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040			_cNVSU
100			_aCarag, Mia Antonette S.
245			_aEffect of the language component-bridging program (flc-bp) on the science achievement of grade IV pupils/ _cMia Antonette S. Carag
260			_aBayombong: _bNueva Vizcaya State University, _c2008.
300			_axiv, 108 leaves : _billustrations, photos ; _c28 cm.
500			_aThis study sought to find out if the use of the First Language Component-Bridging Program FLC-BP would improve the Science achievement of Grade IV pupils of Bagabag Central School. The research employed the pretest-posttest group design. The subjects of the study were 60 Grade IV pupils from two intact classes at Bagabag Central School. Bagabag District enrolled in School Year 2007-2008. The researcher handled the two classes assigned as control and experimental groups through the toss coin scheme. The control group was taught through the English-only as the medium of instruction and the experimental group was given the Science intervention using the FLC-BP method. The teacher made criterion test was used to gather data on the Science achievement of the Fourth Grade pupils. The criterion test was given on the first day of the experiment as pre-test, and on the last day as posttest. This test was validated by experts was used to gather information about the pupils personal data, parents, number of siblings, birth order, educational attainment of parents and language spoken. The data were statistically analyzed using mean, SD, and t-test for correlated and uncorrelated samples. The null hypotheses were tested using the 0.05 level of significance.The following are the significant findings and conclusions of the study: On Demographic Profile: Majority of the pupils belonged to 9-10 years old. Most of the parents of the subjects in control and experimental groups are elementary graduates. Most of the male parents are drivers and carpenters while female parents are housewives. Majority of the respondents are central dwellers and the great percentage of pupils in experimental pupils speak Tagalog while control pupils speak Iloko. On Performance Level: Results of the pretest in control group is (15.65%) with below average performance the same with experimental group with (18.68%). This indication that FLCBP was not still adopted in pretest. In the posttest, results revealed that experimental group is higher than control group. The scores of (28.22%) of experimental group belonged to average performance over the control group (18.69%) which was below average. The comparison of the two groups in test scores revealed -value of 9.12 higher than critical value 2.000 which was found to be significant. The FLC-BP had significant intervention suggests that pupils performed better than control group which was shown in their performance. Furthermore, interactions of pupils to teacher were remarkable. Pupils cooperated well and learned fast using FLC-BP activities. The experimental groups performed better than control group. This implies that FLC-BP has significant intervention that improved the performance level. Based on the findings and conclusions, following recommendations are recommended: Since the FLC-BP methodology is effective on Science. It is recommended on this research be conducted in other learning areas and the study should be extended in wider scales preferably on other divisions to validate the findings of theresearch and use other variables such as intellective and non-intellective and socio-economic status. The FLC-BP was effective even if it is only use for a one grading period. It is much better to use it for a longer time. There will be a greater impact on the learning of the pupils.
500			_aThesis (Master of Education - Language, Reading and Numeracy)
504			_aIncludes appendices and bibliographical references.
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