DIGLOSSIC APPROACH IN TEACHING ELEMENTARY SCIENCE: AN INNOVATIVE STRATEGY

Abstract

This action research is about using local language as the intervention in teaching elementary science in below average learners. The use of mother tongue as ways of communication in basic science in primary schools can assist as a means of enhancing science teaching and learning process. The pre-test performances of science learners in diagnostic and traditional approaches were all below average with the mean scores of 10.71 and 11.29, respectively. However, the post-test mean scores obtained by the diagnostic group was high (28.49) compared to the traditional group which was below average (15.27). The t-test for paired samples test exposed a significant difference in the pre-test and post-test in the diagnostic approach as well as in traditional approach. Furthermore, the result suggests that both groups had more or less the same scores at the start of the intervention and were therefore comparable in terms of performance. The result indicates that although both groups gained, the diagnostic approach had a greater mean gain and therefore had a better performance compared to the traditional group. Learning science required comprehension, teaching using our local language help learners achieved the goal to increase their performance.