Home⇛International Journal of Multidisciplinary: Applied Business and Education Research⇛vol. 6 no. 1 (2025)

Effectiveness of COSCIVOW (Contextualized Science Vocabulary Work-sheet) in The Level of Vocabulary Skills of Grade 10 Learner

Christopher A. Leonen

Discipline: social sciences (non-specific)

 

Abstract:

As a subject rich in specialized vocabulary, science requires learners to develop strong reading and comprehension skills for a deeper concep-tual understanding. Integrating literacy strategies, such as vocabulary in-struction, can significantly benefit students (Venida, 2021). This study aimed to enhance the science vocabulary skills of Grade 10 learners using the Contextualized Science Vocabulary Worksheet (COSCIVOW). A quasi-experimental design compared an experimental group that received COS-CIVOW-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 after-ward. A significant difference was observed between pre-and post-inter-vention vocabulary skills, indicating the effectiveness of COSCIVOW. The findings suggest that COSCIVOW effectively encourages learners to en-gage with and understand science vocabulary, leading to improved lan-guage skills. Therefore, the researchers recommend incorporating COS-CIVOW in science instruction to enhance learners' vocabulary profi-ciency. They also advocate for its adoption in the Division of La Union to support broader educational improvement.



References:

  1. Additional  references  from  Web  of  Science, ASEAN  Citation  Index,  and  Scopus  Index Databases can be included here as per the specific  studies  referenced  in the  original research.]10.1002/sce.21508 Agarkar S.C., Influence of Learning Theories on Science Education,DOI: https://doi.org/10.1007/s12045-019-0848-7.CA Leonen, 2025/Effectiveness of Coscivow in The Level of Vocabulary Skills of Grade 10 LearnerIJMABER206Volume 6| Number 1| January| 2025
  2. Apanasionok,  M.  M.,  Hastings,  R.  P.,  Grindle,  C. F., Watkins, R. C., & Paris, A. (2019). Teach-ing  science  skills  and  knowledge  to  stu-dents  with  developmental  disabilities:  A systematic review.
  3. Collins,  B.  (2015).  Effectiveness  of  Vocabulary Journals in Science. Retrieved from
  4. Common   Core   Standards   Initiative   (2020). English  language  arts  standards:  Science & technical subjects: Grades 6–8. http://www.corestandards.org/ELA-Lit-eracy/RST/6-8/
  5. 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
  6. Department  of  Education.  (2016).  K  to  12  Sci-ence  Curriculum  Guide  August  2016.  De-partment  of  Education. Retrieved  from chrome-extension://efaidnbmnnnibpcaj-pcglclefind-mkaj/viewer.html?pdfurl=https%3A%2F%2Fwww.deped.gov.ph%2Fwp-con-tent%2Fuploads%2F2019%2F01%2FScience-CG_with-tagged-sci-equipment_re-vised.pdf&clen=3172036&chunk=trueDepEd  Order  No.  012,  s.  2020.  Department  of Education. (n.d.). Retrieved from https://www.deped.gov.ph/wp-con-tent/up-loads/2020/06/DO_s2020_012.pdf.
  7. EASTERN ILLINOIS UNIVERSITYFleck  Amanda.  (2020).  The  Literacy  Solvent, https://edu.rsc.org/ideas/help-students-understand-scientific-vocabu-lary/4011217.article
  8. Gerard, L., Kidron, A., & Linn, M. C. (2019). Guid-ing collaborative revision of science expla-nations.   International   Journal   of   Com-puter-Supported  Collaborative  Learning, 14(3), 291–324. https://doi.org/10.1007/s11412-019-09298-y
  9. Harper,  C.  J.  (2018).  Vocabulary  Instructional Strategies in a Middle-Level Science Class-room. Reading Improvement, 55(4), 127–134.
  10. 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.trm-proxy.mnpals.net/10.1177/0731948720929005
  11. Kennedy, M. J., & Romig, J. E. (2021). Cognitive load theory: An applied reintroduction for special  and  general  educators.  Teaching Exceptional Children, 1-12, 4005992110482. https://doi.org/10.1177/00400599211048214
  12. 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
  13. 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.
  14. Krajcik, J. S., & Czerniak, C. (2018). Teaching sci-ence   in   elementary   and   middle   school classrooms:  A  project-based  learning  ap-proach, (5th ed.,). London. https://doi.org/10.4324/9781315205014.
  15. 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.
  16. 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
  17. Lemmi,  C.,  Brown,  B.  A.,  Wild,  A.,  Zummo,  L.,  & Sedlacek,  Q.  (2019).  Language  ideologies in  science  education.  Science  Education, Basuksi & Tirkaamiana, 2025/Implementation Mapping of Integrated Cost Management Concepts with the Phases of Product DevelopmentIJMABER 207Volume 6| Number 1| January| 2025103(4),854–874. https://doiorg.trm-proxy.mnpals.net/10.1002/sce.21508
  18. Milanick, M. (2020). Confusing Science Vocabu-lary: When Negative Is Positive! Journal of College   Science   Teaching,   49(3),   6–7. https://doiorg.trm-proxy.mnpals.net/10.2505/4/jcst20_049_03_6
  19. 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.
  20. 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
  21. OECD  (2019),  PISA  2018  Results  (Volume  I): What  Students  Know  and  Can  Do,  PISA, OECD Publishing,
  22. 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
  23. 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
  24. Souza A. D., (2-18). Improving Science and Aca-demic  Vocabulary  Knowledge  of  English Language Learners in a Middle School Sci-ence Class. https://scholar-works.calstate.edu/down-loads/1n79h472z
  25. Taber K.J., Science Education Research https://science-education-re-search.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.
  26. United  Nations  Organization.  (2019,  July  13). Sustainable development goals. Retrieved http://www.searo.who.int/india/top-ics/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,  Vol-ume 60, Issue 3p. 515-543. https://doi.org/10.1002/tea.21808
  27. 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.
  28. Zhu,  Y.  (2021).  Reading  matters  more  than mathematics in science learning: An anal-ysis  of  the  relationship  between  student achievement in reading, mathematics, and science.  International  Journal  of  Science Education, 44(1), 1-17. doi:10.1080/09500693.2021.2007552

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic