Enhancing Science Vocabulary through Active Learning Approach: Impact to Students’ Performance

Abstract

This study investigate and assess the enhancing Science vocabulary through active learning and its impact to students’ performance in Science at Marie Vithaya School, Nakhonratchasima, Thailand. The experimental method was used in documenting and assessing the Science vocabulary performance of the Grade six students. It was also experimental because it sought the discovery of the science vocabulary performance of the experimental group exposed to given intervention compared to the science vocabulary performance of the control group, which not given an intervening variable. The results of the study found out that the experimental group registered a higher mean difference of 2.85 compared to control group with mean difference of 0.79. Comparing the pretest and posttest of the both group, the experimental group have as significant change in scores after the intervention. The relationship between vocabulary performance and the demographic profile revealed no significant difference