This study aims is to investigate the use and effect of the Modified Frayer Model in enriching science vocabulary of Senior High School students. The design of this study is a randomized pretest-posttest control group design. The sample of this study is 60 Senior High School students of Quezon City Polytechnic University (QCPU). In both control (n=30) and experimental (n=30) groups, lessons in Earth Science were presented. Modified Frayer Model was used as instructional material in the experimental group. Independent sample t-test result showed that there is no statistically significant difference before the treatment. Paired sample t-test showed statistically significant difference between pretest and posttest scores for both control and experimental group. When posttest scores were compared, results revealed a statistically significant difference between the two groups. As conclusion, the use of the Modified Frayer Model in teaching science resulted in a significant improvement in science vocabulary of students.

This study focuses on the development and validation of a teacher made analytic and holistic rubric guide in assessing Concept Cartoons in teaching science lessons. This study is a descriptive-developmental type of research. In validating and testing the reliability of the developed rubric guides, science teachers and experts, and students from Quezon City Polytechnic University served as respondents. Three analytic and three holistic rubric guides to assess three different forms of Concept Cartoons were developed, used and subjected for validity and reliability test. Results showed that the developed analytic and holistic rubric guides were valid and reliable. In conclusion, valid and reliable analytic and holistic rubric guides are important in giving a conclusive analysis of student's learning. With the use of valid and reliable rating scales strengthen the claims that concept cartoons help teachers in identifying and correcting students' misconceptions.