Improvement, 55(4), 127–134.
Helman, A., Dennis, M. S., & Kern, L. (2020). Clues: Using Generative Strategies to Im-prove the Science Vocabulary of Second-ary English Learners With Reading Disa-bilities. Learning Disability Quarterly, 1. https://doiorg.trmproxy.mnpals.net/10.1177/0731948720929005
Kennedy, M. J., & Romig, J. E. (2021). Cognitive load theory: An applied reintroduction for special and general educators. Teach-ing Exceptional Children, 1-12, 4005992110482. https://doi.org/10.1177/00400599211048214
King, Emmelyn, "The Effect of Increased and Varied Vocabulary Instruction on Science Content Acquisition" (2022). Disserta-tions, Theses, and Projects. 675. https://red.mnstate.edu/thesis/675
Klemm, J., Flores, P., Sodian, B., & Neuhaus, B. J. (2020). Scientific reasoning in biology – The impact of domain-general and do-main-specific concepts on children’s ob-servation competency. Frontiers in Psy-chology, 11, 1050. https://doi.org/10.3389/fpsyg.2020.01050.
Krajcik, J. S., & Czerniak, C. (2018). Teaching science in elementary and middle school classrooms: A project-based learning ap-proach, (5th ed.,). London. https://doi.org/10.4324/9781315205014.
Kulgemeyer, C. (2018). Towards a framework for effective instructional explanations in science teaching. Studies in Science Edu-cation, 54(2), 109–139. https://doi.org/10.1080/03057267.2018.1598054.
Kunemund, R. L., Kennedy, M. J., Carlisle, L. M., VanUitert, V. J., & McDonald, S. D. (2021). A multimedia option for delivering feed-back and professional development to teachers. Journal of Special Education Technology., 1-11, 336. https://doi.org/10.1177/01626434211004121
Lemmi, C., Brown, B. A., Wild, A., Zummo, L., & Sedlacek, Q. (2019). Language ideologies in science education. Science Education, 103(4),854–874. https://doiorg.trmproxy.mnpals.net/10.1002/sce.21508
Milanick, M. (2020). Confusing Science Vocab-ulary: When Negative Is Positive! Journal of College Science Teaching, 49(3), 6–7. https://doiorg.trmproxy.mnpals.net/10.2505/4/jcst20_049_03_6
National Academies of Sciences Engineering and Medicine (2019). Science and Engi-neering for Grades 6-12: Investigation and Design at the Center. Washington, DC, The National Academies Press.
Novak, A.M., Treagust, D.F. Supporting the de-velopment of scientific understanding when constructing an evolving explana-tion. Discip Interdscip Sci Educ Res 4, 3 (2022). https://doi.org/10.1186/s43031-021-00043-w
OECD (2019), PISA 2018 Results (Volume I): What Students Know and Can Do, PISA, OECD Publishing,
Pamment, Y.H. (2023). The Role of Scientific Language Use and Achievement Level in Student Sensemaking. Int J of Sci and Math Educ 22, 737–763 (2024). https://doi.org/10.1007/s10763-023-10405-7
Prabha S. (2020). Students' Views on Difficul-ties in Conceptual Understanding of Sci-ence at Secondary Stage, DOI: 10.13140/RG.2.2.33117.03044
Souza A. D., (2-18). Improving Science and Ac-ademic Vocabulary Knowledge of English Language Learners in a Middle School Science Class. https://scholarworks.calstate.edu/downloads/1n79h472z
Taber K.J., Science Education Research https://science-education-research.com/science-concepts/
United Nations Educational, Scientific, and Cul-tural Organization (2020). Science for So-ciety. Retrieved from https://en.unesco.org/themes/science-society.
United Nations Organization. (2019, July 13). Sustainable development goals. Retrieved http://www.searo.who.int/india/topics/sustainable-development-goals-en.
Vanuitert V.J., Kennedy M.J., Peeples K.N., En-hancing science performance of middle-school students with and without devel-opmental and behavioral-based disabili-ties using the Content Acquisition Podcast Professional Development approach, Volume 60, Issue 3 p. 515-543. https://doi.org/10.1002/tea.21808
Whitten, C., Labby, S., & Sullivan, S. L. (2016). The impact of Pleasure Reading on Aca-demic Success. The Journal of Multidisci-plinary Graduate Research, 2, 48-64.
Zhu, Y. (2021). Reading matters more than mathematics in science learning: An analysis of the relationship between stu-dent achievement in reading, mathemat-ics, and science. International Journal of Science Education, 44(1), 1-17. doi:10.1080/09500693.2021.2007552