Infusion of Cartoon-inspired Selections in Improving Reading

Comprehension of Grade 7 Science Students

Authors: 1Eloisa May C. Dela Fuente, 2Ronald R. Grimaldo, 3Jeffrey L.

Ramos, 4Raymond Manalastas,PhD

Introduction and Review of Related Literature and Studies

Reading is the skeleton that frameworks one’s life. It is the blood which keeps us going.
It is the eyes which see the impossible possible. Hence, the love for reading once developed will
give you numerous chances to travel around the globe without spending a single cent. The
knowledge of reading is like having a chest of gold locked in your brain where no one cannot
steal.
The love for fairy tales has been a part of our childhood days. Our interest to cartoon
characters marks our attachment to them. We are wearing shirts, clothes and accessories, and
even using things where these cartoon characters are printed or engraved. Who can forget Red
one, Green two, Blue three, Yellow four, Pink five of the Bioman where we first learn colors and
numbers, in addition to Masked Rider Black and the Seven dwarfs of Snow white. We know how
to compare Big Bert and Little John of Voltes V. We have been introduced to mirrors by the
witch who always ask, “…..who is the prettiest of them all?, rays by the ray gun of Eugene and
hame hame wave of Son Goku, fusion by Gohan and Trunks, and regeneration through Picollo,
Master Friza and Android Cell., ”
The same fashion was inherited by our students today. Their love and affection to a
number of cartoon characters also manifest in their lifestyle. As a
teacher, we need to utilize this interest of our learners in bringing out their potential.
We know that they learn words through a wide variety of environments, especially
television where these characters are seen. An individual's ability to comprehend text is
influenced by their traits and skills, one of which is the ability to make inferences. If word
recognition is difficult, students use too much of their processing capacity to read individual
words, which interferes with their ability to comprehend what is read. There are a number of
approaches to improve reading comprehension, including improving one's vocabulary and
reading strategies (Wikipedia). Studies reveal that students who read for enjoyment perform
better in reading than those who don’t. In addition to that they also develop a broader
vocabulary, amplified general knowledge and a better understanding of the topic.

Concept Cartoons were created approximately 20 years ago. Since then research and
feedback from teachers and students has led to a variety of improvements in the format and
presentation of Concept Cartoons. Sets of Concept Cartoons have been developed for
classroom use. For several years Keogh and Naylor’s ground-breaking research provided the
only evidence for how Concept Cartoons can be implemented in the classroom and what the
impact of Concept Cartoons can be.

Keogh and Naylor’s (Naylor & Keogh /TUSED / 10(1)2021) more recent research into
using Concept Cartoons has focused on how Concept Cartoons can stimulate argumentation
and promote change in professional practice. Other researchers have also begun to add to the
research base available. Concept Cartoons and Research into Aspects of Student Learning
a) Adjudication - When learners use Concept Cartoons they find themselves in the role of
adjudicator – that is, they make judgments about the ideas that other people hold. This is an unusual role
for learners, and a reversal of the more typical situation where the teacher acts as adjudicator for their
ideas. One of the consequences of teachers making judgments about learners’ ideas is that learners tend
to avoid taking the risk of being wrong (Dweck, 2015).
Less confident and low achieving learners are often unwilling to put forward their own
ideas in case they are wrong. Taking on the role of adjudicator can be empowering for learners,
since they are doing the judging rather than having their ideas judged by the teacher. This
enables less confident learners to engage in argumentation and put forward their ideas more
readily (Solomon, 2020).
b) Argumentation Concept Cartoons act as an effective stimulus for argumentation, including
enabling students to co-construct arguments. They enable argumentation to take place without the need
for any formal structure, specific vocabulary, or teacher intervention in managing the process of
argumentation.

Concept Cartoons focus on scientific issues, in contrast with much of the research on
argumentation where the focus is on socio-scientific issues. Research into argumentation using
Concept Cartoons raises questions about the value and applicability of the commonly-used
Toulmin model for analysing argumentation (Naylor, Downing & Keogh; Naylor, Keogh &
Downing, 2013).
The complexity of the model and the language used appear to make it unsuitable for use
with younger learners in primary schools or students with a restricted language register. More
 significantly, when nearly all researchers have found the application of the Toulmin schema
problematic (Simon, Erduran & Osborne, 2018: 16), it is clear that that the language and
behaviours inherent in the Toulmin model may not be consistent with the types of language and
behaviours typically found in students in school.
c) Auditing subject knowledge In England there is a requirement for student teachers’ subject
knowledge to be audited, in order to ensure that they have sufficient relevant subject knowledge for
entering the profession. Concept Cartoons have been used as an effective means of auditing student
teachers’ subject knowledge, so enabling them to identify where they need to develop their ideas further.
In some cases the use of Concept Cartoons acts as an

effective stimulus for student teachers to engage in further research to develop their own
understanding, coupling together assessment and continued learning in an integrated process
(Naylor, Keogh, de Boo & Feasey, 2016).
d) Cognitive conflict Concept Cartoons draw on the published research into common
student misconceptions (such as Driver, Squires, Rushworth & Wood-Robinson, 2022) and
build examples of these common misconceptions into the statements in the Concept Cartoons.
In this way the Concept Cartoon characters articulate what appear to be plausible alternative
viewpoints. Learners find themselves in a position of having to give serious consideration to
these plausible alternatives, many of which they may never have thought of before, and this
makes them effective at generating cognitive conflict. For more confident, higher achieving
learners this can be an important step in getting them to think more deeply about scientific
concepts (Keogh & Naylor, 2010). Not having an obvious right answer, or not having a single
right answer, makes cognitive conflict more likely.
e) Formative assessment It has been evident since Concept Cartoons were first developed that
they can integrate formative assessment and learning in a single activity (Keogh & Naylor, 2015). Even
when they are used for summative assessment they can help to integrate assessment and learning
(Naylor, Keogh, de Boo & Feasey, 2012). More extensive evidence of how this can be managed

in the classroom and how teachers perceive the impact of strategies like Concept Cartoons is
now available (Naylor & Keogh, Naylor, Keogh & Turner, 2016) and a wider range of strategies
for classroom use has been made available (Naylor, Keogh & Goldsworthy, 2019). Millar and
Murdoch (2016) suggest that Concept Cartoons compare favorably with other formative
assessment strategies in their impact on learners.
Chin and Teou (2015) found that Concept Cartoons can be used for both self and peer
assessment as part of formative assessment, and that they provide valuable diagnostic
feedback to teachers about students’ misconceptions, so enabling the teacher to be more
effective in promoting conceptual change.
Ekici, Ekici and Aydin (2016) noted the value of Concept Cartoons in identifying student
misconceptions so that teachers are better able to take these misconceptions into account in their
teaching.
Kabapinar (2016) found that Concept Cartoons are effective for finding out students’
ideas without them being affected by the ideas of their peers, and that the reasoning behind
student misconceptions can be uncovered. Informal learning settings The nature of Concept
Cartoons means that they are not identified exclusively with formal learning settings. They can
bridge the gap between formal and informal learning settings because they are based around
everyday situations that appear to involve ordinary characters doing ordinary things. They have
been used successfully in a range of informal learning settings, such as corridor displays in
school, thinking homework that involve family members in thinking about scientific problems,
parents’ open evenings at school and exhibits at science exploration centres. They have also
been used in the UK at professional football matches in matchday magazines. On a larger scale
they have been used on transport systems in the UK and other countries, such as Sweden and
Russia, for engaging members of the public in thinking about scientific problems in everyday
settings (Naylor & Keogh, 2015b). g) Language skills The pictorial representation of ideas,
coupled with the minimal text, makes it relatively easy for learners to engage with Concept
Cartoons in a language that is not their home language. It is widely recognized that language
can be an important barrier to learning in science. With their relatively simple representation of
concepts that learners are likely to recognize, Concept Cartoons can provide an accessible entry
point for language learning and can help learners to develop their language skills (de Lange,
2021). In some countries (e.g. Norway), the English versions of Concept Cartoons have been
used for many years as a way of consolidating English language learning in addition to learning
about science.
h) Misconceptions. Some time ago Gunstone noted that the methods used to probe
students’ ideas/beliefs are also, almost by definition, excellent teaching/learning strategies
(Gunstone, 2015) Several of these methods are explored in some detail in White and Gunstone
(2015).

Concept Cartoons fit into this pattern. As well as eliciting learners’ ideas, Concept
Cartoons can also be a valuable tool for developing learners’ ideas. Generally learners readily
engage in discussion when Concept Cartoons are used, and as they attempt to justify their
ideas, this exposes their views to the possibility of challenge by their peers. In looking for
evidence and constructing suitable arguments to justify their ideas, learners often come to
recognize for themselves that their understanding is limited and that there are more productive
ways of understanding the situation. Since Keogh and Naylor first noted this (2016), several
studies have confirmed how Concept Cartoons help to not only challenge students’
 misconceptions but can also go on to help remedy these misconceptions (Chin and Teou, 2010;
Dolasir, 2007; Ekici, Ekici & Aydin, 2007;
Kabapinar, Rahmat, Stephenson & Warwick, 2023). i) Motivation and engagement
Concept Cartoons have been found to be highly motivating for groups of learners of all ages and
backgrounds and in a variety of circumstances, including those students who have emotional
and behavioral difficulties. Learners tend to spend longer on task, to sustain their levels of
interest and to interact confidently with their peers. It is suggested that for less confident
students, having voices speaking for them gives them the confidence to discuss their ideas
(Keogh & Naylor, 2016). Repeated use of the Concept Cartoon strategy does not appear to
reduce the level of engagement of learners (Keogh & Naylor, 2016).

Birisci, Metin and Karakas (2018) carried out a study with student teachers and found a
similar impact on their motivation to use Concept Cartoons, quoting one student teacher as
saying that Concept Cartoons rescue students from boring traditional teaching.
j) Problem-solving In mathematics, how students go about solving a problem can be at least
as important as the answer that they arrive at. However it is often the case that students do not
articulate the strategies that they use to solve problems.

Sexton, Gervasoni and Brandenburg (2015) showed that Concept Cartoons can provide
insight into the strategies that students use when solving problems in mathematics. Further
research by Sexton indicates that Concept Cartoons can be used successfully to gain access to
students’ beliefs about learning environments and their preferred approaches to mathematics
teaching and learning (Sexton, 2016).

Millar (2013) and others recognized that a model of learning was not the same as a
model for teaching, and that how constructivist models of learning might be translated into
specific teaching approaches was far from clear. Concept Cartoons help to clarify the
relationship between constructivist models of learning, scientific epistemology and classroom
practice.

Based on available data, poor reading skills (vocabulary, grammar, languages) in

Science is the root cause of a low achievement in MPS NAT (49.26 %) from S.Y. 2011-2014.
The 54.53 % MPS of science in the first quarter of the current school year shows that it is still far
from the department’s goal (75%). Reading comprehension and vocabulary are inextricably
correlated. Students with a smaller vocabulary than other students comprehend less of what
they read and it has been suggested that the most impactful way to improve comprehension is
to improve vocabulary.

In consonance with this underlying truth, the researcher finds it alarming to immediately
attend to this concern. Knowing that the magic of the wand of these cartoon characters still
catches the attention of the students, the researcher believes that it is helpful to infuse cartoon-
inspired selection in improving the reading comprehension of students in science.

Conceptual Framework

Independent Variable Dependent Variable

Cartoon-
inspired Students’ Reading
selections Comprehension in
Science

Figure 1. Research Paradigm

The above figure shows the paradigm of the study, it covers the independent and
dependent variables. The independent variable includes the use of Cartoon-inspired Selections
in teaching Science and Students’ Reading Comprehension as the dependent variable.

Statement of the Problem

This study aimed to assess the effect of cartoon-inspired selection on student’s reading
comprehension of Grade 7 Science students.
Specifically, it sought answer to the following questions:
1. How may the pre-test results of the control group and experimental group be described
before the infusion of cartoon-inspired selections on student’s reading comprehension?
2. How may the pre-test results of the control group and experimental group be described after
the infusion of cartoon-inspired selections on student’s reading comprehension?
3. Is there a significant difference in the pre-test and post-test results of the control and
experimental group before and after the infusion of cartoon-inspired selections on the student’s
reading comprehension?

Hypothesis

The hypothesis that follows was tested in the study.

There is no significant difference between the pre-test and post-test results of the control
and experimental group before and after the infusion of cartoon-inspired selections on the
student’s reading comprehension.
Significance of the Study

The findings of this study may find relevant and of great benefits to the group of people
concerned in the field of science teaching:
Science Teachers. Secondary School Science teachers may be better assisted in
grasping new insights to improve the teaching-learning situations and find solutions to the
problems encountered in the teaching of the subject.
This study will also inspire teachers to think of the possibilities when searching for ways to
improve their classroom learning process.
School Administrators. The study may lead school administrators to better remedy the
problems in reading in their school, which can lead to achievement of their institutional goals.
These improvements may result to better teaching-learning situations. Likewise, administrators
can also act as motivators by giving encouragement to teachers to aim for effective teaching.
High School Students. Students may be very much benefited when new research
discoveries are applied in the teaching-learning process. Through their classroom scientific
tasks, they may develop a sense of cooperation that could serve as encouragement for them to
strive harder for better performance in their

research skills. Furthermore, students’ awareness of the current developments in reading may
gradually change their obsolete ideas, thus making them change catalysts for a better and well
informed society.

Parents. The most important educators in a student’s life. As children start to learn to
read at school, parents can play an important role in helping to
keep them interested in books, finding out what interests them and helping them to find books
that will be engaging and fun for them.
Future researchers. Future researches should be conducted in line with the present
study to set a strong connection with the effect of cartoons–inspired selection on reading
comprehension.
Scope and Limitations
The study will focus on the use of 7E’s Inquiry-Based Learning in improving the
academic performance of Grade 7 students in Science of Salapungan High School, Candaba,
Pampanga, S.Y. 2016-2017.
The respondents of this study are the Grade 7 students section Wisdom and Faith,
Wisdom will be the experimental group while the Faith will be the control group.
Type of Research

The study Infusion of Cartoon-Inspired Selections on Student’s Reading Comprehension

of Grade 7 Science Students is an experimental research. The
researcher manipulates conditions for the purpose of determining the effect of the study in the
experimental group and be compared to the control group. Participants were unaware of their
membership in an experimental group so they do not act differently.
Respondents and Sampling Method
This study focused on the effect of cartoon-inspired selection on student’s reading
comprehension in Science. The participants were the 49 Grade 7-Hope students and 49 Grade
7-Nice students of Salapungan High School S. Y. 2015-2016. The former is used as the control
group and the latter the experimental group.
Instrument
In order to measure the effect of cartoon-inspired selection on student’s reading
comprehension of Grade 7 Science students the researcher prepared a 50 item pre-test and
post-test which was administered to the two groups of participants. The results of the above-
mentioned tests were treated statistically.
As guide in describing the pre-test and post-test results the following ratings were used.
Outstanding 90-100
Very Satisfactory 85-89
Satisfactory 80-84
Fairly Satisfactory 75-79
Did not meet expectations Below 75

Data Collection Procedure and Ethical Consideration

After the approval of the action research proposal, the researcher administered the pre-
tests on the two groups of Grade 7 students. The researcher used the current practice of
presenting the lesson on the control group while the experimental group is exposed to the
cartoon-inspired selection lessons. At the end of the second quarter, the researcher
 administered the post-test to check the difference of the two techniques. The data gathering is
done during the second quarter of S.Y. 2015-2016.
Table 1 shows the Data Collection Plan of the researcher.
Table 1. Data Collection Plan

Intervention/
Strategy Data
Activities Dates
Collected

Determine the initial level of the students before

August 2015 (2nd
the infusion of cartoon-inspired selection through a MPS
week)
teacher-made pre-test.

August 2015 ( 3rd

Infusion of Expose experimental group to cartoon-inspired week) to Experimental
cartoon-inspired selection. October 2015 ( 3rd Period
selection week)

Administer the post-test to the two groups of October 2015 (4th

MPS
students. week)

November 2015
Treatment and Analysis of Data T-test result
(1st week)

(Note: The Data Collection Plan will be adjusted depending on the approval of the research)
Data Analysis
The gathered data were subjected for analysis and interpretation. The data were
analyzed using the MS Excel Software. Likewise, it utilized two-tailed T-test for the paired
sample mean to determine the significant difference of student’s achievement in the traditional
and in the infusion of cartoon-inspired selections and in comparing the mean increase between
the pre-test and post-test at .05 level of significance.
Results and Discussion
The Academic Achievement of Students in the Traditional Method and Cartoon-inspired
Selections in Teaching Science 7
Table 2 and Table 3 exhibit the frequency and descriptive measures of the academic
achievement of the student participants in pre-test and post-test in the traditional and cartoon-
inspired selections of teaching science.
On Traditional Method of Teaching Science
The academic achievement of the students in the traditional method of teaching science
is reflected in Table 3 and Figure 1. It can be observed that in the pre-test, 49 0r 100 %
obtained a rating below 75 which is verbally interpreted as “Did not meet expectations”. The
overall weighted mean for pre-test was registered at 63.22 with a standard deviation of 4.58 and
verbally described as “Did not meet Expectations”.
The result of the post-test in the traditional method of teaching is likewise displayed in
Table 3 and Figure 1. As can be noticed from the table and its graph, 43 students or 87.76 %
registered a rating below 75 with a verbal interpretation of “Did not meet Expectations”, and the
remaining 6 students or
12.24 % got a rating ranging from 75-79 and had a verbal interpretation of “Fairly Satisfactory”.
The overall weighted mean for post-test was registered at 66.51 with a standard deviation of
4.84 and verbally described as “Did not meet Expectations”.
Table 2. Frequency Distribution and Descriptive Measures of the Academic
Achievement of Students in the Traditional Method of Teaching Science 7
Pre-test Post-test

Rating F F Verbal Interpretation

Percent Percent
N = 49 N = 49

90 – 100 0 0 0 0 Outstanding

85 – 89 Very Satisfactory

0 0 0 0

80 – 84 0 0 0 0 Satisfactory

75 – 79 Fairly Satisfactory

0 0 6 12.24

Below 75 Did not meet expectations

49 100 43 87.76

Mean 63.22 66.51

Standard Deviation

2.59 6.87
 Verbal Did not meet Expectations Did not meet Expectations
Interpretation

Figure 2. Distribution of Student’s Academic Achievement in the Pre- test and Post-
test for Traditional Method of Teaching Science 7

60
49
50 43
40
30
20
10 6
0 0 0 0 0 0 0
0

On pre-test post-test the Infusion of

Cartoon-inspired
Selections in Teaching Science
The academic achievement of the students after the infusion of cartoon-inspired
selections in teaching science is tabulated and illustrated below. It can be observed that in the
pre-test, 49 or 100 % obtained a rating below 75 which is verbally interpreted as “Did not meet
expectations”. The overall weighted mean for pre-test was registered at 63.45 with a standard
deviation of 2.59 and verbally interpreted as “Did not meet expectations”.
The result of the post-test of the students after the infusion of cartoon-inspired selections
in teaching science is likewise displayed in Table 4 and Figure 2 As can be noticed from the
table and its graph, 29 students or 59.18 % got a rating ranging from 75-79 and had a verbal
interpretation of “Fairly, Satisfactory 9 or 18.37% of the students registered a rating from 80-84
which is verbally interpreted as “Satisfactory”, 6 students or 12.24 % received a rating ranging
from 85-89 which is verbally described as “Very Satisfactory”, and the remaining 5 or 10.20 %
of the students registered a range from 90-100 with a verbal interpretation of “Outstanding.” The
overall weighted mean for post-test was registered at 80.37 with a standard deviation of 6.87
and verbally described as “Satisfactory”. The figures show that the Infusion of cartoon-inspired
selections can considerably increase student’s comprehension, thereby improving their
achievement.
Table 3. Frequency Distribution and Descriptive Measures of The Academic
Achievement of Students in the Infusion of Cartoon- inspired Selections of
Teaching Science 7

Pre-test Post-test

Rating F F Verbal Interpretation

Percent Percent
N = 49 N = 49

90 – 100 0 0 5 10.20 Outstanding

85 - 89 0 0 6 12.24 Very Satisfactory

80 - 84 0 0 9 18.37 Satisfactory

75 – 79 0 0 29 59.18 Fairly Satisfactory

Below 75 49 100 0 0 Did not meet expectations

Mean 63.45 80.37

Standard 2.59 6.87

Deviation

Figure 3. Distribution of Student’s Academic Achievement in the Pre- test

and Post-test after infusing Cartoon-inspired selections in teaching Science 7
 60
49
50
40
29
30
20
5 6 9
10 0 0 0 0 0
0
in
g ry ry ry ...
d cto cto cto cta
an fa fa fa pe
utst atis atis atis t Ex
O yS S yS ee
Ve
r
air l t m
F no
d
pre-test post-test Di

The Differences between the Means of Pre-test and Post-test in the Traditional Method
and Cartoon-inspired Selections in Teaching Science 7

Table 4 and Table 5 present the comparison between means of the pre-test and post-test
in the traditional and cartoon-inspired selections in teaching science, and the comparison
between the means of increases in the pre-test and post-test, respectively.
The result of the t-test analysis to determine the differences between means of the pre-
test and post-test of the traditional and cartoon-inspired selections in teaching science is shown
in Table 5. The results indicate that highly significant difference existed between the pre-test
and post-test of thetraditional and cartoon-inspired selections in teaching science as implied by
the t-value of 2.01063 and its probability value of 0.00288 which is less than the 0.05 level of
significance. This means that the result of the pre-test greatly differs from the result of the post-
test.
Likewise, pre-test and post-test of the infusion of cartoon-inspired selections in teaching
science resulted into a highly significant computed t-value of 2.01063 with a probability of
1.17612E-18*. This indicates that the achievement of the students in the pre-test is also
different from their achievement in post-test.
Table 4. Comparison between Means of Pre-test and Post-test

METHODS OF PRE- POST- DIFFERENCE t-value p-value Significance

TEACHING TEST TEST

Highly

A 63.22 66.51 -3.29 2.01063 0.00288* Significant

Highly

B 63.45 80.37 -16.92 2.01063 1.17612E-18* Significant

Legend:
A- Traditional Method
B- Infusion of Cartoon-inspired Selections
*Highly significant, p< 0.05

On the Increase of Pre-test and Post-test

Table 5 exhibits the comparison between the means of increase of the pre-test and post-
test of the traditional and the infusion of cartoon-inspired selections in teaching science.
Tabulated data show that the increase of test results significantly differs as indicated by the t-
value of 6 .31375 with a probability of 0.50. Since the increase in the infusion of cartoon-inspired
selection (16.92) is far greater than the traditional method (3.29), results disclosed that cartoon-
inspired selections is better than the usual traditional method employed in teaching Grade 7
Science. This means that students perform better when the teacher utilized cartoons in
presenting lessons in science. Birisci, Metin and Karakas (2010) reported in their study that
concept cartoons improved instruction and made the lecture interesting and entertaining.
Furthermore, the use of concept cartoons was generally positive and appears to provide a
powerful stimulus for learners to focus their attention on constructing meaningful explanations
as appeared in the study of Keogh and Naylor (1999). These support the idea that teaching
students according to their interest will have a positive effect in their achievement.

Table 5. Comparison between Means of increase of Pre-test and Post- test

METHODS OF TEACHING

Cartoon- t-value p-
inspired value
Traditional Selections DIFFERENCE Significance
 3.29 16.92 -13.63 6.31375 0.5* Highly
Significant

*Highly significant, p< 0.05

Summary, Conclusions and Recommendations

This part presents the summary of the major findings, the conclusion arrived at based on
the findings and the recommendations given in accordance with the conclusions.
Summary
The study determined the effectiveness of infusing cartoon-inspired selections in teaching
science in improving the student’s reading comprehension of the Grade 7 students of
Salapungan High School, S.Y. 2015-2016.
This composed of the control group and experimental group, the control group is left
exposed to traditional method of teaching and cartoon-inspired selections is introduce to the
experimental group
It utilized the experimental method of research and the t-test analysis to show the
comparison between variables.
Results of the pre-test and post-test revealed that infusion of cartoon-inspired selections
is an effective method that can be used to improve the student’s reading comprehension of
Grade 7 students in science as compared to traditional method.
Conclusions
In the light of the findings, the following conclusions were drawn:
● The experimental and control groups performed almost at the same level before the
conduct of the study.
● The experimental group performed at par in the post-test than the control group.
● There is a highly significant difference exists on the achievement of students in science
as subjected to traditional method and cartoon-inspired selections lessons. Hence, the null
hypothesis is rejected.
● Infusion of cartoon-inspired selections is an effective method in improving the student’s
reading comprehension of Grade 7 students in science.
Recommendations
In the light of the findings and conclusions of the study, the following recommendations
are hereby offered:
● Textbooks in science should be carefully prepared; the usefulness of science and its
subtopics should be clearly stated. Appropriate methods should be applied in order to improve
the achievement of the students; it should contain some illustrative selections in order to kindle
the attention of the students.

● Appropriate method of teaching should be applied in order to improve the achievement of

students in science. Remedial classes especially for slow readers should be given as
supplement to the class every week.
● The teachers’ quality in terms of subject content, pedagogy knowledge and language
proficiency should be improved by attending seminars or by pursuing masteral degree or even
doctoral degree of education.
● Sufficient budget for secondary schools should be allocated for instructional materials
such as computers, laboratory materials and science reference books in the library to improve
the reading proficiency in science.
● Seek the help or assistance of the parents/guardians of students for them to properly
monitor the progress, problems, personal and social adjustments of their children. This can be
done by having a regular meeting with the parents at least once a month.
● For future researchers, other variables that might influence the students’ achievement in
science should be considered.

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