Documente Academic
Documente Profesional
Documente Cultură
2530 Outstanding
1318 Satisfactory
712 Unsatisfactory
1--6 Poor
2. T-test. This was used to determine
whether two variables are statistically
different from each other.
Table 1
Pre-Test Results of Controlled and Experimental Groups
Table 1 shows the result of pre-test given to the
controlled and experimental groups. With the controlled
group, there are 9 or 22.50% who recorded a satisfactory
rating, 25 or 62.50% got unsatisfactorily, and 6 or 15% got
a poor performance of the pre-test.
On the other hand, there are 5 students or 10.64%
who got a very satisfactory rating in the experimental
group. There are also 6 or 12.77% who got satisfactory
performance, 24 or 51.06% who got unsatisfactory and 12
or 25.53% got a poor performance in the pre test.
It can also be gleaned from the table that
controlled group obtained a mean of 10.53 and
the experimental group of 10.45. This indicates
that both the controlled and experimental
groups got a low performance in the pre-test
administered to them.
Table 2
Post-Test Results of Controlled and Experimental Groups
Table 2 shows the results of post-test given to the student-
respondents. It reveals that no one in the controlled group
achieved an outstanding rating. There are 5 students or 12.50% in
the controlled group who recorded a very satisfactory rating, 10
or 25% with satisfactory, 21 or 52.50% with unsatisfactory rating
and 4 or 10% of the respondents with a poor performance in the
post-test.
Meanwhile, there is no one who achieved a poor
performance in the experimental group. There are 14 students or
29.79% who gained an outstanding performance, 18 or 38.30%
with a very satisfactory rating, 10 or 21.27% with satisfactory and
only 5 or 10% who got an unsatisfactory rating.
The computed mean of the controlled group is
11.95 and 20.21 for the experimental group.
Table 3
Significant Difference between the Post Test Results of the Controlled and Experimental Group
Based from the computed t-value of 7.61 which is higher than
the t-tabular of 1.99 set at 0.05 level of significance, 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 word cookies in teaching science
vocabularies to students of Bilaran National High School.
PROPOSED ACTION PLAN
Based from the findings of this study, the following conclusions were
drawn:
1. Students recorded a low performance in pre-test given to them.
2. Experimental group has higher performance in post-test than the
controlled group.
3. There is a significant difference between the post-test results of the
two groups.
4. The proposed action plan shall focus on the improvement of science
vocabulary.
Based from the conclusions above, the researcher hereby
recommends:
1. Diagnose students level of performance on vocabulary.
2. Use word cookies as materials in teaching vocabulary.
3. Provide proper actions and follow ups to students
performance.
4. The proposed action plan may be reviewed by concerned
personnel.
Book
Singh, Yogesh Kumar, Fundamental of Research
Methodology and Statistics. New Age
International (PP Limited Edition, 2006
Published Theses / Journals
Sweeny, Sheelah M. Research-based Practices in Vocabulary
Instruction: An Analysis of What Works in Grades PreK-12,
Massachusetts Reading Association, 2011.
Wessels, Stehanie. Promoting Vocabulary Learning for English Learners,
University of Nebraska-Lincoln, 2011
Electronic Sources
Vocabulary.Co. Learn English Vocabulary, Retrieved
2017 http://www.vocabulary.co.il/
Colege Scholarships. Improve Your Vocabulary, Improve
Your Leanrning, Retrieved 2017.
http://www.collegescholarships.com/pages/college-
essay-advise-vocabulary-writing
Reading Rockets. Vocabulary, Retrived 2017.
http://www.readingrockets.org/helping/target/
vocabulary
Texas Education Agency. Some Obstacles to
Vocabulary Development, Retrieved 2017.
http://www.adlit.org/article/19690/
Thank You!