This study was conducted to assess the effectiveness of utilizing “Science Magic Dice” (SelfDeveloped Strategic Intervention Material) in improving Science vocabulary skills and academic
performance of Grade VI pupils in Kalubkob Elementary School in the school year 2019-2020.
The researcher utilized the quasi-experimental design. Two sections of Grade VI were selected as
respondents with the total of 78 or 100 percent of pupil. The pupils were subjected to pretest and
posttestfocus on the first quarter learning competencies.
This research project was conducted over a five-month period, from June to October 2019. The
grade VI teacher was the one who incorporated the strategy to each lesson which was consisted of an
introduction, vocabulary building, experiment, and a conclusion to the lesson that would last for 50
minutes. The researcher monitored the implementation of the project.
The data gathered were analysed statistically to answer the questions proposed in the research
work. Frequency count, percentages, mean, standard deviation and paired sample t-test were used to
statistically analyse the data using the SPSS Tool.
The following findingscame up from the study: There was a significant difference on the level of
vocabulary skills and academic performance of the pupils in the pretest and posttest results. After the
implementation of the intervention material, higher mean was observed from the pupils.
The strategic intervention material was effective in improving the vocabulary skills based on the
mean gain scores in the posttests.
Based on the outcomes and implications of the study, the following are recommended, Science
teachers can use the strategic intervention materials developed by the researcher to improve the
vocabulary skills of the pupils and their academic performance in science. Seminars and in-service
training should be conducted regarding development and implementation of the strategic intervention
materials in the classroom; Science teachers should develop more strategic intervention materials for
the remaining lessons which were not included in researcher’s SIMS; Strategic intervention materials
for other subjects should be made to address the vocabulary skills development of the pupils; A
similar study may be conducted covering a bigger number of respondents in another venue.