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CHAPTER I The Problem Science provide a vast opportunity to anyone who put much endeavor into it. It is desirable to consider the fact that science is not just a body of knowledge but also a way of working.(Flores ,t.al 2004). Many students find it uninteresting and irrelevant upon seeing the totality of the principle and concepts .The quality learning atmosphere become so blurred in this case. This reality calls for teacher‟s utilizes simple but effective teaching strategies .It is the role of the science teacher „s to make it accessible to the learners. This SIM on refraction of light was developed to remediate the learning outcomes of Fourth Year students. This includes Activity cards that present lesson in a very simple and practical way.It is a way of encouraging the students to study and work hard in order to learn and to .It is a learning tool that will help students to understand the concepts without further misconception and misunderstanding. It is an approach that is suited to the learning style of the learners. The researcher applied the SIM to forty (40) randomly selected fourth year students of Dońa Rosario National High School , Tubay District II of the Division of Agusan del Norte, Caraga istrative Region. Statistical tools like the test-retest method was used to determine the reliability of the intervention materials applied in the lesson. Questionnaires and test were also specifically designed to find the efficiency of the SIM. The primary aim of the study is to find out the effectiveness of this Strategic Intervention Material in teaching Physics (Refraction of Light: Expedition of Bending Light ) to fourth year students of Dońa Rosario National High School, Tubay , Agusan del Norte.
Problem The Effectiveness of “EXPEDITION OF BENDING LIGHT :REFRACTION OF LIGHT” A Strategic Intervention Material in Physics as a Supplemental Material for the topic Refraction of Light.
Significance of the Study Preliminary Investigation: The Science Supervisor and the Physics teacher conduct a thorough analysis on the test result in Physics. Then it was found out that there is one of the learning competency which was least learned by the students is on understanding the concept of refraction of light in different media.
The above mentioned reality opted the researcher to prepare and continually developed the Strategic Intervention Material “ Expedition of Bending Light: Refraction of Light” which aims to help students to have the ease in understanding the refraction of light and explain the apparent changes of position of things.
SCOPE AND DELIMITATION OF THE STUDY The study started in the early part of the second semester the school year 20112012. The subject of the study were the forty (40) fourth year students randomly selected of Dona Rosario National High School. Tis study focus only on the effectiveness of the use of “Expedition of Bending Light : Refraction of Light ”a Strategic Intervention Material (SIM) in Physics.
DEFINITION OF
Quality Learning
– it refers to general standard of acquiring knowledge
Effectiveness
- a way that produced a desired result
Instructional Materials
- refrers to the materials that used in the learning process
SIM
- refers to Strategic Intervention Material
CHAPTER 2 REVIEW AND RELATED LITERATURE
Physics as the final science subject to high school students is considered one among the toughest subject in the curriculum. Most of the lesson is associated with concepts that explain the behavior of matter and forces.One of the evidence of this situation is the result of the (NAT) National Achievement Test (2010) in which Physics is rank third in MPS. Learners in today‟s generation are easily felt boring when the teaching strategies of the teachers are not effective. They look for interesting learning task that would eventually provide attention. They want a more fun and creative activities. If not, they tend to show poor memory and responses. No matter how good (or bad) your memory is, you could probably make much better of the capacity you do have.As James Wienland (1957) has said “ A person is entitled to say that he has a poor memory only if he forgets many things that deeply interest him and that he has made on effort to . It would appear that poor responses of the learners mark teacher‟s inefficiency and ineffectiveness. The competent teacher is well versatile when it comes to teaching strategies. Help learners require expanded repertoire in learning strategies ,keep teachers from becoming routine and dull (Glenn Hoss 1977)
B.RELATED STUDIES Educational research indicates that the difficulties in teaching science in process approach are adequacy of science equipment and lack of instructional materials. The research specialist emphasized the principle in forming the basis on which teacher should design the learning environment that arouse student interest and work hard through cooperative learning. The above mentioned literature help the researcher gain a perspective regarding the effectiveness on the use of “EXPEDITION OF BENDING LIGHT” STRATEGIC INTERVENTION MATERIAL(SIM) of a least learned competency in Physics.
CHAPTER 3 THE RESEARCH METHODOLOGY
This chapter presents the methods and procedures used in the study.
RESEARCH DESIGN The test – retest method is used in this action research in determining the effectiveness of the Expedition of Bending Light as Strategic Intervention Material in Physics. RESEARCH ENVIRONMENT This study was conducted to forty (40) randomly selected fourth year students of Dońa Rosario National High School , Tubay District II of the Division of Agusan del Norte, Caraga istrative Region. POPULATION AND SAMPLE The forty (40) respondents came from the two section of Fourth Year Galileo and Aristotle . MATERIALS Every copy of SIM “ Expedition of Bending Light ” requires the following supplies : . 8.5 x 11 paper . Computer installed with graphic source and printer .Tricolor and Black computer Ink .Snake and Light Rays Board .Ballpen PREPARATION 1. 2. 3. 4.
Choose the least learned competency in Physics IV Structure and design activities congruent to the study Settle and set-up the SIM Test and ister the organized SIM to the respondents.
TESTING THE RELIABILITY AND EFFECTIVENESS A questionnaire wasistered to the respondent’s .Ten questions were stated regarding the perception of the students on the functionality and effectiveness of the SIM. The reliability of the tool used was tested by conducting the test-retest method using the teacher made assessment cards.
DATA GATHERING A permission to conduct the study was secured by the researcher to the of Dona Rosario National High School. The SIM and questionnaire are withdrawn immediately after giving the respondents enough time to answer. RESULT OF PRETEST AND POSTEST Table 1. Frequency Distribution of Pre Test and Post Tests Assessment No. of Cards Items 1 2 3 4 I II Total Average
5 5 3 10 10 5 38
Mean of Pre-Test 2.83 2.65 1.35 3.88 2.88 1.38 14.97 2.495
% of Mean Pre-Test 56.60% 53.00% 45.00% 38.80% 28.80% 27.60% 249.80 41.63%
Mean of Post Test Result 5 4 2.35 8.75 7.75 2.38 30.23 5.03
% of Mean Pos-Test 100.00% 80.00% 78.33% 87.50% 71.50% 47.60% 470.93 78.49
% of Increase 38.30% 27.00% 33.33% 48.70% 48.70% 20.00% 221.13 36.85%
The table 1 presents the Performance level of the students in the Pre-test and Post Test there is a significant increase as shown in assessment 1,2, 3, 4, I,II, as indicated In the average percentage increase of 36.85%. This is a manifestation of reliability and efficiency of the strategic intervention material as an supplemental material in improving thestudents level of performance in a least learned competency.
Table 2.1 Frequency Distribution of Pre- Test Result
Score
4-5 2-3 0-1 Total
1
%
2
%
3
4
%
I
%
Score
10-7
7
17.5
4
10
4-5
18
45.0
23
57.5
15
37.5
13
32.5
40
100
40
23
57.5
29
72.5
2
19
47.5
17
23.5
11
27.5
0-1
21
53.5
6-4 3-0
40
100
40
100
T
40
100
T
Interpretation
Poor
Poor
Score
1
%
2
%
4-5 2-3 0-1 Total
40
100
40
100
Interpretation
PRE - TESTS Score 3 % Score
Poor
POST - TESTS Score 3 % Score 3
40
100
2
100 Very Good
40
100 Very Good
T
10-7
40
100 Very Good
T
%
2-3
21
52.5
0-1
19
47.5
T
40
Poor
100 Poor
4
%
I
%
Score
II
%
40
100
40
100
4-5
37
92.5
2-3
3
7.5
6-4 3-0
0-1
40
Poor
II
0-1
40
100 Very Good
40
T Very Good
Legend 1: Very Poor = more than 50% of the students got 0-1 out of 5 items Poor
= more than 50% of the students got 2-3 out of 5 items
Good
= 50% of the students got 4-5 scores out of 5 items
Very Good = 100% of the students got 4-5 scores out of 5 items
Legend 2: Very Poor = more than 50% of the students got 0-1 out of 3 items Poor
= more than 50% of the students got 2 out of 3 items
Good
= 50% of the students got 2 scores out of 3 items
Very Good = 100% of the students got 3 scores out of 3 items
40
100 Very Good
Legend 2: Very Poor = more than 50% of the students got 0-3 out of 10 items Poor
= more than 50% of the students got 4-6 out of 10 items
Good
= 50% of the students got 7-10 scores out of 10 items
Very Good = 100% of the students got 7-10 scores out of 10 items
Table 2.1 and 2.2 presents the frequency distribution of Pre-Test and Post –Test results. Table 2.2 indicates that the respondents obtained significant increase on the performance level as one hundred percent (100%) of them got the scores ranging from 45 out of 5 items and 7-10 out of 10 items which is interpreted as very good compared to the data presented in the Table 2.1 wherein more than (50%) of them only got the scores ranging from 2-3 out of 5 items and 4 - 6 out of 10 items which is interpreted as poor . It implies that using the strategic intervention material has a positive output and had commendable impact on the improvement of the students learning.
ON THE EFFECTIVENESS OF THE SIM Table 3 revealed that the respondents strongly favored on the effectiveness and efficiency of the strategic intervention material. Tha data indicates that the SIM can be used as supplemental material to improve the low level of performance of the students on understanding the concept of refraction of light in different media.
Table 3. Percentage of Student,s Perception on the Functionality and Effectiveness of the Strategic Intervention Material Variables 1.Content is suitable to the student’s level of development. 2. Difficult concepts are precisely defined. 3.It provides for the development of higher order thinking skills such as critical thinking and learning by doing. 4.Concepts are presented are adapted from real life situation. 5.Activities are interactive, entertaining and interesting. 6.It emphasizes simplicity and measurability. 7.It enhances the development of desirable values and traits such as cooperation, desire to learn new things,scientific attitude and honesty. 8.It taps the multiple intelligences of the learners.
Excellent %
Very % Good
Good %
Fair
%
Poor %
32
80.0
7
17.5
1
2.5
0
0
0
0
34
85.0
4
10.0
2
5.0
0
0
0
0
29
72.50
9
22.50
2
5.0
0
0
0
0
36
90
3
7.5
1
2.5
0
0
0
0
38
95
2
5.0
0
0
0
0
0
0
37
92.5
3
7.5
0
0
0
0
0
0
36
90.0
4
10.0
0
0
0
0
0
0
38
95.0
2
5.0
0
0
0
0
0
0
1 0.9 0.8 0.7 0.6 0.5
PRE-TEST
0.4
POST-TEST
0.3 0.2 0.1 0
PRE- TEST AGAINST POST-TEST
40 35 30 Excellent
25
Very Good 20
Good
15
Fair
10
Poor
5
Poor
0 1
Good 2
3
4
5
6
Excellent 7
8
GRAPH ON THE EFFECTIVENESS OF THE SIM
DOCUMENTATION
APPENDICES
IV. CONCLUSION AND RECCOMENDATION
CONCLUSION
In view of the findings , the researcher is optimistic and grateful since the application of the Strategic intervention material using simple activities and basic innovative materials in teaching Physics specifically on refraction of light in different media has significant results. It encourage the students to learn the topic in the simplest and entertaining manner through board games. Since the material is stand – alone material , it likewise lessen the burdens of the teacher to give all the information because the students can do the task all by themeselves. It help the teacher to become effective faciltator .
RECOMMENDATIONS
Based on the findings and the conclusion generated from the study, the following are forwarded recommendations:
1.The SIM in Expedition of Bending Light must be used in Fourth Year students. 2.Science teachers must adopt the use the SIM which is an effective tool in teaching science specially the least learned competencies. 3.Science teachers must continually develop and design SIM which are simple but captivating and would motivate lerners to do the task required accurately
Republic of the Philippines Department of Education Caraga istrative Region Division of Agusan del Norte Tubay District II Dona Rosario National High School Dona Rosario , Tubay, Agusan del Norte
School Action Research on the Use of Strategic Intervention Material in Physics Teaching EXPEDITION OF BENDING LIGHT (Refraction of Light )
Developer:
WILLIAM E. FELISILDA SST-II
Problem The Effectiveness of “EXPEDITION OF BENDING LIGHT :REFRACTION OF LIGHT” A Strategic Intervention Material in Physics as a Supplemental Material for the topic Refraction of Light.
Significance of the Study Preliminary Investigation: The Science Supervisor and the Physics teacher conduct a thorough analysis on the test result in Physics. Then it was found out that there is one of the learning competency which was least learned by the students is on understanding the concept of refraction of light in different media.
The above mentioned reality opted the researcher to prepare and continually developed the Strategic Intervention Material “ Expedition of Bending Light: Refraction of Light” which aims to help students to have the ease in understanding the refraction of light and explain the apparent changes of position of things.
SCOPE AND DELIMITATION OF THE STUDY The study started in the early part of the second semester the school year 20112012. The subject of the study were the forty (40) fourth year students randomly selected of Dona Rosario National High School. Tis study focus only on the effectiveness of the use of “Expedition of Bending Light : Refraction of Light ”a Strategic Intervention Material (SIM) in Physics.
DEFINITION OF
Quality Learning
– it refers to general standard of acquiring knowledge
Effectiveness
- a way that produced a desired result
Instructional Materials
- refrers to the materials that used in the learning process
SIM
- refers to Strategic Intervention Material
CHAPTER 2 REVIEW AND RELATED LITERATURE
Physics as the final science subject to high school students is considered one among the toughest subject in the curriculum. Most of the lesson is associated with concepts that explain the behavior of matter and forces.One of the evidence of this situation is the result of the (NAT) National Achievement Test (2010) in which Physics is rank third in MPS. Learners in today‟s generation are easily felt boring when the teaching strategies of the teachers are not effective. They look for interesting learning task that would eventually provide attention. They want a more fun and creative activities. If not, they tend to show poor memory and responses. No matter how good (or bad) your memory is, you could probably make much better of the capacity you do have.As James Wienland (1957) has said “ A person is entitled to say that he has a poor memory only if he forgets many things that deeply interest him and that he has made on effort to . It would appear that poor responses of the learners mark teacher‟s inefficiency and ineffectiveness. The competent teacher is well versatile when it comes to teaching strategies. Help learners require expanded repertoire in learning strategies ,keep teachers from becoming routine and dull (Glenn Hoss 1977)
B.RELATED STUDIES Educational research indicates that the difficulties in teaching science in process approach are adequacy of science equipment and lack of instructional materials. The research specialist emphasized the principle in forming the basis on which teacher should design the learning environment that arouse student interest and work hard through cooperative learning. The above mentioned literature help the researcher gain a perspective regarding the effectiveness on the use of “EXPEDITION OF BENDING LIGHT” STRATEGIC INTERVENTION MATERIAL(SIM) of a least learned competency in Physics.
CHAPTER 3 THE RESEARCH METHODOLOGY
This chapter presents the methods and procedures used in the study.
RESEARCH DESIGN The test – retest method is used in this action research in determining the effectiveness of the Expedition of Bending Light as Strategic Intervention Material in Physics. RESEARCH ENVIRONMENT This study was conducted to forty (40) randomly selected fourth year students of Dońa Rosario National High School , Tubay District II of the Division of Agusan del Norte, Caraga istrative Region. POPULATION AND SAMPLE The forty (40) respondents came from the two section of Fourth Year Galileo and Aristotle . MATERIALS Every copy of SIM “ Expedition of Bending Light ” requires the following supplies : . 8.5 x 11 paper . Computer installed with graphic source and printer .Tricolor and Black computer Ink .Snake and Light Rays Board .Ballpen PREPARATION 1. 2. 3. 4.
Choose the least learned competency in Physics IV Structure and design activities congruent to the study Settle and set-up the SIM Test and ister the organized SIM to the respondents.
TESTING THE RELIABILITY AND EFFECTIVENESS A questionnaire wasistered to the respondent’s .Ten questions were stated regarding the perception of the students on the functionality and effectiveness of the SIM. The reliability of the tool used was tested by conducting the test-retest method using the teacher made assessment cards.
DATA GATHERING A permission to conduct the study was secured by the researcher to the of Dona Rosario National High School. The SIM and questionnaire are withdrawn immediately after giving the respondents enough time to answer. RESULT OF PRETEST AND POSTEST Table 1. Frequency Distribution of Pre Test and Post Tests Assessment No. of Cards Items 1 2 3 4 I II Total Average
5 5 3 10 10 5 38
Mean of Pre-Test 2.83 2.65 1.35 3.88 2.88 1.38 14.97 2.495
% of Mean Pre-Test 56.60% 53.00% 45.00% 38.80% 28.80% 27.60% 249.80 41.63%
Mean of Post Test Result 5 4 2.35 8.75 7.75 2.38 30.23 5.03
% of Mean Pos-Test 100.00% 80.00% 78.33% 87.50% 71.50% 47.60% 470.93 78.49
% of Increase 38.30% 27.00% 33.33% 48.70% 48.70% 20.00% 221.13 36.85%
The table 1 presents the Performance level of the students in the Pre-test and Post Test there is a significant increase as shown in assessment 1,2, 3, 4, I,II, as indicated In the average percentage increase of 36.85%. This is a manifestation of reliability and efficiency of the strategic intervention material as an supplemental material in improving thestudents level of performance in a least learned competency.
Table 2.1 Frequency Distribution of Pre- Test Result
Score
4-5 2-3 0-1 Total
1
%
2
%
3
4
%
I
%
Score
10-7
7
17.5
4
10
4-5
18
45.0
23
57.5
15
37.5
13
32.5
40
100
40
23
57.5
29
72.5
2
19
47.5
17
23.5
11
27.5
0-1
21
53.5
6-4 3-0
40
100
40
100
T
40
100
T
Interpretation
Poor
Poor
Score
1
%
2
%
4-5 2-3 0-1 Total
40
100
40
100
Interpretation
PRE - TESTS Score 3 % Score
Poor
POST - TESTS Score 3 % Score 3
40
100
2
100 Very Good
40
100 Very Good
T
10-7
40
100 Very Good
T
%
2-3
21
52.5
0-1
19
47.5
T
40
Poor
100 Poor
4
%
I
%
Score
II
%
40
100
40
100
4-5
37
92.5
2-3
3
7.5
6-4 3-0
0-1
40
Poor
II
0-1
40
100 Very Good
40
T Very Good
Legend 1: Very Poor = more than 50% of the students got 0-1 out of 5 items Poor
= more than 50% of the students got 2-3 out of 5 items
Good
= 50% of the students got 4-5 scores out of 5 items
Very Good = 100% of the students got 4-5 scores out of 5 items
Legend 2: Very Poor = more than 50% of the students got 0-1 out of 3 items Poor
= more than 50% of the students got 2 out of 3 items
Good
= 50% of the students got 2 scores out of 3 items
Very Good = 100% of the students got 3 scores out of 3 items
40
100 Very Good
Legend 2: Very Poor = more than 50% of the students got 0-3 out of 10 items Poor
= more than 50% of the students got 4-6 out of 10 items
Good
= 50% of the students got 7-10 scores out of 10 items
Very Good = 100% of the students got 7-10 scores out of 10 items
Table 2.1 and 2.2 presents the frequency distribution of Pre-Test and Post –Test results. Table 2.2 indicates that the respondents obtained significant increase on the performance level as one hundred percent (100%) of them got the scores ranging from 45 out of 5 items and 7-10 out of 10 items which is interpreted as very good compared to the data presented in the Table 2.1 wherein more than (50%) of them only got the scores ranging from 2-3 out of 5 items and 4 - 6 out of 10 items which is interpreted as poor . It implies that using the strategic intervention material has a positive output and had commendable impact on the improvement of the students learning.
ON THE EFFECTIVENESS OF THE SIM Table 3 revealed that the respondents strongly favored on the effectiveness and efficiency of the strategic intervention material. Tha data indicates that the SIM can be used as supplemental material to improve the low level of performance of the students on understanding the concept of refraction of light in different media.
Table 3. Percentage of Student,s Perception on the Functionality and Effectiveness of the Strategic Intervention Material Variables 1.Content is suitable to the student’s level of development. 2. Difficult concepts are precisely defined. 3.It provides for the development of higher order thinking skills such as critical thinking and learning by doing. 4.Concepts are presented are adapted from real life situation. 5.Activities are interactive, entertaining and interesting. 6.It emphasizes simplicity and measurability. 7.It enhances the development of desirable values and traits such as cooperation, desire to learn new things,scientific attitude and honesty. 8.It taps the multiple intelligences of the learners.
Excellent %
Very % Good
Good %
Fair
%
Poor %
32
80.0
7
17.5
1
2.5
0
0
0
0
34
85.0
4
10.0
2
5.0
0
0
0
0
29
72.50
9
22.50
2
5.0
0
0
0
0
36
90
3
7.5
1
2.5
0
0
0
0
38
95
2
5.0
0
0
0
0
0
0
37
92.5
3
7.5
0
0
0
0
0
0
36
90.0
4
10.0
0
0
0
0
0
0
38
95.0
2
5.0
0
0
0
0
0
0
1 0.9 0.8 0.7 0.6 0.5
PRE-TEST
0.4
POST-TEST
0.3 0.2 0.1 0
PRE- TEST AGAINST POST-TEST
40 35 30 Excellent
25
Very Good 20
Good
15
Fair
10
Poor
5
Poor
0 1
Good 2
3
4
5
6
Excellent 7
8
GRAPH ON THE EFFECTIVENESS OF THE SIM
DOCUMENTATION
APPENDICES
IV. CONCLUSION AND RECCOMENDATION
CONCLUSION
In view of the findings , the researcher is optimistic and grateful since the application of the Strategic intervention material using simple activities and basic innovative materials in teaching Physics specifically on refraction of light in different media has significant results. It encourage the students to learn the topic in the simplest and entertaining manner through board games. Since the material is stand – alone material , it likewise lessen the burdens of the teacher to give all the information because the students can do the task all by themeselves. It help the teacher to become effective faciltator .
RECOMMENDATIONS
Based on the findings and the conclusion generated from the study, the following are forwarded recommendations:
1.The SIM in Expedition of Bending Light must be used in Fourth Year students. 2.Science teachers must adopt the use the SIM which is an effective tool in teaching science specially the least learned competencies. 3.Science teachers must continually develop and design SIM which are simple but captivating and would motivate lerners to do the task required accurately
Republic of the Philippines Department of Education Caraga istrative Region Division of Agusan del Norte Tubay District II Dona Rosario National High School Dona Rosario , Tubay, Agusan del Norte
School Action Research on the Use of Strategic Intervention Material in Physics Teaching EXPEDITION OF BENDING LIGHT (Refraction of Light )
Developer:
WILLIAM E. FELISILDA SST-II
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