Guided Language and Science Learning Activity Booklet: An Interdisciplinary Educational Resource

Abstract

This study addresses the integration of language in science education, focusing on the design and validation of an educational resource tailored for Grade 5 pupils. The study specifically sought to design and validate an educational resource that integrates language into Science 5 instruction. One hundred one Grade 5 pupils participated, regardless of their societal status, academic standing, gender, or age. These learners were selected from a pool of 158 enrollees based on their completion of the Rapid Literacy Assessment (RLA) in English, the Regional Assessment Test (RAT), and the Periodical Test in Science 5. This selection provided the empirical data as the basis for the design and development, which was informed by the impact of the resource. Employing a descriptive developmental research (DDR) design, the study utilized the first three phases of the ADDIE model —analysis, design, and development. The results suggested that the Guided Language and Science Learning Activity Booklet (GLandS LAB) educational resource material effectively enhances students' learning and performance in Science. The integration of language within the Science curriculum provides meaningful learning experiences, reinforcing both subject proficiency and linguistic competence. The study concludes that integrating language skills in science instruction addresses both literacy and content mastery gaps, providing meaningful and accessible learning experiences for diverse learners. Based on the ADD model, it is recommended to proceed to the next phases —Implementation and Evaluation —to further refine and evaluate the material's effectiveness in wider educational settings.