DOI: 10.36347/sjahss.2014.v02i05.005

Pages: 625-632

The study was undertaken employing a descriptive analysis and correlative methods of research to four magindanawn dominated elementary schools of Kabacan West District. The findings reported that the performance of the pupils in both tests (Pure English and English with Magindanawn interpretation) was generally very poor. For the English words, only about 46 pupils out of 109 answered correct interpretations to the science words in pure English. Sixty-two pupils (57.41%) got correct answer on “influence” (pure English) and 46 pupils with magindanawn interpretation (44.44%), 57 pupils (52.78%) got correct interpretation for English words “average”, and “essential” and 56 pupils (51.85%) got correct answer on “convert” and “charge”. On the other hand, only a mean of 58 students (53.7%) got correct answer on “natural spring (55.56%) and “converse” (51.52%). The mean scores of the tests (A1 and A2) were 6.06 and 4.44 respectively. The pupils seemed to have performed better in test A1. There was no significant difference between the pupils mean scores in both tests. There found to be no significant relationship of the various factors affecting scores of pupils in test of science word in English with and without magindanawn interpretation as well as test of science word context. However, Age of the pupils significantly related to Test A1(Pure English) and Test A2 (Science word context). Gender is related on both pure English and with magindanawn interpretation but not to test A2. On the other hand, education of parents is highly related to Test A2 which implies that parents educational attainment is a great factor that may influence the ability of the pupils to understand English context correctly. Teacher’s training was also found to be significantly related to the scores of pupils in Test A2. The ability of the pupils to understand science word context depend also to the trainings of their teachers.