2283337-Thesis

The Effectiveness of Scientific Games in Teaching Chemistry Concept

A Thesis

Presented to

The Faculty of College of EducationEulogio “Amang” Rodriguez Institute of Science and Technology

In Partial Fulfillment of the Requirements for Basic ResearchProf. Ed. 11

Submitted by:

Glenda C. PerlotaReymund G. Reyes

Jay-Ar D. RiveraRonald A. SatoMacel T. Solis

Avegail B. Vega

School Year 2007-2008

Submitted to:

Mrs. Eleanor S. Arcillas

1

TABLE OF CONTENTS

Title Page

Acknowledgement ……………………………………………………………i

Abstract………………………………………………………………………..ii

CHAPTER 1: Problems and its Background………………………………5

Introduction…………………………………………………….5

Theoretical Framework…………………..…………………..6

Conceptual Framework………………………..……………..7

Statement of the Problem……………………..……………..9

Research Hypothesis…………………………………………9

Significance of the Study………………………..…………..10

Scope and Delimitation………………………………………11

Definition of Terms…………………………….……………..12

CHAPTER 2: Review Related Literature…………………………………...14

Foreign Literature…………………………………………….15

Local Literature……………………………………..………...16

CHAPTER 3: Methodology……………………………………..…………….20

Method Used…………………………………………………..20

Respondent of the Study……………………………………20

Sources of Data……………………………………...………..21

Data Gathering Instrument…………………………………..21

Data Gathering Procedure……………………..……………21

Statistical Treatment…………………...…………………….22

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CHAPTER 4: Presentations, Analysis and Interpretation of Data……...23

Description of Respondents……………………………..…23

Comparison of Pre-test Mean Scores of the Experimental

And Control Group……………………………………..23

Comparison of the Pre-test and Post-test Mean

Of the Experimental and Control Group……….…24

Comparison of the Post-test Mean Scores of the

Two groups…………………………………………….25

CHAPTER 5: Summary Conclusion and Recommendation……………26

Summary of Findings……………………………………….….26

Conclusion………………………………………………………..27

Recommendation……………………………………….............27

Bibliography …………………………………………………….……………..28

Curriculum Vitae………………………………………………….……………29

3

ABSTRACT

Title: The Effectiveness of Scientific Games in Teaching Chemistry

Researchers: Glenda C. Perlota Reymund G. Reyes Jay-Ar D. RiveraRolanald A. Sato Macel T. Solis Avegail A. Vega

Course: Bachelor of Science in Education- Major in Physical ScienceYear level: 3rd yearS.Y. 2008-2009

Professor: Mrs. Eleanor S. Arcillas

Introduction

The major problem of this study is to determine the effectiveness of

scientific games as a strategy in teaching chemistry to Third Year students of

EARIST Laboratory High School in Nagtahan, Sampaloc, Manila.

For the purpose of the study, the researcher formulate a hypothesis,

that there is a significant difference in the chemistry achievement test of students

exposed to scientific games strategy and those who were taught using the

traditional method.

This study utilized the true experimental design employing the pre-test and

post-test. The respondents of the study were twenty two (22) Third Year students

of EARIST Laboratory High School, during the school year 2007-2008. They

were divided into two groups and randomly assigned to experimental and control

group. The experimental group were exposed to actual application using

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scientific games as motivation while the control group were exposed to the

traditional method only.

The statistical treatment of data involves the computation of mean, standard

deviation, and t-test. From the above findings the following conclusion are made.

Interactive method using scientific games and traditional methods of teaching are

equally effective in teaching selected topics in chemistry. But the students on the

experimental group learned very well not only theories but also in skills on how to

apply a particular example of each topic.

Based from the findings and conclusion formulated in this research study,

the following recommendations are hereby proposed. Science teachers can use

games to enrich their science teaching. This strategy can be used to arouse and

enhance their interests to learn the subject matter. Science teachers should

explore the used of other enrichment activities that could be used to teach

science concepts and skills. Another extensive study should be conducted in

terms of longer exposure time to scientific games strategy and the inclusion of

more topics that can be taught using games to arrive more exact conclusions.

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ACKNOWLEDGEMENT

The researcher wishes to express our sincere and profound gratitude

to the following persons and institutions who, in one way or their, have

generously contributed to the successful completion of the study:

Dr. Rowena A. Bolotaolo, Dean of college of Education, for granting

her permission to administer the pre test and post test to third year chemistry

students;

Prof. Eleanor S. Arcillas, for her critic, for her sincere concern,

assistance and intelligent criticism and invaluable suggestions in the

improvement of the study;

The Special Science Laboratory High School Third Year students,

including the subject teacher Miss Eleanor Salvador, for their support and

cooperation, this humble research would not have been completed;

The EARIST Library and National Library, for giving their permission

to utilize some of their library materials;

To our parents for their Love and undying support;

And above all, Heavenly Father, who gives his undying blessings,

strength, determination and guidance to the pursuit of the study.

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Approval Sheet

This thesis entitled: The Effectiveness of Scientific Games used as Motivations in Teaching Chemistry Concept is prepared and submitted by the following researchers:

Glenda C. Perlota Reymund G. Reyes Jay-Ar D. Rivera Ronald A. Sato Macel T. Solis Avegail B. Vega

In partial fulfilment of the requirements for the Basic Research Subject, has been examined and is recommended for the final defence.

Mrs. Eleanor S. Arcillas

Approve in the partial fulfilment of the requirements for the Basic Research by the panellist committee with a rating of______________

_____________________Professor Carlito Biares

______________________Professor Ligaya A. Viray

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LIST OF TABLES

TABLES pages

1.2.3.4.5.6.

List of figures

Figutre 1…………………………………………………………………14

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CHAPTER 1: THE PROBLEM AND ITS BACKGROUND Introduction

Science holds a dominating place in the curriculum. This is so

because every sector recognizes an increasing contribution of the discipline to

the progress of the modern world as well as its traditional standing as an element

of humanistic and scientific education. Its importance, as the key subject is

common knowledge. Science has been recognized as a patent means of

sharpening our competitive edge. As mandated in the Philippine Constitution, it is

the duty of the schools to develop scientific and technology efficiency among the

pupils and the students.Thus, it becomes necessary to evolve a strong science

programs in all levels. So, the teaching of science should be effectively earned

out so as to satisfy the national development goals. Science is a multifaceted

subject, limitless in extent and depth, vital for science and technology, and rich in

the cultural import. It offers a lot of challenges to an individual. Well-known

scientist considered it is the key to success in many of the most powerful and

prestigious jobs in our highly technical society. Without science, it is impossible to

get into medicine, engineering, astronomers and most of the mobs requiring

technical expertise. In school, however, students find the subject dull and difficult

and dreary by many. More so, science in general is even considered by many as

uninteresting or boring subject if not difficult or not applicable into their daily lives.

The performance of the pupil depends largely on quality of the teaching

competencies of their teacher. A competent teacher learns to build effective

learning situation and to select teaching methods/strategies to guarantee

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maximum retention and application of the learning that are achieved. According

to what we read in the Educator’s Speak, strategy refers to all techniques by

which the teachers structure the learning environment so that the students led to

discover what they suppose to discover. Teacher’s uses a wide variety of

techniques to elicit information from students. In view of this, the teacher must

determine effective strategies that would suit to the interest, abilities and needs

of the pupils. The researcher believes that the games could be an effective

strategy in teaching secondary schools.

Theoretical Framework

This study recognizes the principle behind the Chinese maxim; “I hear and

I forget, I see and I remember, I do and I understand’’. This explain that the

learner must be active not passive to maximize learning. This research work

based its framework on the constructivism theory of John Dewey (1859-1952)

and Jean Piaget (1896-1952). Constructivism Theory is about how we come to

know what we know. It is founded on the presence that children, adolescents,

and even adults construct or make meaning about the world around them based

on the context of their existing knowledge. (Llewellyn D. 2005)

This study further concerned on cognitive ability of the students and their

performance in the actual classroom interaction.

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The following are the six theories of motivation that supports the idea on

how to arouse the attention of the students:

A- Behavioral Theories

• Drive: (Hull) urgent, basic, or instinctual need: a motivating physiological

condition of an organism.

• Learned motives

1. Classical conditioning: (Pavlov) it states that biological responses to

associated stimuli energize and direct behavior.

2. Instrumental/operant learning: (Skinner) it states that the primary

factor is consequences: rein forcers are incentives to increase

behavior and punishers are disincentives that result in a decrease

in behavior.

(Stimulus => response => reward)

The desire of reward is one of the strongest incentives of human

conduct; ... the best security for the fidelity of mankind is to make

their interest coincide with their duty. --Alexander Hamilton (The

Federalist Papers)

3. Observational/social learning: (Bandura) it suggests that modeling

(imitating others) and vicarious learning (watching others have

consequences applied to their behavior) are important motivators of

behavior.

11

http://chiron.valdosta.edu/whuitt/col/soccog/soclrn.html

http://members.fortunecity.com/nadabs/skinner.html

http://meltingpot.fortunecity.com/zaire/131/conditioning.html

http://meltingpot.fortunecity.com/zaire/131/conditioning.html

http://tip.psychology.org/hull.html

http://www.dmu.ac.uk/~jamesa/learning/behaviour.htm

• Incentive motivation: it refers to goal-directed behavior (behavior that is

"pulled" more than "pushed"). Seeking of rewards; avoidance of punishers.

Unlike drives, which were thought to be innate, incentives are usually

considered to be learned.

Behaviorists explain motivation in terms of external stimuli and

reinforcement. The physical environment and actions of the teacher are of

prime importance.

B- Cognitive Theories

• Expectancy-value/VIE theory: (Vroom, 1964) it proposes the following

equation:

Motivation =

Perceived Probability of Success (Expectancy)

Connection of Success and Reward-- material benefit (Instrumentality)

Value of Obtaining Goal (Valence, Value)

(VIE = Valence, Instrumentality, Expectancy)

.

Since this formula states that the three factors of Expectancy, Instrumentality,

and Valence or Value are to be multiplied by each other, a low value in one will

result in a low value of motivation. Therefore, all three must be present in order

for motivation to occur. That is, if an individual doesn't believe he or she can be

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http://home.earthlink.net/~rdmadden/webdocs/Expectations_Values_Gr.html

http://www.rci.rutgers.edu/~charlesf/incen1.html

successful at a task OR the individual does not see a connection between his or

her activity and success OR the individual does not value the results of success,

then the probability is lowered that the individual will engage in the required

learning activity. From the perspective of this theory, all three variables must be

high in order for motivation and the resulting behavior to be high.

=> An individual will act in a certain way based on the expectation that the act will

be followed by a given outcome and on the attractiveness of that outcome to the

individual.

Attribution theory: (Heider, 1958; Weiner, 1974). This theory proposes that every

individual tries to explain success or failure of self and others by offering certain

"attributions." These attributions are either internal or external and are either

under control or not under control.

Some students seem naturally enthusiastic about learning, but many

need-or expect-their instructors to inspire, challenge, and stimulate them:

"Effective learning in the classroom depends on the teacher's ability ... to

maintain the interest that brought students to the course in the first place"

(Ericksen, 1978, p. 3). Whatever level of motivation your students bring to the

classroom will be transformed, for better or worse, by what happens in that

classroom. Unfortunately, there is no single magical formula for motivating

students. Many factors affect a given student's motivation to work and to learn

(Bligh, 1971; Sass, 1989): interest in the subject matter, perception of its

usefulness, general desire to achieve, self-confidence and self-esteem, as well

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as patience and persistence. And, of course, not all students are motivated by

the same values, needs, desires, or wants. Some of your students will be

motivated by the approval of others, some by overcoming challenges.

Researchers have begun to identify those aspects of the teaching situation that

enhance students' self-motivation (Lowman, 1984; Lucas, 1990; Weinert and

Kluwe, 1987; Bligh, 1971). To encourage students to become self-motivated

independent learners, instructors can do the following:

• Give frequent, early, positive feedback that supports students' beliefs that

they can do well.

• Ensure opportunities for students' success by assigning tasks that are

neither too easy nor too difficult.

• Help students find personal meaning and value in the material.

• Create an atmosphere that is open and positive.

• Help students feel that they are valued members of a learning community.

Research has also shown that good everyday teaching practices can do

more to counter student apathy than special efforts to attack motivation

directly (Ericksen, 1978). Most students respond positively to a well-organized

course taught by an enthusiastic instructor who has a genuine interest in

students and what they learn. Thus activities you undertake to promote

learning will also enhance students' motivation.

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Conceptual Framework

Figure.1 the Research Paradigm

The paradigm above shows that the pre-test administered by the researchers,

to measure the performances of the students with regards to their initial

knowledge in Chemistry.

After the pre-test given to the third year high school students, they were

divided into two groups, the experimental and control group. The experimental

group taught using scientific games/motivations whereas the control group taught

traditional method of teaching. After going through the lessons, both groups were

given post-test to measure their performance based on teaching-learning

EXPERIMENTAL GROUP

CONTROL GROUP

INTERACTIVE TEACHING METHOD

TRADITIONAL METHOD

POST TEST ON CHANGES IN MATTER, MIXTURES, ACIDS & BASIS

CHEMISTRY ACHIEVEMENTS OR RESULTS OF TEST

PRE-TEST SELECTED CHEMISTRY TOPICS

LEARNING OUTCOMES

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outcomes. The purpose of the post-test was used to evaluate the achievements

of the two groups in learning Chemistry.

Statement of the Problem

This the study aimed to find out the effectiveness using games in teaching

selected topics in Chemistry to the Third year students of EARIST Laboratory

High School, during the school year 2007-2008. Specially, the study sought to

answer the following questions.

1. Is there a significant difference on the pre-test scores of then control group

and experimental group?

2. Is there a significant difference on the post-test of the control group and the

experimental group?

3. Is there a difference between the pre-test and post-test scores of students in

both control and experimental group?

Hypothesis

Null hypothesis (HO) - There is a significant difference in the chemistry

achievement of students exposed to interactive method using scientific games-

lecture strategy and those who were taught using traditional method since both of

the group acquired knowledge about the subject matter.

Research alternative hypothesis (HA) - There is a significant difference

statistically and logically in the performance of the two groups because the

experimental group is exposing to scientific games which will motivate them and

arouse their interest to listen and learn the lesson. Motivational factors have a

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big contribution in the teaching-learning process. This was already studied by

several educators and it seems effective in the learning process of the students.

The researchers study and trying to find-out how very effective are, if teachers

will use different enrichment activities that will help motivate the students study

chemistry seriously and eventually love it.

Significance of the Study

This study hopes to make the following contributions to the following:

High School Chemistry Students:

This study may help develop better understanding of the abstract

concepts and ideas in chemistry and relate them in everyday sense of interest for

greater knowledge and skills achievement and right attitude as they prepare for

higher learning in science.

Chemistry Teachers:

This finding of this study may likewise motivate and challenge them

in their determination to help majority of the high school students, who

experience learning block in chemistry primarily due to less effective in teaching

chemistry concept, with the use of various teaching strategies, students may

develop a deeper understanding of the concepts and process to science that will

consequently lead to higher achievement.

Educators:

The useful and relevant information acquired from the study may

provide their insights on how they can promote higher academic achievement

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using effective strategy in teaching abstract concepts and ideas in high school

chemistry and any other science. Moreover this study helps them achieve their

long sought goal of development of effective understanding of the science

processes and concepts.

Scope and Delimitations

This research study was limit and conducted only at EARIST SCIENCE

LABORATORY HIGH SCHOOL during the third grading period of the school year

2007-2008.

The respondents of the study were the third year students belonging to one

intact class in high school chemistry. The instrument used in this study was an

achievement test which serve both as the pre-test as post-test. This is used to

classify the student’s performance and learning outcomes of the students.

Different scientific games will be used to motivate and arouse the interests and

attention each students.

The class were divided into two groups namely, the control group (11)

pupils and the experimental group (11) respectively. The experimental group was

subjected to Scientific Games used as motivation in teaching chemistry, while the

control group was exposed to traditional method.

Definition of Terms

The following terms are defined operationally/conceptually for the better

understanding in the study:

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Performance towards chemistry – it is a deposition of response favourably or

unfavourably towards science subject. In this study, the performance of the pupils

toward science is measured which strategy they learned better.

Interest toward Scientific Games – It refers to the favourable or unfavourable

response of the pupils toward Scientific Games as use in this study. It described

ones feeling toward the games was used. This tool was used only in the

experimental group to arouse pupils interests towards the lessons.

Control Group – It refers to the class that was exposed to the traditional

method.

Experimental group – In this study, this refers to the pupils who taught

chemistry using Scientific Games as motivation.

Scientific Games – These are playful motivational scientific activities played

according to rules.

Games – Method of teaching which involved both physical and mental

competition where active participation of students are required.

Lecture method - Also know as traditional method of teaching which is a

Teacher-oriented and is characterized with less student participation.

Games – Method of teaching which involved both physical and mental

competition where active participation of students are required.

Lecture - Also know as traditional method of teaching which is a Teacher-

oriented and is characterized with less student participation.

Pre-test – a test gives before the lecture.

Post-test – a test given after the lecture or discussion.

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Standard Deviation – a measure of dispersion among all scores in the

distribution rather than through extreme scores. It Is the square root of the

average of the squared deviation from the mean.

Null Hypothesis- is a hypothesis set up to be nullified or refuted in order to

support an alternate hypothesis. It used to test differences in treatment and

control groups, and the assumption at the outset of the experiment is that no

difference exists between the two groups for the variable being compared. It is

only resulted from random chance. Ho, is always expressed in the form of

equality.

Alternative hypothesis (research hypothesis) - is the possibility that an

observed effect is genuine. Ha, is usually the hypothesis for which the

researchers wish to gather evidence to support

Mean – or average of data values is the sum of all of the data values divided by

the number of data values.

Mean difference is minus the mean of the first group to the second group of

samples.

Significance level– It is defined as the probability of making a decision to reject

the null hypothesis when the null hypothesis is actually true

T-Test – is often used to calculate the significance of observed difference

between the means of two samples.

Critical T-value- is the table value corresponding to a given significance level

where its value at the boundary of the rejection region.

20

http://en.wikipedia.org/wiki/Significance_level

http://en.wikipedia.org/wiki/Null_hypothesis

http://en.wikipedia.org/wiki/Alternate_hypothesis

Standard error -is the error of the particular test being used. (In the sense that it

is related to the test statistic)

CHAPTER 2

REVIEW ON RELATED LITERATURE

Broadly speaking, the social scientific approach has concerned

itself with the question of “What do games do to students?” Using tools and

methods such as surveys and controlled laboratory experiments, researchers

have investigated both the positive and negative impact that using games in

teaching could have on students learning.

Among the possible negative effects of game play, perhaps the one

most commonly raised by media and the general public has to do with violence in

games. What are the possible effects that playing videogames, in particular those

that feature aggressive or violent elements might have on children and youth?

Social learning theory (e.g., Bandura, 1986) suggests that playing aggressive

videogames would stimulate aggressive behavior in players in particular because

the player is an active participant (as opposed to a passive observer as the case

of aggression in film and television). On the other hand, catharsis theory (e.g.,

Feshbach and Singer, 1971) implies that playing aggressive videogames would

have the opposite effect by channeling latent aggression resulting in a positive

effect on players. Numerous reviews of existing literature have been written and

21

http://en.wikipedia.org/wiki/Catharsis

http://en.wikipedia.org/wiki/Aggression

http://en.wikipedia.org/wiki/Social_learning_theory

http://en.wikipedia.org/wiki/Experiment

http://en.wikipedia.org/wiki/Survey

there isn’t a clear picture of the effects of playing violent videogames might have

(Griffiths, 1999; Sherry, 2001).

As for positive effects, educators and learning scientists have also

debated how to leverage the motivation students had for playing games as well

as exploring the medium of videogames for educational and pedagogical

purposes. Malone explored the intrinsically motivating qualities that games have

and how they might be useful in designing educational games (Malone, 1980;

Malone, 1981) while Kafai utilized the design of games by schoolchildren as the

context for them to learn computer programming concepts and mathematics

(Kafai, 1995; Kafai, 1996). Similarly, Squire has explored the use of commercial

games as a means for engaging disenfranchised students in school (Squire,

2005). In addition to their motivational factors, Gee and Shaffer have argued that

certain qualities present in the medium of videogames provide valuable

opportunities for learning (Gee, 2003; Shaffer, 2006). In her book Life on the

Screen, Sherry Turkle explored how people that participated in online multiplayer

games such as MUDs used their experiences with the game to explore personal

issues of identity (Turkle, 1995). In her book Play Between Worlds, T. L. Taylor

recounts her experience playing the massively multiplayer online game

Everquest. In doing so, she seeks to understand “the nuanced border

relationship that exists between MMOG players and the (game) worlds they

inhabit” (Taylor, 2006).

A. Foreign Literature

22

http://en.wikipedia.org/wiki/Everquest

http://en.wikipedia.org/wiki/Identity

http://en.wikipedia.org/wiki/MUD

http://en.wikipedia.org/wiki/Sherry_Turkle

http://en.wikipedia.org/wiki/Mathematics

http://en.wikipedia.org/wiki/Computer_programming

http://en.wikipedia.org/wiki/Educational_games

http://en.wikipedia.org/wiki/Pedagogical

http://en.wikipedia.org/wiki/Motivation

Swiss educator Johannes Heinrich Pestlozzi (1746-1827) agree with

the view that a school should be adapted in an atmosphere of general permissive

where physical exercise, play activities and nature study walk should be part of

the learning experiences against the dullness deadening memorization and

recitation.

German educator, Friedrich Froebel (1782-1852) also a naturalist,

believes that the teacher must become an active instructor instead a taskmaster

and hearer of active recitations. He introduced the school for early childhood

education, the kindergarten or child garden that emphasized games, play, songs

and crafts. He urged teachers to look back of their childhood days that could help

them understand the needs of the child.

Other significant studies that relate the games to improved

achievement is in the hand of biology (Bleitan, 1989) and in Genetics concepts

(Garcia, 1993)

B. Local Literature

Nueva Espana et.al (1990, preface) our country depends on Science

and Technology. A great numbers of its problem can be solved by developing its

greatest resource people. Our people must develop skill in Science and

Technology III (chemistry). Sufficiency in scientific and technological expertise is

a characteristic of countries that are become progressive and rich no matter how

small they are. Our country still has a long, long way to become self-sustaining.

Knowledge of Chemistry and the efficient use of its principle can help a lot toward

making our society self sufficient in turn, making us masters of our own science

23

and technology and not servants of society. (Philippine Graphics, May 19, 1997

p.8). Senator: Ernesto Maceda made alarming news about the results of our

students performance in mathematics and science competence in the

elementary, high school and even college levels that the Philippines close the

bottom ranked 37th out of 39th countries in Asia. He said that we have to respond

to the truth this tell us with greater sense of urgency to help our students in

several dimensions of the educational process: retraining our teachers,

lengthening classroom work, improving classroom facilities, reviewing the

textbooks now in use and supplementing the resources available in our school

libraries. Allan C. Ornstein (strategies for effective teaching New York: Harper-

Collins publishers 1990 p.213) Ornstein said that “to understand why and how to

use instructional objectives results should be obtained in more effective teaching

and testing. The use of instructional objectives help the teachers focus on what

students should know at the end of the lesson. Likewise, it helps students know

what is expected of them.

C. Foreign Studies

Lebanon is presently in the midst of an educational reform that started shortly

after the end of a fifteen-year civil war (1975-1989). The most important outcomes

of this reform included an operational reform plan (1994), a new educational

ladder (1995), and new curricula and textbooks for all school subjects, including

science. In addition, the reform entailed a series of comprehensive teacher

training activities that covered the privates and public sectors nationwide.

According to the national Center for Educational Research and Development

24

(CERD) 1995), The old curriculum has neither met societal needs nor prepared

students properly for the future. This is primarily due to the fact that the

curriculum was outdated, lacked general and specific objectives, and was mainly

focused on the theoretical rather than the practical aspects of knowledge (CERD,

1995). The outcomes of the educational reform initiatives are currently being

evaluated and revised in light of feedback from all stakeholders in the reform.

Eventually, the evaluation will result in recommendations for change that will be

studied and institutionalized after being scrutinized by the appropriate

committees and institutions within the Ministry of Education. Concurrently, the

Education Development Plan, which is a five- year plan, 2002-2007, funded by a

grant from the World Bank, is now well underway. This plan has three

components pertaining to the development and administration of the educational

system, leadership development, assessment and evaluation, and education

infrastructure. The leadership development, assessment, and evaluation

component includes three sub-components: a) development of school principals,

b) teacher training, and c) assessment. Science attracted increasing attention in

the 1995 Lebanese Educational Reform Plan. For example, the number of hours

apportioned to science has increased in the new educational ladder. Biology,

chemistry and physics are taught as separate subjects starting in Grade 7, and

an issues-oriented science curriculum, labeled “scientific literacy”, is being

implemented for those students who do not choose science at the secondary

level. Moreover, the Science Curriculum Committee that was commissioned by

CERD to design and write the new curriculum has decided to give emphasis to

25

hands-on and minds-on science learning (Author, 2002). The current Lebanese

curriculum stipulates that chemistry be taught as a separate subject starting at

the Grade 7 level. The number of periods of chemistry per week is presented in

Table.The Number of Periods per Year of Chemistry at Each Grade Level of the

Lebanese Educational System

S = Science, H = Humanities, GS = General Sciences, LS = Life Sciences, SE =

Sociology and Economics,

LH = Literature and Humanities.

Alongside the efforts to reform the Lebanese educational system, there

has been some activity in educational research, in general, and science

education research more specifically. A comprehensive review of the science

education literature in Lebanon between 1992 and 2002

(Author & Abd-El-Khalick, 2004) reveals several limitations in this body of

literature. First, even though at least ten universities in Lebanon offer

undergraduate and/or graduate degrees in education, the number of empirical

studies conducted in these universities is rather small.

Actually, the vast majority of the empirical studies in the review came from

two universities, the American University in Beirut and the Lebanese University.

Additionally, this body of research is poorly disseminated. Only about one third of

all reviewed studies were published in accessible resources including refereed

journals, international databases, book chapters, and conference proceedings.

The rest of the studies were theses or projects available in university libraries

with limited access. Moreover, research conducted in Lebanon is limited in terms

26

of its exclusive focus on intermediate and secondary school students. Only a

handful of the reviewed studies focused on elementary students. Another

limitation is that several of the reviewed studies did not have substantial mass.

For instance, several of the studies that examined science textbooks were limited

to the analysis of a few chapters from a single textbook. Finally, there was a clear

lack of studies focusing on documenting and investigating classroom practices

related to science teaching and of large-scale national studies that aim, for

example, to implement and assess curricular innovations or generate

comprehensive reports on the status of science education in

Lebanon. This is despite the fact those investigating teachers’ classroom

practices and the possible links of these practices to student academic

performance might provide insights into improving the quality of science teaching

and learning at all educational levels as suggested by Anderson and Helms

(2001), She (1999), Princeton (2000), and Wenglinsky (2000).

On the international scene a number of educational research projects have

investigated science teachers’ classroom practices. One of the established

projects is the large scale National

The survey of Science and Mathematics Education, conducted in the USA over a

number of years to gauge the status of science and mathematics education in

the USA. Reports from these studies written by Weiss (1987, 1988, 1994),

Weiss, Banilower, McMahon, Kelly & Smith (2001), and

Weiss, Pasley, Smith, Banilower & Heck (2003) have attempted to answer the

following questions using data from questionnaires distributed to stratified

27

random samples of teachers from all states in the USA: 1) How well prepared are

science and mathematics teachers in terms of both content and pedagogy? 2)

What are teachers trying to accomplish in their science and mathematics

instruction, and what activities do they use to meet these objectives? 3) To what

extent do teachers support reform notions embodied in the National Research

Council’s National Science Education Standards and the National Council of

Teachers of Mathematics’ Principles and Standards for School Mathematics? And

4) what are the barriers to effective and equitable science and mathematics

education? It is worth noting that no classroom observations were conducted in

these studies and all data sources were based on teachers’ self reports.

Analysis of the trends between 1993 and 2000 in the above studies showed that

science teachers’ classroom practices have seen some changes. These changes

include the reduction in the amount of time spent on reading about science

during class and doing textbook/worksheet problems. Approximately 50% of

teachers at all grade levels reported in 2000 that their students completed

textbook/worksheet problems in the most recent lesson, representing a small

decrease from 1993. Moreover, while there was some increase in the use of

hands-on activities at the

Grade 1-4 level (from 41% to 50% of classes), the percentage of classes in

which hands-on and laboratory activities took place have remained stable and

amounted to approximately two thirds of the classes. There does not seem to be

a change in the percentage of classes in which computers were used: teachers

reported that 10 percent or fewer science lessons included students using

28

computers in 1993 and 2000. However, many more teachers reported using

other instructional technologies such as CD-ROMs in 2000 than in 1993.

Another international project that has investigated science and mathematics

teachers classroom practices in science and mathematics is the TIMSS 1999

video study, the science results of which were released in 2006 (Roth, Druker,

Garnier, Lemmens, Chen, Kawanaka, Okamoto, Rasmussen, Trubacova, Warvi,

Gonzales, Stigler, & Gallimore, 2006). This study examined patterns of science

and mathematics teaching practices in 439 videotapes of eighth grade science

lessons in five countries: Australia, the Czech Republic, Japan, the Netherlands,

and the United States. Results of the study showed that there were variations

across the five countries in the organization of science lessons, development of

science content for students, and student involvement in doing science. For

example, the study results showed that students in the

Czech Republic were required to master challenging and theoretical science

content and that classes were mostly focused on talking about science in whole

class settings. In Japan the focus was on presenting science in conceptually

coherent ways while stressing the identification of patterns, making connections

among ideas, and the interplay between evidence and ideas in an inquiry-

oriented approach to teaching. Australian students were mostly involved in

making connections between ideas, evidence, and real-life situations using

inquiry approaches to teaching similar to those used in Japan. Students in the

29

Netherlands were held accountable for independent learning of science content

with emphasis on homework and independent seatwork.

Finally, in the United States students experienced variety in instructional

approaches, organizational structures, content, and activities with less emphasis

on developing coherent science ideas and content. The focus of the activities

was on engaging and motivating students rather than on developing challenging

content knowledge.

As evident from the above, there is important research on classroom

practices being conducted worldwide; research that has the potential to provide

useful recommendations for improving science teaching and learning. Even

though the Lebanese Association for Educational

Studies has conducted a number of research projects that aimed to evaluate the

Lebanese curriculum 2, there is a conspicuous absence of research in Lebanon

on teachers’ backgrounds, classroom practices, and barriers they face during

their teaching; research that has the potential to provide information that is

necessary, among other things, for planning teacher training programs and for

evaluating the results of implementing new curricula. Consequently, there is a

need for research to answer the following questions: 1) How well prepared are

chemistry teachers in terms of content and pedagogy, 2) What are chemistry

teachers trying to accomplish in their teaching and what activities do they use to

meet their objectives and 3) What are the barriers to effective chemistry teaching

identified by teachers?

30

A basic premise behind the present study is that educational systems are

extremely complex, and a full understanding of all their components is beyond

the scope of this investigation. However, we have adopted a simplified

conceptual model of educational systems used by the National Research Council

Committee on Indicators of Pre-college Science andMathematics Education

(Weiss, 1988) that consider teachers’ quality and quantity with its curriculum

content as inputs, instructional factors as processes, and student achievement as

the primary outcome of any system. This study focused on studying two

components of the model, namely science teachers’ quality and instructional

processes.

D. LOCAL STUDIES

A related study on the use of games as learning in mathematics was

conducted by Aragon (1991). She discovered the greater attention of students to

the lesson and there is interest where enhanced. She also found the strategy as

a very effective motivational learning material that makes recreational and

learning objectives easily attainable. Letting the study of grade V, Aragon agreed

that the games are useful in assisting the learning process by providing

opportunity to see familiar materials in new setting; that makes them excellent

motivation tools in acquiring new skills that breaks the classroom routine in a

pleasant way, making uninterested students become a part of the chase in

permanent learning. Aragon also found that games enables student to appreciate

the value of sportsmanship, fair play, how to follow rules, team work, cooperation,

respect for authorities and selfless sharing of skills for the success of the group.

31

Zulueta F. M.(2006)Principles and Teaching Mandaluyong National Bookstore

The lecture method probably is the most common method used in importing

knowledge and information among the students in the secondary and tertiary

levels.

Salandahan G.G (1985), The teaching of science Quezon City Phoenix

Publishing House. Many science educators recognize the positive outcomes of

inquiry teaching despite the limited experimental evidence as to its effectiveness

in leading children to acquire a deeper understanding of science knowledge,

encouraging children to learn by such a method insures the attainment of one of

the most significant outcomes of science developing a scientific mind as well as

desirable social values. Article XIV Section 11 Educational act of 1982

According to education act of 1982 one of the rights of the students is he “right

to receive” primarily through component instruction, relevant quality education in

line with National goals and conducive to their full development as human

persons with human dignity “Aquino 1989"

Cognitive Development and Achievement in science through traditional

and inquiry Approaches of teaching General Chemistry by Rosalinda T. Agton

(1991). Most of the students in today’s college and universities have been

exposed to a method of teaching which is best described as exposition, or the

formal, or the commonly called Traditional method in which the teacher tells the

students what they are expected to know. The assumption is made by curriculum

planners that if the student are to learn the concepts from the content, they have

to rely on printed materials. Traditional procedures in the classroom are those

32

that are use to present in a logical sequence, facts, principle, and data needed

thoroughly to expose the students concept. The other various classroom

procedures that could be used in the traditional method are oral explanation

sessions, demonstrations, motion picture and film strips, textbooks, supervised

studies or board work.

CHAPTER 3: METHODOLOGY

Methods and Procedure of Research

This chapter present the methods used in the study, the

respondents of the study, the research instrument, and statistical treatment of

data.

Research Method Used

The researchers use experimental method as a tool in documentary

analysis in gathering data. The researchers analyze and interpreted the results of

pre-test/post-test given to EARIST Laboratory High School students before/after

the instructional process. With regards to the application of scientific games in

teaching chemistry to the third year high school students. The study described,

discovered and interpreted assessment and evaluation of the third year students

and the presented facts concerning to promote better teaching-learning process

through the used of scientific games in chemistry.

Respondents of the study

33

The respondents of this study were twenty two (22) third year high

school students with the age starts from fourteen to seventeen years old. They

will be divided into two groups, the control group and the experimental group. The

control group of students is the one who will not have motivation, while the

experimental group is the one who teaches motivations through scientific

games.

Sources of data

The population which constituted sample of the respondents in this

study are consists of f twenty two (22) third year high school students at EARIST

laboratory high School, Nagtahan, Sampaloc, Manila during school year 2008-

2009.

Data Gathering and Instruments

The data gathered for this research were taken from the results of

the pre-test and post-test of the control and experimental group from the selected

topics in chemistry. We, researchers were the one who administered the tests.

The improvised Scientific Games with the corresponding lesson plan was

prepared before the experimental study was made and conducted. The letter of

permission was also presented to the teacher of this research for correction.

Data Gathering procedure

The researcher requested permission from the college DEAN and

Science instructors of EARIST laboratory high school for the use of the student’s

34

time to lend their ear on the lecture about scientific games in chemistry. They

were requested to answer the pretests/posttests before/after the session. During

the lecture, researchers were the one to facilitate the classroom instructions. At

the end of the selected topics, the students will be evaluated, which strategy in

teaching chemistry they had learned better.

Statistical Treatment

For the analysis of the data gathered, the following statistical tools

are used:

1. The mean pre-test and post-test to determine the performance of the

experimental and control group.

2.The standard deviation is use to determine the homogeneity or scatters of the

scores of the two groups.

2. Standard Error difference SEdiff= SD1+ SD2/

3. Computed t-test value=

35

4. Critical t- value -The rejection region is the set of possible values for which

the null hypothesis will be rejected. This region will depend on a. In specifying

the rejection region for a hypothesis, the value at the boundary of the

rejection region is called the critical value.

CHAPTER 4

PRESENTATION, ANALYSIS ND INTERPRETATION OF DATA

This chapter deals with the presentation, analysis of data, and

interpretation of the findings of the study.

Description of Respondent

The experimental group consisted of 11 students belonging to average

ability level. On the other hand, the control group was composed of 11 students

also. They were second year high school students of EARIST LABORATORY

HGH SCHOOL, EARIST, Manila. The schedule of classes was 8:20-9:40 for the

control and experimental group. There was only one topic discussed in a day.

The topics were:

1. Physical and Chemical Change

2. Mixtures

3. Acid and Basis

36

The evaluation of the student was done before and after the

experimental period. The achievement test served as the pre-test and post-test.

Data were analyzed by using descriptive statistics like mean and standard

deviation. The hypothesis was tested by using T-test for uncorrelated groups.

FINDINGS OF THE STUDY

1. Performance of the students in the Pre-test

TABLE 1 .Comparison of the Pre-test Mean scores of the Experimental and the Control group

GROUP MEAN Standard deviation

Mean differenc

e

p-value

degrees of

freedom

Computed T-value

EXPERIMENTAL GROUP

18.5 4.34

CONTROL GROUP

18.5 3.70 0 0.831 10 0.219

Table 1 shows the comparison of the pre-test mean scores of the experimental and control groups.

The experimental and control groups had common entry competencies as

shown by their pre-test scores with the highest of 27 out 30 items for the control

group and 26 for the experimental group. The lowest score of the experimental

was 13, while the control group got 15 as the lowest.

37

The computed t- value, 0.219 is much lower than the critical value based

on the table of t=1.812. Where p= 0.831 > 0.05 level of significance indicating

that the difference between the mean is not significant. . There is greater than a

5% probability that was obtained in this result by chance, which is exceeds the

acceptable level of error for ecological experiments

This reveals that the two groups are comparable as far as their initial

knowledge about the three topics is concerned.

The standard deviation of experimental and control groups are 4.34 and

3.7 respectively. It shows that the scores of the pre-test of the two groups do not

vary greatly.

2. Performance of the students in the post-test

TABLE- 2.Comparison of the Post-test Mean Scores of the Two Groups

EXPERIMENTALGROUP

CONTROL GROUP

MEAN DIFFERENCE

COMPUTEDT-VALUE

MEAN 25.2 24.3

STANDARDDEVIATION

2.89 3.170.9 2.09

Table -2 reveals the post-test mean scores of the experimental and the

control groups. The mean of the experimental group appear to have a higher

mean value than the control group, which indicates that the interactive method of

teaching using improvised scientific games/motivations is very effective in

teaching Chemistry.

Base on the computed t-test, there is a significant difference statistically

between the two groups with the value of 2.09 which is higher than the critical

value of (t) based on the t- distribution table at the appendices which is equal to

38

1.812 with the probability (p) =0.064 (>) and the degrees of freedom, which is 10

which is not so greater than 0.05 level of significance. This indicates that there is

small significant difference in the post-test performance of the two groups based

on the computed t-value. The experimental group appeared to have good

performance compared to the control group based on the mean scores. There

was greater than 5% probability obtained in the result of the post-test of control

group that might occurred only by chance, which exceeds the acceptable level of

error for ecological experiments. It can be interpreted in this way: The students

belong to the control group did their best during the examination. They learned

chemistry concept same as experimental group but in the practical application,

they would no longer know how apply it.

Therefore the null hypothesis that states, there is a significant difference in

the chemistry achievement of students exposed to interactive method using

scientific games as strategy and those who were taught using traditional method

is accepted. It warrants the students exposed to improvised scientific games

used as motivation learned very well not only theory/concept in chemistry but

also skills because they apply their knowledge of the subject into actual situation.

The above findings support the statistical hypothesis or alternative hypothesis of

the researchers that want to find-out.

3. Performance of the two groups based on their achievements on the On the pre-test and post test

3.1 Comparison of the Pre-test and Post-test Mean Scores of the

Experimental and Control Groups

39

Table.3 T-test Result of the Pre-test and Post-test Mean scores of the two

Groups

Group TypeMean

pre-testMeanPost-test

Mean difference

standard deviation

P1 P2

t-value

Experimental

group

18.5 25.2 6.7 4.34 2.81 10.5

control

Group

18.3 24.3 6 3.7 3.17 8.49

Table 2 present the pre-test and post-test mean of the experimental and

control groups. The mean difference of experimental group is 6.7 as compared

to 6 mean difference for the control group which tend to show that the

experimental group learned very well with the lesson after the experimental

period, using improvised scientific games compare to the control group who

taught on the traditional method of teaching only. The t-test value for the pre-test

and post test of the experimental group is 10.5 which are higher from the critical

value of 1.812 at a 0.05 level of significance. It has a p- value of 0.0004 < which

is much lower than the significant level 0.05; it shows that the achievement of the

performance of the experimental group during post test in chemistry is less than

5% probability occurred by chance in their scores. While the control group has a

computed t-test value of 8.49 which is higher also compare to the critical t- value

in the table which is equal to 1.812 with a p value=0.000 at 0.05 level of

significant. It means that there is a significant difference statistically and

mathematically in the pre-test and post-test of control group. The result revealed

that they learned concept in chemistry even without games.

40

Based on the observation and results of the test, the experimental group is

excellent in terms of knowledge and skills as well as concept in chemistry after

the interactive teaching-learning process. Although the control group learned

also, but they need actual application and motivations to enhance and arouse

their interests in the subject matter. The findings of the control group supports

that whether they were not taught with motivations using scientific games, they

would still be able to learn science concept but not skills.

The careful analysis of data, indicates that there were difference between the

pre-test and post-test scores results of the performance of students in both

control and experimental group because they excelled the same after the

achievement test.

CHAPTER 5

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter presents the summary of findings, conclusion and

recommendation of the study.

Summary of Findings

The goal of this research study is to determine the effectiveness of the use of

scientific games as a strategy in teaching Chemistry in third year students.

To meet this goal the study revealed the following:

1. There is no significant different of the pre-test mean scores of the control

41

and experimental groups based on their initial or store knowledge about the

three topic that were discussed to them. The computed t- value, 2.09 is above

the critical value of t=1.812 and 0.05 level of significance indicating that the

difference between the mean is significant. The results warrants that the null

hypothesis stating that there is no significance between the mean score of the

achievements of the experimental and control group is rejected.

2. There is no significant difference in the post-test mean scores of the

students taught using the lecture and scientific games methods as shown by

the computed t-value of 2.09 which is lower than the critical value of t which is

1.812 at the 0.05 level of significance.

3. There is a significant gain in achievement scores of the students both

taught using the traditional method and interactive teaching method using

scientific games as motivation. The computed t-value for the difference

between the means of the pre-test and post-test of the experimental and control

groups are 10.5 and 8.45 respectively. They are both higher than the critical

value of t which is 1.812 at a 0.05 level of significance.

Conclusions

From the above findings the following conclusion are made.

1. Interactive method using scientific games and traditional methods of teaching

are effective in teaching selected topics in chemistry like physical and

chemical changes, mixtures and acids and bases. But the students on the

42

experimental group learned very well not only theories but also skills on how

to apply a particular example of each topic.

2. Students in both experimental and control group share similar achievement

before and after the experiment. Whether science teachers used traditional

method in teaching, the students were capable to learn the theories and

concept but not the skills.

3. But when the science teachers used scientific games in teaching chemistry

to students, they will be active and participative in the teaching-learning process

since they were enjoy to play that is helpful and relevant for them in acquiring

science concepts and skills.

Recommendation

Based from the findings and conclusion formulated in this research

study, the following recommendations are hereby proposed:

1. Science teachers can use games to enrich their science teaching. This

strategy can be used to arouse and enhance their interests to learn the

subject matter.

2. Science teachers should explore the used of other enrichment activities that

could be used to teach science concepts and skills.

3. A more extensive study to be conducted in terms of longer exposure time to

scientific games strategy and the inclusion of more topics that can be taught

using games to arrive at more accurate conclusions.

43

APPENDICES

A.Critical Values of t

PERCENTAGE POINTS OF THE T DISTRIBUTION

Tail ProbabilitiesOne Tail 0.10 0.05 0.025 0.01 0.005 0.001 0.0005Two Tails 0.20 0.10 0.05 0.02 0.01 0.002 0.001-------+---------------------------------------------------------+-----

D 1 | 3.078 6.314 12.71 31.82 63.66 318.3 637 | 1

E 2 | 1.886 2.920 4.303 6.965 9.925 22.330 31.6 | 2

G 3 | 1.638 2.353 3.182 4.541 5.841 10.210 12.92 | 3

R 4 | 1.533 2.132 2.776 3.747 4.604 7.173 8.610 | 4

E 5 | 1.476 2.015 2.571 3.365 4.032 5.893 6.869 | 5

E 6 | 1.440 1.943 2.447 3.143 3.707 5.208 5.959 | 6

S 7 | 1.415 1.895 2.365 2.998 3.499 4.785 5.408 | 7

8 | 1.397 1.860 2.306 2.896 3.355 4.501 5.041 | 8

O 9 | 1.383 1.833 2.262 2.821 3.250 4.297 4.781 | 9

F 10 | 1.372 1.812 2.228 2.764 3.169 4.144 4.587 | 10

11 | 1.363 1.796 2.201 2.718 3.106 4.025 4.437 | 11

F 12 | 1.356 1.782 2.179 2.681 3.055 3.930 4.318 | 12

R 13 | 1.350 1.771 2.160 2.650 3.012 3.852 4.221 | 13

E 14 | 1.345 1.761 2.145 2.624 2.977 3.787 4.140 | 14

E 15 | 1.341 1.753 2.131 2.602 2.947 3.733 4.073 | 15

44

D 16 | 1.337 1.746 2.120 2.583 2.921 3.686 4.015 | 16

O 17 | 1.333 1.740 2.110 2.567 2.898 3.646 3.965 | 17

M 18 | 1.330 1.734 2.101 2.552 2.878 3.610 3.922 | 18

19 | 1.328 1.729 2.093 2.539 2.861 3.579 3.883 | 19

20 1.325 1.725 2.086 2.528 2.845 3.552 3.850 |

21 | 1.323 1.721 2.080 2.518 2.831 3.527 3.819 | 21

22 | 1.321 1.717 2.074 2.508 2.819 3.505 3.792 | 22

23 | 1.319 1.714 2.069 2.500 2.807 3.485 3.768 | 23

24 | 1.318 1.711 2.064 2.492 2.797 3.467 3.745 | 24

25 | 1.316 1.708 2.060 2.485 2.787 3.450 3.725 | 25

26 | 1.315 1.706 2.056 2.479 2.779 3.435 3.707 | 26

27 | 1.314 1.703 2.052 2.473 2.771 3.421 3.690 | 27

28 | 1.313 1.701 2.048 2.467 2.763 3.408 3.674 | 28

29 | 1.311 1.699 2.045 2.462 2.756 3.396 3.659 | 29

30 | 1.310 1.697 2.042 2.457 2.750 3.385 3.646 | 30

32 | 1.309 1.694 2.037 2.449 2.738 3.365 3.622 | 32

34 | 1.307 1.691 2.032 2.441 2.728 3.348 3.601 | 34

36 | 1.306 1.688 2.028 2.434 2.719 3.333 3.582 | 36

38 | 1.304 1.686 2.024 2.429 2.712 3.319 3.566 | 38

40 | 1.303 1.684 2.021 2.423 2.704 3.307 3.551 | 40

42 | 1.302 1.682 2.018 2.418 2.698 3.296 3.538 | 42

44 | 1.301 1.680 2.015 2.414 2.692 3.286 3.526 | 44

46 | 1.300 1.679 2.013 2.410 2.687 3.277 3.515 | 46

48 | 1.299 1.677 2.011 2.407 2.682 3.269 3.505 | 48

50 | 1.299 1.676 2.009 2.403 2.678 3.261 3.496 | 50

55 | 1.297 1.673 2.004 2.396 2.668 3.245 3.476 | 55

60 | 1.296 1.671 2.000 2.390 2.660 3.232 3.460 | 60

65 | 1.295 1.669 1.997 2.385 2.654 3.220 3.447 | 65

45

70 | 1.294 1.667 1.994 2.381 2.648 3.211 3.435 | 70

80 | 1.292 1.664 1.990 2.374 2.639 3.195 3.416 | 80

100 | 1.290 1.660 1.984 2.364 2.626 3.174 3.390 | 100

150 | 1.287 1.655 1.976 2.351 2.609 3.145 3.357 | 150

200 | 1.286 1.653 1.972 2.345 2.601 3.131 3.340 | 200

-------+---------------------------------------------------------+-----

Two Tails 0.20 0.10 0.05 0.02 0.01 0.002 0.001

One Tail 0.10 0.05 0.025 0.01 0.005 0.001 0.000

UMMARY COMPUTATION OF THE PRE-TEST OF EXPERIMENTAL

AND CONTROL GROUP

Paired Student's t-Test: Results

The results of a paired t-test performed at 12:33 on 25-FEB-2008

t= 0.219

degrees of freedom = 10

The probability of this result, assuming the null hypothesis, is 0.831

Group A: Number of items= 11

13.0 13.0 15.0 16.0 16.0 18.0 20.0 22.0 22.0 23.0 26.0

Mean = 18.5

95% confidence interval for Mean: 15.63 thru 21.46

Standard Deviation = 4.34

46

High score = 26.0 Low score= 13.0

Median = 18.0

Average Absolute Deviation from Median = 3.64

Group B: Number of items= 11

15.0 15.0 15.0 16.0 16.0 18.0 19.0 20.0 21.0 21.0 27.0

Mean = 18.5



Highest score = 27.0 Lowest score = 15.0

Median = 18.0


Group A-B: Number of items= 11

-2.00 -2.00 -1.00 0.00 0.00 0.00 0.00 1.00 1.00 2.00 2.00

Mean = 9.091E-02

95% confidence interval for Mean: -0.8329 thru 1.015


Highest score difference = 2.00 Lowest score difference = -2.00

Median = 0.00


47

POST –TEST OF THE EXPERIMENTAL AND CONTROL GROUP



t= 2.09




21.0 21.0 22.0 23.0 26.0 26.0 27.0 27.0 27.0 28.0 29.0

Mean = 25.2



Hi = 29.0 Low = 21.0

Median = 26.0



17.0 21.0 23.0 24.0 25.0 25.0 25.0 25.0 26.0 27.0 29.0

48

Mean = 24.3



Hi = 29.0 Low = 17.0

Median = 25.0



-1.00 -1.00 0.00 0.00 1.00 1.00 1.00 1.00 2.00 2.00 4.00

Mean = 0.909

95% confidence interval for Mean: -6.2337E-02 thru 1.881


Hi = 4.00 Low = -1.00

Median = 1.00


SUMMARY COMPUTATION OF SCORES BETWEEN PRE-TEST AND

POST-TEST OF EXPERIMENTAL GROUP



49

t= -10.5




13.0 13.0 15.0 16.0 16.0 18.0 20.0 22.0 22.0 23.0 26.0

Mean = 18.5



Hi = 26.0 Low = 13.0

Median = 18.0



21.0 21.0 22.0 23.0 26.0 26.0 27.0 27.0 27.0 27.0 29.0

Mean = 25.1



Hi = 29.0 Low = 21.0

Median = 26.0


50


-10.0 -8.00 -8.00 -8.00 -7.00 -7.00 -7.00 -5.00 -5.00 -4.00 -3.00

Mean = -6.55

95% confidence interval for Mean: -7.934 thru -5.157


Hi = -3.00 Low = -10.0

Median = -7.00


SUMMARY COMPUTATION OF SCORES BETWEEN PRE-TEST AND

POST-TEST CONTROL GROUP



t= -8.49




15.0 15.0 15.0 16.0 16.0 18.0 19.0 20.0 21.0 21.0 27.0

51

Mean = 18.5



Hi = 27.0 Low = 15.0

Median = 18.0



17.0 21.0 23.0 24.0 25.0 25.0 25.0 25.0 26.0 27.0 29.0

Mean = 24.3



Hi = 29.0 Low = 17.0

Median = 25.0



-9.00 -8.00 -8.00 -7.00 -6.00 -6.00 -6.00 -5.00 -5.00 -2.00 -2.00

Mean = -5.82

95% confidence interval for Mean: -7.345 thru -4.292


Highest score diff = -2.00 Lowest score diff = -9.00

52

Median = -6.00


Bibliography

Agton, Rosalinda T. Cognitive Development and Achievement in Science through

the Traditional and Inquiry Approaches of Teaching General Chemistry.

November 1991.

Beran, Maria Teresa E. Chemistry Problem Solving Performance and Strategies

of Deep and Surface Learners: An Analysis. June 30, 2005

Donnelly, Richard et al., 1958 Action Games and Contest, 2nd ed. New York :

Ronald Press Company.

Ellington, Henry, Addinal, Eric, Fred Persival; 1981, Games Conden: Kogon page

limited.

Hebron, Rigoberta T., 1980, “ The effect of Games on the Learning of Geometry

in rad Time” University of the Philippines , Diliman Q.C.

Salazar, Zenaida, 1980, “Try –out Games in Science”, University of the

Philippines Q.C

Journals

53

CSU.LAL-LO, Research journal, Vol. 1, no.1 jan-dec.2003

CURRICULUM VITAE

NAME: Glenda C. Perlota

ADDRESS: 27Panatag rd. Blk. 37 Welfareville Compound Mandaluyong City

DATE OF BIRTH: March 18, 1985

PLACE OF BIRTH: Cabuyao, Batan, Alkan 5615

AGE: 22

RELIGION: Jehovah’s Witnesses

MOTHER’S NAME: Sonia C. Perlota

OCCUPATION: Housewife

FATHER’S NAME: Restituto C. Perlota OCCUPATION: Farmer

EDUCATIONAL ATTAINMENT:

ELEMENTARY: Cabugao Elementary School

YEAR: 1990-1996

HIGH SCHOOL: Rizal J. Rodriguez sr. National High School

YEAR: 1996-2000

COLLEGE: Eulogio “AMANG” Rodriguez Institute of Science and

Technology

54

YEAR: 2004-present

SEMINARS ATTENDED: Vegetarian Diet by Dr. Tam

CURRICULM VITAE

NAME: Reymund G. Reyes

ADDRESS: 2446 Isagani Sta.cruz Manila

DATE OF BIRTH: May 16, 1986

PLACE OF BIRTH: Sta.cruz Manila

AGE: 21

RELIGION: Christian

MOTHER’S NAME: Remegia G. Reyes

OCCUPATION: deceased

FATHER’S NAME: Antonio C. Reyes OCCUPATION: diseased


ELEMENTARY: P. Gomez Elementary School

YEAR: 1992-1999

HIGH SCHOOL: Manuel L. Quezon High School

YEAR: 1999-2003

COLLEGE: Eulogio ”AMANG” Roidriguez Institute of Science and Technology

YEAR: 2004-present

55


National Health Expo: 2007

CURRICULM VITAE

NAME: Jay-Ar D. Rivera

ADDRESS: 2422 Pedroo Gil St. Sta. ana Manila

DATE OF BIRTH: June 12, 1985

PLACE OF BIRTH: 20 Almasen St. Hermosa Bataan

AGE: 22

RELIGION: Roman Catholic

MOTHER’S NAME: Neneth D. Rivera

OCCUPATION: housewife

FATHER’S NAME: Ricardo C. Rivera OCCUPATION: deceased


ELEMENTARY: Darangan Elementary School

YEAR: 2001

HIGH SCHOOL: Vicente Madrigal National High School

YEAR: 2005

COLLEGE: Eulogio ”AMANG” Roidriguez Institute of Science and

Technology

YEAR: 2004-present

56


CURRICULM VITAE

NAME: Ronald A. Sato ADDRESS: 1587-C Duhat St.. Nagtahan, Sampaloc, Manila

DATE OF BIRTH: November 11, 1984

PLACE OF BIRTH: Bais City , Negros Oriental

AGE: 23

RELIGION: Born Again Christian

MOTHER’S NAME: Martina Abrasaldo

OCCUPATION: none

FATHER’S NAME: Pablo Sato OCCUPATION: deceased


ELEMENTARY: Bais Elem. School

YEAR: 1994-1999

HIGH SCHOOL: Ismael Mathay Sr, High School

YEAR: 2004-2005


Technology

YEAR: 2004-present

57


CURRICULM VITAE

NAME: Macel T. Solis

ADDRESS: 27 Kasayahan St. Batsan Hills Quezon City

DATE OF BIRTH: September 18, 1988

PLACE OF BIRTH: Aguada, Placer, Masbate

AGE: 19


MOTHER’S NAME: Miguela T. Solis

OCCUPATION: housekeeper

FATHER’S NAME: Egnacio O. Solis OCCUPATION: Carpenter


ELEMENTARY: San Diego Elementary School

YEAR: 1994-2000

HIGH SCHOOL: Batasan Hills National High School

YEAR: 2000-2004


Technology

YEAR: 2004-present

58


CURRICULM VITAE

NAME: Avegail B. Vega

ADDRESS: 1317-D Kalimbas St. Sta.Cruz Manila

DATE OF BIRTH: May 31, 1986

PLACE OF BIRTH: Panikihan, Pala Oriental Mindoro

AGE: 21


MOTHER’S NAME: Imelda B. Vega

OCCUPATION: HOUSEWIFE

FATHER’S NAME: Andie D. Vega OCCUPATION: Farmer


ELEMENTARY: Panikihan Elementary School

YEAR: 1992-1998

HIGH SCHOOL: Domingo Xu Chu National High School

YEAR: 1998-2003


Technology

59

YEAR: 2004-present


60

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