Authors : Lanilyn L. Hilado; Christy Ann G. Banguanga

Volume/Issue : Volume 11 - 2026, Issue 6 - June

Google Scholar : https://tinyurl.com/5w9fjmux

Scribd : https://tinyurl.com/mufjnjps

DOI : https://doi.org/10.38124/ijisrt/26jun1777

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : In science education, a major barrier to conceptual understanding is often the dense and unfamiliar terminology students must master. This study investigated the effectiveness of a Science Glossary (S-Glos) in improving the vocabulary skills of Grade 9 learners in a secondary school in Central Philippines during the School Year 2025–2026. Anchored on the Plan-Act-Observe-Reflect (PAOR) framework, this action research employed purposive sampling based on science vocabulary pretest performance. The study utilized a researcher-made pre/post-test and an S-Glos validated by experts using the Learning Resources Management and Development System (LRMDS) guidelines and the Lawshe validation tool. Findings revealed that S-Glos met LRMDS standards for quality content, clear format, accuracy, and organization, ensuring its classroom reliability. Implementation of S-Glos significantly improved learners’ science vocabulary skills, shifting performance from low proficient to proficient levels, reflecting a substantial percentage gain. Both students and the teacher reported that S-Glos enhanced comprehension and supported scientific vocabulary development, though its effectiveness depended on consistent use and teacher guidance. Feedback recommended incorporating examples and visuals to further enhance usability. In conclusion, S-Glos proved to be an effective tool for improving science vocabulary, addressing initial learning gaps, and facilitating meaningful engagement with scientific concepts. The study emphasizes that challenges in science learning are often rooted in unfamiliar terminology rather than conceptual difficulty. This highlights the value of targeted vocabulary interventions and differentiated instruction to maximize student learning outcomes.

Keywords : Science Education, Science Vocabulary, Vocabulary Skills, Science Glossary, Action Research, Central Philippines.

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