ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
The study aimed to evaluate the effectiveness in unlocking the difficult words in teaching science in relation to the performance of the Grade V pupils. The study utilized a quasiexperimental research design employing the pre-test and post-test using a researcher-made test which covers the 1st quarter Most Essential Learning Competencies (MELCs) in science which focused on unlocking of science words and integration of unlocking of difficult words was part of the lesson in science with crafted lesson plan for that purpose. Simple percentage and t-test of mean difference were the statistical tools used to interpret the result of the study. It was revealed in the study that there is a significant difference in the pre-test and post-test performances of the Grade V pupils in science before and after the integration of unlocking of difficult words in teaching. Thus, this intervention is effective in achieving positive performance outcomes of the pupils. Hence, this study recommends the inclusion of unlocking of difficult words in teaching science.