The Effectiveness of Scientific Games in Teaching

Chemistry Concept
A Thesis

Presented to

The Faculty of College of Education

Eulogio “Amang” Rodriguez Institute of Science and Technology
In Partial Fulfillment of the Requirements for Basic Research
Prof. Ed. 11

Submitted by:

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

Avegail B. Vega

School Year 2007-2008

Submitted to:

Mrs. Eleanor S. Arcillas

 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

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

ABSTRACT

Title: The Effectiveness of Scientific Games in Teaching Chemistry

Researchers:
Reymund G. Reyes
Jay-Ar D. Rivera
Rolanald A. Sato
Macel T. Solis

Avegail A. Vega

Course: Bachelor of Science in Education- Major in Physical Science

Year level: 3rd year
S.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 Nathan, Sample,

.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 using4scientific games as motivation while the control group were exposed to

thetraditional 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.
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.
 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

LIST OF TABLES
TABLES
pages
1.
2.
3.
4.
5.
6.
List of figures
Figutre 1…………………………………………………………………14

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 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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