CHAPTER I

THE PROBLEM AND ITS SCOPE

Introduction

Learning takes place in a conducive environment where there can be

found learning materials in which students can grasp true learning. Learning

materials like books, modules, power point presentations and many more help

teachers to make their lessons more easy to understand during their discussion,

but most of the students fail even they are provided by these kind of learning

materials how’s this possible. How can the students be able to learn in their own

way without feeling boredom reading long explanation in the books also without

the guidance of their teachers? when they cannot even understand the content of

the learning materials they are using?

In the field of science, specifically in Physics, there are topics that are hard

to understand first because it takes a lot of explanation from the teachers and

study or review for students with the use of the learning materials provided to

them. Just like in the Kindergarten to 12 th grade (K to12) program that has started

in the Philippines, Physics is just for higher years because of the difficulty of the

topics before it was implemented. That is why students would choose not to take

Physics but rather the less difficult subjects and would not last in Physics course.

This study looks forward to a successful research on how students will

learn Physics specifically in the concept of Mechanical Waves with the use of
supplementary material. In this study, one can be able to give an emphasis to the

effectiveness of supplementary material in a Physics classroom particularly in the

concept of mechanical waves. In the study of Barniol & Zavala (2016), they

quoted that McDermott (2001) proposes that persistent conceptual errors must

be explicitly addressed in instruction. This synthesis can be considered by

physics teachers as an overview of students’ difficulties and inappropriate

conceptions that offers global guidelines for modifying instruction or creating new

instructional material. Therefore, probing students’ prior knowledge at

introductory levels is necessary for teachers to prepare effective instruction

(Tongchai, Sharma & Johnston, 2008).

The concept of the mechanical waves is one of the basic topics in Physics in

which students still have misconceptions and difficulties when answering

questions about it for reasons that the topic was only discussed in a very short

time, the teacher did not explain it very well, or the learning material that was

given to them was difficult to understand. The result is that, they do not have the

motivation to study or even use the learning materials. Hence, we come in

rescue by providing them a supplementary material that is simple and clear

enough for them to understand and will help them in their studies.

According to Goh (2011), there are many reasons why a student dislikes

Physics. Some perceived it as a boring subject. Others dislike the subject

because of the teacher. However, the most common reason I found is that they

do not understand the subject well enough to be able to solve the questions
confidently. As such, they get highly discouraged and disappointed in themselves

when they fail their Physics tests and exams again and again.

We decided to choose one school as our focus in implementing the

supplementary material about the concept of Mechanical Waves and it will serve

as our basis for the effectiveness of the study. The selected students in that

school can enhance their learning in a Physics classroom even in the absence of

their teacher and the complex modules but with the presence of supplementary

material provided.

Statement of the Problem

The main objective of this research study is to assess the effectiveness of

the newly developed supplementary material in learning the concept of

Mechanical Waves by implementing it to selected Grade 7 students of Kiwalan

National High School.

This research study aims to answer the following questions:

1. What are the performance of the selected students before and after using

the supplementary material?

2. Is there a significant difference between the students’ score in pretest and

post-test?

3. Is there a significant difference in the gain scores of the students exposed

to lecture method and those exposed to the Supplementary Material?

 4. What are the perceptions of the selected students on using the provided

supplementary material regarding the concept of mechanical waves?

5. What are the attitudes of the students towards the concept of mechanical

waves before and after the treatment?

Null Hypotheses

Ho1: There is no significant change in the performance of the students in

the pretest and posttest for the

a. Control group

b. Experimental group

Ho2: There is no significant difference in the gain scores of the students

exposed to lecture method and those exposed to the Supplementary Material?

Significance of the Study

Many of our schools have complete textbooks, modules, and manuals

which most of the educators used for several years in teaching Physics. Students

are even required to study these materials without recognizing sometimes the

deficiencies of these materials in supporting learning. Learning materials, in the

absence of the teacher, should provide the same comprehensive learning with

the presence of the teacher. For this one reason, educators are responsible for

providing a convenient study material which will benefit not only the students, but

also teachers. Thus, this study aims to assess the effectiveness of the newly
developed supplementary material in mechanical waves in the teaching and

learning process.

Scope and Limitation of the Study

This study assessed the effectiveness of the supplementary material that

was developed by the previous researchers on the types of Mechanical Waves

by implementing it to selected Grade 7 students of Kiwalan National High School

in Kiwalan, Poblacion, Iligan City.

Operational Definition of Terms

To facilitate better understanding of the discussion of this study, the key

concepts were defined operationally:

Achievement Test – This was used by the researchers in comparing learning of

the respondents between the experimental and control groups.

Assess - to gather and discuss information from multiple and diverse sources in

order to develop a deep understanding of what students know,

understand, and can do with their knowledge as a result of using

the supplementary material.

Attitudes – refers to how the students think and feel regarding the concept.
Control group – group of the students who were not exposed to the

Supplementary Material.
Effectiveness - the degree to which the supplementary material is successful in

supporting the learning of students while using it.

Experimental group - group of the students exposed to the Supplementary

Material.

Gain Scores – this refers to the difference of students’ achievement test scores

from pre-test to post-test.

Implementation - is the process of putting the newly developed supplementary

material into effect by giving it to the students which will serve as

their additional learning material.

Perception – refers on how the respondents perceive the use of Supplementary

Material in the context of teaching.

Performance - refers to the scores of the respondents in the pre-test and post-

test.

Supplementary material - can be an important part of something or just extra

support. The word supplement comes from the Latin

supplementum for "something added to fix a deficiency" and the

suffix -ary means "connected with." Put them together and you

have something connected with filling in.

 CHAPTER II

REVIEW OF RELATED LITERATURE

Misconception on the Types of Mechanical Waves

Measuring and improving conceptual understanding has been a major

goal in physics education research in recent years. Many research studies have

reported that students enter the classrooms with their own conceptions which

often conflict with currently accepted scientific ideas. Students’ understanding of

basic concepts influences greatly of how they will cope with higher level material

when they meet it (Tongchai, Sharma & Johnston, 2008).

Reasons why Students Dislike Physics

Physics is philosophically difficult, not just mathematically difficult, and

there is very little success in implanting the proper philosophical picture in

students' heads (Maimon, 2013).When you hear the word ‘Physics,’ the most

common pictures that come in our mind is derivations, problems, theories and

much more, which cannot be mugged up. According to well-qualified teachers,

students face difficulty in representation of experiments, calculations involving

formulas, graphs along with theoretical explanations. In addition, students have

to be able to transfer graphical representation to mathematical representations

(Leado, 2016).
 On a whole, we can summarize the most common reasons to why do

most teens hate Physics: lack of interest and basics not clear. If student’s interest

is kept aside for time being, Physics consists of topics and theories that need a

proper understanding of basic concepts. And this thing needs proper explanation

that can only happen by good teaching. If the teacher assumes that the students

are already well equipped and just need a formal explanation that does not work

for everyone. Many students who already doesn’t like Physics, start losing

interest and concern about understanding (Leado, 2016).

How can we say why students are bored? “Do we really need to buy the

textbook? It’s so expensive!” “Can’t you just summarize it for us?” “Would you

just tell us what parts will be on the exam?” “It was so long and so boring. I

couldn’t get through it!” Quotes like these indicate that many of our students want

us to help them with the hard work of extracting difficult material and new

vocabulary from their textbooks. They may use the term “boring,” but what they

really mean is difficult and time consuming. In turn, we sometimes fall into the

trap of summarizing the textbook in our lectures and PowerPoint presentations.

(Ryan, 2009) this is one of the reason why students having hard time to using

some learning materials even if they are provided by it.

Summarizing the textbook and PowerPoint presentation as what have said

is one way of making it easier but is this enough to help students deal about the

boredom they are facing. Now according to (Wiggins, 2014) he tweeted out a

request for teachers to find some students willing to write about needless
boredom in schools and received a number of replies, and here are some of their

reasons from two of the 9th grader students. From Olivia: “Fortunately, in the past

I have always had fairly good teachers that kept me interested. However, I

remember one of my seventh grade teachers being possibly the most boring

person I had ever met. Every day our class schedule was the same: read the

chapter -> complete worksheets -> copy down immense PowerPoints for the rest

of class. Everyone I talked to dreaded going to that class where we had to learn

to write fast and continue writing even with hand cramps. I never really learned

anything in that class, I just memorized information, took a test on it and then

forgot everything. Imagine that cycle for an entire year. It was tremendously

boring”. From Maggie: “PowerPoint. Yes, I agree that PowerPoint is a very

valuable tool, but this only applies in certain situations. When a teacher writes

paragraphs upon paragraphs on a single PowerPoint slide, and then proceeds to

read them all verbatim to “teach” the class, I completely zone out.” As what have

been said PowerPoint presentations need a special heeds from teachers that is

why supplementary materials are important.

What is a Supplementary Material?

One of the most common resources in the classroom is the textbook. As

you visit classrooms, you probably notice the most, if not all, of those classrooms

use a standard textbook series. The reasons for this are many, depending on the

design and focus of the curriculum, the mandates of the administration, and/or

the level of expertise on the part of classroom teachers (Fredericks, 2005).

 According to Samoseminar (2012), every day teachers face the fact that

the course books they use are just not enough for achieving the aims we set for

that class. That is why we need supplementary materials. Supplementary

materials – what’s that? By definition, supplementary materials are extra

worksheets, games, books etc. that a teacher uses for teaching materials in

addition to a core text (often based on the same theme or skill set) (TEFL

Glossary, 2017). Another definition given by UNESCO (n.d.) is that these are

learning and teaching materials (LTMs) that are concrete, tangible vehicles for

supporting student learning.

As stated by Gagatiga (2012), information and knowledge are not confined

in textbooks. Supplementary materials (to me, it would mean teaching tools,

instructional materials, AV teaching aids, etc.) offer a wide range of ideas,

concepts, perspectives and ways of creating and communicating information and

knowledge. Supplementary materials used in the study of Dodd et.al (2015)

included: Flashcards, PowerPoint, Photos, Tables, Worksheets, Posters,

Blackboard, Songs, Dialogues, Stories, and Videos. Teachers usually use classic

ones: story books for primary learners, alternative course books, board games

created by teachers, crossword puzzles, songs, hand – outs summarizing

grammar information, information gap worksheet books of conversation topics,

graded readers, practice tests, etc. (Samoseminar, 2012).

Importance of Using a Supplementary Material in Teaching

"Teaching materials" is a generic term used to describe the resources

teachers use to deliver instruction. Teaching materials can support student

learning and increase student success. Ideally, the teaching materials will be

tailored to the content in which they're being used, to the students in whose class

they are being used, and the teacher. Teaching materials come in many shapes

and sizes, but they all have in common the ability to support student learning.

(http://www.ehow.com/).

According to Garzón Peña &Guamán Sarmiento (2012), it would be

important that educational institutions offer the teachers courses that incentive

them to make use of a major variety of supporting materials to improve the

environment in the classroom and get the students more motivated. There are

many sources of information and knowledge and these come in various formats. I

think teachers need to continuously learn how to use these formats and media in

teaching, as well as, identify effectively information and knowledge they can use

in instruction (Gagatiga, 2012).

The teachers claimed that a good learning environment is necessary for

students to learn and understand effectively the material which they are teaching

and that a good learning environment is only achieved once the students are

motivated. Likewise, they mentioned that in order to have motivated students it

was necessary that the students were kept attentive via the correct use of

supplementary materials (Dodd et.al, 2015). Motivation is one of the most

important factors in determining successful second-language acquisition, and

such additional teaching materials as visuals, movies and songs make the

language learning process really entertaining and enjoyable for pupils. The

advantages of using additional teaching materials are as following: they promote

intensive development of listening and speaking skills in the target language;

they intensify the process of education; they promote the increase of motivation

and activity of pupils; they contribute to the conduct of the lesson in the target

language; and they stimulate situational aspects of teaching (Canvass, n.d.).

Using supplementary materials can make classes more interesting and

motivating if this material is correctly selected at the moment of planning the

lessons. When teachers choose what material to use in each class, it is very

important to consider its pertinence and appropriateness in order to achieve the

proposed goals. At the moment of planning classes, teachers can decide from a

great variety of supplementary materials such as visual, audio, audiovisual,

online and others; however, just some teachers are using them.

Using supplementary materials help teachers and students to develop the

class in an interesting and motivating way to attract students’ attention, giving

them the opportunity to have a better understanding and getting involved in the

whole process that the contact with the didactic material implies (Garzón Peña

&Guamán Sarmiento, 2012). Moreover, using supplementary materials

challenges teachers and students to go beyond the prescribed curriculum. So, it's

like putting into practice the learned concepts, skills and values in real life

(Gagatiga, 2012).

Supplementary material is a ubiquitous feature of scientific articles,

particularly in journals that limit the length of the articles. While the judicious use

of supplementary material can improve the readability of scientific articles, its

excessive use threatens the scientific review process and by extension the

integrity of the scientific literature. In many cases supplementary material today is

so extensive that it is reviewed superficially or not at all. (Pop and Salzberg,

2015)

Mechanical Waves

A vibration is a periodic wiggle in time. A periodic wiggle in both space and

time is a wave. A wave extends from one place to another (Pearson Education,

2010). Asuncion, et. Al., (2012) defined wave as a periodic disturbance that

moves away from a source and carries energy with it. Whether we recognize it or

not, we encounter waves on a daily basis. Sound waves, visible light waves,

radio waves, microwaves, water waves, stadium waves, earthquake waves,

waves on a string, and slinky waves and are just a few of the examples of our

daily encounters with waves (Henderson, 2016).

 In addition to waves, there are a variety of phenomena in our physical

world that resemble waves so closely that we can describe such phenomenon as

being wavelike (Henderson, 2016). The motion of a pendulum, the motion of a

mass suspended by a spring, the motion of a child on a swing, and the "Hello,

Good Morning!" wave of the hand can be thought of as wavelike phenomena.

Waves are caused by a disturbance or vibration in matter, whether solid,

gas, liquid, or plasma. Matter that waves are travelling through is called a

medium. These waves travel through a medium by causing the molecules to

bump into each other, like falling dominoes transferring energy from one to the

next. Classical waves transfer energy without transporting matter through the

medium (NASA Official, 2014).All types of travelling waves transport energy.

Study of a single wave pulse shows that it is begun with a vibration and is

transmitted through internal forces in the medium. Continuous waves start with

vibrations, too. If the vibration is SHM, then the wave will be sinusoidal (Pearson

Education, 2009).

According to Manjoe (2012), there are two types of waves, mechanical

waves and electromagnetic waves. Mechanical wave is a type of wave that has

to have a medium through which to travel, also defined as a wave which

propagates through a material medium (solid, liquid or gas) at the wave speed

which depends on the elastic and inertial properties of that medium

(http://www.acs.psu.edu/drussell/Demos/waves/wavemotion.html).
 A medium is a substance through which the wave can work. Sound waves

are great examples of mechanical waves. Sound waves don’t work at all in a

vacuum, where there is no air. The other type, electromagnetic waves, doesn’t

require a medium through which to travel. As a matter of fact, they work better

without a medium. Visible light from the sun is a good example of an

electromagnetic wave (Manjoe, 2012).

Asuncion, et al. (2012), typified waves according to the direction of motion

of the vibrating particles with respect to the direction in which the waves travel;

a.) Waves in a rope are called transverse waves because the individual

segments of the rope vibrates perpendicular to the direction in which the waves

travel. Transverse wave is a wave in which particles of the medium moves in a

direction perpendicular to the direction that the wave moves (Henderson, 2016).

And can also be a pulse that causes the elements of the disturbed

medium to move perpendicular to the direction of propagation (Serway & Jewett

Jr, 2010).b.) When each portion of a coil spring is alternatively compressed and

extended, longitudinal waves are produced (Asuncion, et al. 2012). Longitudinal

wave is a wave in which particles of the medium move in a direction parallel to

the direction that the waves move (Henderson, 2016). Longitudinal wave can be

also a disturbance, parallel to the direction of propagation (Elert, 2015). Or can

also be back and forth of the particles in motion along the same direction that the

wave travels (Young et al, 2012).c.) Waves on the surface of a body of water are

a combination of transverse and longitudinal waves. Each water molecule moves

in a circular pattern as the waves pass by (Asuncion, et al., 2012). In surface

waves, particles move both parallel and perpendicular to the direction of the

waves. Under the surface of these types of waves, the water molecules are

moving in a circular pattern. When the bottoms of these waves hit the solid

surface of the beach, they “break”. The circular pattern is interrupted and water

crashes down. This interrupted circular pattern is most notable in the large waves

where surfers ride in and out of the tubular cavities of the breaking waves

(Bloom, 2010).

Implementation of Instructional Materials

The purpose of instructional materials is to promote efficiency of education

by improving the quality of teaching and learning. Incorporating these tools and

materials present, support and reinforces teaching. According to Aduwa-

Ogiegbaen and Imogie (2005) these materials and resources including audio

tape recorders, video tape recorders, slide projectors, opaque projectors,

overhead projectors, still pictures, programmed instruction, filmstrips, maps,

chart, graphs and many more offer a variety of learning experiences individually

or in combination to meet different teaching and learning experiences

(Okobia,2011). Psacharopolous (1985) has pointed out that it is not enough

simply to provide instructional materials such as textbooks. Some efforts must be

made to ensure that they are adequately used

(http://pdf.usaid.gov/pdf_docs/PNABF818.pdf).
 As a result of not having texts aligned to the GPS and a call to teach in

more student-centered ways, some teachers were left feeling unsure of their own

abilities to teach this new curriculum using teaching strategies that might also be

new. In an effort to supplement the textbooks as well as to provide teachers with

clearer expectations of what and how the content standards were to be taught,

the GADoE developed frameworks that consisted of learning and culminating

tasks for classroom use (Edenfield,2010).

Related Studies

A significant rise in the use of supplementary materials was observed for

all six subject areas for the study period. Publisher's policies about

supplementary materials were also investigated. We analyzed trends in the use

of supplementary materials to better support the researchers we work with in

these subject areas and to identify ways that librarians can help ensure

continued access to these research materials.(Kenyon and Sprague, 2014)

Using Supplementary Materials in the Teaching of English: Pedagogic

Scope and Applications. Reality calls for the necessity to bridge the gap using

interesting supplementary materials in the classrooms. This will help our students

to perform and produce their best work in English. (Thakur, 2015)

Supplementary materials for active learning development and

implementation. Students find themselves trapped in the tedium of endless drills,

repetitive rote memorization, and a never-ending cycle of preparation, practice,

and presentation. In order to address these difficulties, active learning

supplementary materials have been developed and are presented as an

alternative for instruction, so that students are engaged in studying English.

(Watanapokaku,)

The use of supplementary materials for teaching children in EFL classes.

This study analyzes the use of supplementary materials for teaching children in

EFL classes for finding out whether or not teachers use supplementary materials,

and if they are used, how pertinent, appropriate, and qualified those materials

are.(Peña and Sarmiento, 2012)

Development and Effectiveness of an Educational Card Game as

Supplementary Material in Understanding Selected Topics in Biology. The

complex concepts and vocabulary of biology classes discourage many students.

In this study, a pretest–posttest model was used to test the effectiveness of an

educational card game in reinforcing biologyical concepts in comparison with

traditional teaching methods. (Gutierrez, 2014)

Synthesis
 CHAPTER III

RESEARCH METHODOLOGY

This chapter deals with the detailed discussion of the study. It includes

subjects of the study, sampling design, instrument of the study, and statistical

tools used in interpreting the gathered data.

Subjects of the Study

This study was conducted at Kiwalan National High School in which we

selected the number of respondents among Grade 7 students who took lesson in

the third quarter specifically on the types of Mechanical Waves. It was done on

the school year 2017-2018.

The respondents were composed of 2 sections from the Grade 7, one of

which served as the control group while the other one served as the experimental

group. The number of students per section was thirty regardless of their grades

and sex. We, the researchers were the one who taught the said topic to ensure

validity and consistency of learning for both sections.

Research Design

We used the comparative experimental research design in examining and

explaining the gathered data in our study, and in analyzing the effectiveness of

using the Supplementary Material on the Types of Mechanical Waves.

Sampling Method

We used the purposive sampling method with pre-test and post-test of both

control and experimental group. We, the researchers, selected two sections out

of three as our respondents to represent the school that we chose in conducting

our research.

Data Gathering Procedure

The target respondents were sixty students of two sections in Grade 7. Thirty

students served as the control group while the other thirty were selected as the

experimental group.

Production of the
Supplementary Result
Implementation
Materials

Pre – assessment Post – assessment Perception

Questionnaire
(Performance & (Performance &
Attitudes) Attitudes)
Authorization
Authorization Authorization

Implementation Implementation Implementation

Assessment Assessment Assessment

Figure 1. Flow Chart of the Implementation

 Figure 1 shows the process for implementation. First produced forty copies of

supplementary materials that will be distributed to the experimental group. Before

implementing the material, a pre-assessment was conducted to both the control

and experimental group to test their prior knowledge about the types of

mechanical waves. The researchers asked for an authorization to the school

administration of the chosen school. The pre-assessment was a twenty-item test

in the types of mechanical waves. In addition, assessed their attitudes towards

the types of mechanical waves and physics in general. After the assessment, the

scores were gathered for the comparative assessment of both pre-assessment

and post-assessment formative evaluation.

After the pre-assessment phase, then proceeded to the implementation of

the supplementary material on the types of mechanical waves thirty copies of the

supplementary material were distributed to the experimental group. After the

lesson on Mechanical waves, then conducted a post-assessment using the same

developed questionnaire in reassessing the learners and in knowing the level of

significance from the pre-assessment and post-assessment. The same

procedure was done for the assessment of attitudes.

Finally, the results from the pre-assessment and post-assessment from the

control group and experimental group was analyzed for the comparative

assessment.
Statistical Tools

The following statistical tools below will be used to answer the statement of

the problem of the study.

1. Arithmetic mean ( X ) - this is used in determining the over-all result of the

pretest and posttest of the two sections.

2. Median - it will be used in getting the general response of the respondents in

their perception before and after exposing to the new methods of teaching and its

middle value of a set of observation that will be arrange in increasing or

decreasing order of magnitude.

3. Paired t-test - it will be used to examine if after exposing the method if there

will be a significant increase in their test score results. This will also be used to

test if there will be a significant difference before and after the treatment.

Instruments Used in the Study

The instruments that were used in the study are rubric (perception),

achievement test questionnaire, an adapted attitudes inventory questionnaire,

and the supplementary material on the types of mechanical wave. Test

questionnaires were prepared in gathering data and were distributed accordingly

to both control and experimental group. The rubric was adapted by the

researchers to investigate the students for the perception towards the

supplementary material. The developed supplementary material were distributed

to the experimental group as a basis of assessing its effectiveness in student

learning.

Achievement Test. This is the researcher-made test in the topic “Types of

Mechanical Waves” used as pretest and posttest (see Appendix C). It

consisted of twenty- item test. The distributions of the questions were based

on Supplementary Material.

Perception Questionnaire. This was in a form of a Rubric developed by the

previous researchers who developed the Supplementary Material on the

Types of Mechanical Waves which conveyed the respondents’ ratings. This

was administered at the end of the discussion to the experimental group.

(See Appendix F)

Attitudes Inventory Questionnaire. This was adapted from Gogolin & Swartz

(1990) study in Attitude towards Science Inventory Questionnaire which

contained statements that the respondents may agree or disagree with.

Using the 1-7 scale to indicate their agreement with each item by encircling

the appropriate number to the right of the statement. (See Appendix G)

Coding of data

The data gathered during the implementation of our study was

coded. The following codes were used: “CGR1” was used to represent

Control Group Respondent 1, “CGR2” for Control Group Respondent 2

and so on. On the other hand, “EGR1” was used to represent

Experimental Group Respondent 1, “ER2” for Experimental Group

Respondent 2 and so on.

 CHAPTER IV

RESULTS AND DISCUSSIONS

This chapter presents the implementation of the newly developed

supplementary material, and the results of evaluation by Grade 7 students from

Kiwalan National High School on the school year 2017-2018. The respondents

were 60 Grade 7 students, 30 from section Brilliant and 30 from section

Compassionate. We only included respondents who were present during the pre-

test and were given with the supplementary material.

4.1 Scores of the Respondents in the Achievement Test

Scores of the Control Group Respondents in the Achievement Test

14

12

10

0
R 1 R 3 R 5 R 7 R 9 11 13 15 17 19 21 23 25 27 29
CG CG CG CG CG R R R R R R R R R R
CG CG CG CG CG CG CG CG CG CG

PRE-TEST POST-TEST

Figure 4 Graphical Representation of Pretest and Posttest Scores of the Control

Group
 Pre-Test

Score Frequency
Post-Test Percentage

2 1 3.33 %

3 4 13.3%
Score Frequency Percentage
4 7 23.3%
6 2 6.67%
5 8 26.67%
7 3 10%
6 2 6.67%
8 5 16.67%
7 4 13.3%
9 7 23.33%
8 2 6.67%
10 4 13.33%
9 1 3.33%
11 3 10%
11 1 3.33%
12 3 10%

13 3 10%

Frequency Distribution of Scores – Control Group

 Frequency Distribution of Scores – Control Group

The scores of the twenty-five (30) Grade 7 – Compassionate students in

the Pretest and Posttest are shown in Figure 4. The graph reveals that in the

pretest of the control group, most of the students scored between 3 and 8 while

in their posttest, most of them scored between 7 and 12. It appears that there

was an improvement in the respondents’ scores.

Scores of the Experimental Group Respondents in the Achievement
Test
20
18
16
14
12
10
8
6
4
2
0
R 1 R 3 R 5 R 7 R 9 11 13 15 17 19 21 23 25 27 29
EG EG EG EG EG R R R R R R R R R R
EG EG EG EG EG EG EG EG EG EG

PRE-TEST POST-TEST

Figure 1 Graphical Representation of Pretest and Posttest Scores of the

Experimental Group

Pre-Test

Score Frequency Percentage

3 1 3.33%

4 1 3.33%

5 6 20%

6 5 16.67%

7 7 23.33%

8 8 26.67%

9 1 3.33%

10 1 3.33%

Frequency Distribution of Scores – Experimental Group

 Post-Test

Score Frequency Percentage

7 1 3.33%

9 4 13.33%

10 4 13.33%

11 1 3.33%

12 5 16.67%

13 5 16.67%

14 3 10%

15 2 6.67%

16 1 3.33%

17 3 10%

18 1 3.33%

Frequency Distribution of Scores – Experimental Group

 The scores of the thirty (30) Grade 7 - Brilliant students in the Pretest and

Posttest are shown in Figure 4. The graph reveals that in the pretest of the

control group, most of the students scored between 5 and 8 while in their

posttest, most of them scored between 10 and 17. It appears that there was an

improvement in the respondents’ scores.

4.2 Performance of the Students by Group

Table 4.2.1 Comparison of the Pretest and Posttest of Control Group

Mean SD
~ t p−value
Group n x SD Diff . Diff .
Pretest 30 5.27 2.01
Posttest 30 9.47 2.03 4.2 0.02 15.4** 2.46 x 10−13

Table 4.2.1 shows that the pretest and posttest scores of the students belonging
to the control group changed significantly. The respondents pretest ( ~
x=5.27, SD
=2.05) showed lower performance compared to their posttest (~
x=9.46, SD=2.37).
As shown by the very small p-value, data guaranteed that the mean
difference of 5.16 is highly significant at α=0.05. It appears that the students
in the control group scored significantly higher in the posttest compared to their
pretest.

Table 4.4.2 Comparison of the Pretest and Posttest of Experimental Group

Mean SD
Group n ~x SD t p−value
Diff . Diff .
Pretest 30 6.63 1.56 5.9 1.33 15.92** 5.66 x 10−14
 Posttest 30 12.53 2.83

Similarly, table 4.3.2 presents that the result on the test of significant
change of the pretest and posttest scores of the experimental group is highly
significant. The respondents pretest (M=6.63, SD=1.56) showed lower
performance compared to their posttest (M=12.53, SD=2.83). Their mean score
differs by more than 1 points, which is highly significant at the 0.05 level. This
means that there is a significant change in the performance of the students in the
pretest and posttest of the experimental group.

4.3 Gained Scores of Control and Experimental Groups

Table 4.3.1 Comparison of the Gained Scores of Control and Experimental

Groups
Group N MeanDiff . SDDiff . t p−value
Control 30 4.2 2.67
2.437** 0.008662
Experimental 30 5.9 2.47
** Highly Significant α=0.05

Ho2: There is no significant difference in the performance of the students

exposed to lecture method and those exposed to Equation Grapher
Simulation.

In table 4.3.1 t-test shows that there is a significant difference in the performance
of the students not using the supplementary material and those using the
supplementary material. The result shows that the use of Supplementary material
of the Types of Mechanical Waves is effective as a supplement to the traditional
way of teaching.

4.4 Perceptions of the Students towards the Supplementary Material of the

Types of Mechanical Waves
 After the implementation of the Supplementary Material in the Types of

Mechanical Waves, the researchers asked the students about their opinions

and/or perceptions in the said material.

The students’ responses and comments about the Supplementary material were

shown using the provided rubric.

Table 4.4.1 Ratings of the Students on the Supplementary Material

Criteria Mean Rating Remarks

I. Cover page
A. Appropriateness 4.67 Very Good
B. Attractiveness 4.77 Very Good
II. Introduction
A. Motivation 4.23 Very Good
III. Illustration
A. Design 4.9 Very Good
IV. Over-all content
A. Objectives 4.7 Very Good
B. Emphasis 4.57 Very Good
C. Scope 4.83 Very Good
D. Accuracy 4.57 Very Good
E. Relevance 4.93 Very Good
V. Self-assessment
Questions
A. Relevance 4.5 Very Good
B. Activity/ Examples 4.88 Very Good
 In table 4.5.1, the mean ratings show that the supplementary material in

the Types of Mechanical waves is effective to supplement the learning needs of

the students.

4.5 Attitudes of the students towards the concept of Mechanical Waves

Control Group

Learning Mechanical Waves in

PRE REMARK POST REMARK
Classroom
1 We learn interesting things in
6.33 SA 6.33 SA
Mechanical Waves lessons.
I look forward to my Mechanical
5.16 SLA 5.33 A
2 Waves lessons.
Mechanical Waves lessons are
5.07 SLA 5.3 A
3 exciting.
I would like to do more
Mechanical Waves at the 5.7 A 5.6 A
4 classroom.
I like Mechanical Waves better
4.45 SLA 5.03 SLA
5 than most other topics.
6 Mechanical Waves is boring. 3.03 SLD 2.73 SLD
Self-Concept in Mechanical Waves
7 I find Mechanical Waves difficult. 4.63 SLA 4.8 SLA
I am just not good at Mechanical
3.97 N 4.47 SLA
8 Waves.
I get good marks in Mechanical
5.53 A 5.24 SLA
9 Waves.
I learn Mechanical Waves
5.03 SLA 5.33 A
10 quickly.
Mechanical Waves is one of my
5.33 A 5.17 SLA
11 best topics in Physics.
I feel helpless when doing
4.3 N 4.2 N
12 Mechanical Waves.
 In my Mechanical Waves class, I
5.1 SLA 5.55 A
13 understand everything.
Practical work in Mechanical Waves
Practical work in Mechanical
6.23 SA 6.13 A
14 Waves is exciting.
I like Mechanical Waves practical
work because you don’t know 5.37 A 5.43 A
15 what will happen.
Practical work in Mechanical
Waves is good because I can 5.73 A 5.2 SLA
16 work with my friends.
I like practical work in Mechanical
Waves because I can decide 5.5 A 5.6 A
17 what to do myself.
I would like more practical work in
5.72 A 5.4 A
18 my Mechanical Waves lessons.
We learn Mechanical Waves
5.87 A 5.47 A
19 better when we do practical work.
I look forward to doing
5.6 A 5.59 A
20 Mechanical Waves practical.
Practical work in Mechanical
3.13 SLD 3.32 SLD
21 Waves is boring.
Physics outside of school
22 I would like to join a Physics club. 5.63 A 5.43 A
I like watching Physics programs
5.3 A 6 A
23 on TV.
24 I like to visit Physics museums. 5 SLA 5.53 A
I would like to do more Physics
5.4 A 5.4 A
25 activities outside school.
I like reading Physics magazines
5.1 SLA 5.27 SLA
26 and books.
It is exciting to learn about new
5.93 A 5.46 A
27 things happening in Physics.
Future participation in Mechanical
Waves
 I would like to study more
5.5 A 5.9 A
28 Mechanical Waves in the future.
I would like to study Physics at
university particularly with 5.6 A 5.7 A
29 Mechanical Waves.
I would like to have a job working
5.43 A 5.3 A
30 with Mechanical Waves.
I would like to become a Physics
teacher who can teach better with 5.77 A 5.23 SLA
31 Mechanical Waves.
I would like to become a
5.07 SLA 5.47 A
32 Physicist.
Importance of Mechanical Waves
Mechanical Waves are important
6 A 5.97 A
33 for society.
Mechanical Waves make our
lives easier and more 5.5 A 5.47 A
34 comfortable.
The benefits of Mechanical
Waves are greater than the 4.73 SLA 5.03 SLA
35 harmful effects.
Mechanical Waves are helping
5.79 A 5.17 SLA
36 the poor.
There are many exciting things
5.67 A 5.47 A
37 happening in Mechanical Waves.
Combined interest in Mechanical
Waves
38 I really like Physics. 5.52 A 5.2 SLA
39 I would recommend this subject. 4.9 SLA 5.13 SLA
40 I find the Physics subject boring. 3.57 N 3.55 SLD
41 I feel that I belong in this class. 5.52 A 5.3 A
Most of the time I wish I wasn’t in
3.8 N 4.17 N
42 class at all.
I get on well with most of my
5.43 A 5.5 A
43 Physics teachers.
44 I am normally happy when I am in 5.9 A 6.07 A
 school.
45 I work as hard as I can in school. 5.9 A 5.8 A
5.2170 5.2388
SLA SLA
OVERALL 88 91

The table above shows the results of the attitudes of the control group

before and after the discussion. Before the discussion, most of the students

strongly agreed that they learn interesting things in Mechanical waves and most

of them slightly disagreed that Mechanical waves is boring. After the discussion,

they have the same attitude toward learning interesting things in mechanical

waves and they also slightly disagreed that Mechanical waves is not a boring

subject

Experimental Group

Learning Mechanical Waves in REMAR

PRE REMARK POST
Classroom K
1 We learn interesting things in
6.6 SA 6.1 A
Mechanical Waves lessons.
I look forward to my Mechanical
5.8 A 6.27 SA
2 Waves lessons.
Mechanical Waves lessons are
5.57 A 6.37 SA
3 exciting.
I would like to do more
Mechanical Waves at the 4.47 SLA 6.2 SA
4 classroom.
I like Mechanical Waves better
5.63 A 6.2 SA
5 than most other topics.
6 Mechanical Waves is boring. 3.27 SLD 2.03 D
Self-Concept in Mechanical Waves
7 I find Mechanical Waves difficult. 3.6 N 3.53 SLD
 I am just not good at Mechanical
3.87 N 3.07 SLD
8 Waves.
I get good marks in Mechanical
5.1 SLA 5.4 A
9 Waves.
I learn Mechanical Waves
5.69 A 6.3 SA
10 quickly.
Mechanical Waves is one of my
5.23 SLA 6.37 SA
11 best topics in Physics.
I feel helpless when doing
4.36 N 2.73 SLD
12 Mechanical Waves.
In my Mechanical Waves class, I
5.03 SLA 5.33 A
13 understand everything.
Practical work in Mechanical Waves
Practical work in Mechanical
5.87 A 6.67 SA
14 Waves is exciting.
I like Mechanical Waves practical
work because you don’t know 4.5 SLA 6.2 SA
15 what will happen.
Practical work in Mechanical
Waves is good because I can 5.43 A 5.83 A
16 work with my friends.
I like practical work in
Mechanical Waves because I 5 SLA 5.4 A
17 can decide what to do myself.
I would like more practical work
in my Mechanical Waves 5.6 A 6.6 SA
18 lessons.
We learn Mechanical Waves
better when we do practical 5.07 SLA 5.83 A
19 work.
I look forward to doing
5.07 SLA 5.97 A
20 Mechanical Waves practical.
Practical work in Mechanical
2.75 SLD 1.83 SD
21 Waves is boring.
Physics outside of school
I would like to join a Physics
5.53 A 5.37 A
22 club.
I like watching Physics programs
5.2 SLA 6.17 SA
23 on TV.
24 I like to visit Physics museums. 5.77 A 6.63 SA
I would like to do more Physics
5.8 A 6.57 SA
25 activities outside school.
I like reading Physics magazines
5.8 A 6.33 SA
26 and books.
It is exciting to learn about new
5.73 A 6.67 SA
27 things happening in Physics.
Future participation in Mechanical
Waves
I would like to study more
5.6 A 6.47 SA
28 Mechanical Waves in the future.
I would like to study Physics at
university particularly with 5.5 A 6.2 SA
29 Mechanical Waves.
I would like to have a job working
4.97 SLA 6.1 A
30 with Mechanical Waves.
I would like to become a Physics
teacher who can teach better 4.57 SLA 4.83 SLA
31 with Mechanical Waves.
I would like to become a
4.77 SLA 5.17 SLA
32 Physicist.
Importance of Mechanical Waves
Mechanical Waves are important
5.07 SLA 6.27 SA
33 for society.
Mechanical Waves make our
lives easier and more 4.79 SLA 5.97 A
34 comfortable.
35 The benefits of Mechanical 4.93 SLA 5.4 A
Waves are greater than the
 harmful effects.
Mechanical Waves are helping
5.1 SLA 5.4 A
36 the poor.
There are many exciting things
5.57 A 6.27 SA
37 happening in Mechanical Waves.
Combined interest in Mechanical
Waves
38 I really like Physics. 4.93 SLA 5.83 A
39 I would recommend this subject. 4.77 SLA 5.93 A
40 I find the Physics subject boring. 2.57 SLD 1.93 D
41 I feel that I belong in this class. 5.1 SLA 5.9 A
Most of the time I wish I wasn’t in
4.36 N 3.03 SLD
42 class at all.
I get on well with most of my
5.7 A 5.9 A
43 Physics teachers.
I am normally happy when I am
6.3 SA 6.63 SA
44 in school.
45 I work as hard as I can in school. 6.17 SA 6.83 SA
5.06858 5.5118
SA SA
OVERALL 4 52

On the other hand, the results of the attitudes of the experimental group

before the and after the discussion as well as the implementation of the

supplementary material is shown in the table above. Before, the students

strongly agreed that they learn interesting things in mechanical waves and most

of them slightly disagreed that Physics is a boring subject. After the discussion

and implementation of the supplementary material, students strongly agreed that

they worked as hard as they can in school and disagreed that Physics subject is

a boring subject.
 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter summarizes the results of the study as well as the conclusion
drawn in view of the said findings along with the recommendations.

Summary of Findings

The following are the findings of this study:

1. The performances between the control and experimental groups in the

pretest and posttest:

 For Control Group the respondents’ mean was 5.27 in pretest

with a standard deviation of 2.05 and increased to 9.37 in

posttest with a standard deviation of 2.11.

 For Experimental Group the respondents’ mean was 6.63 in

pretest with a standard deviation of 1.56 and increased to 12.53

in posttest with a standard deviation of 2.83.

2. There is a significant change in the performance of the students in the

pretest and posttest for the Control Group and Experimental Group.

3. The perception of the students after using the supplementary material is

shown in the results of the provided rubric. The average of the ratings show

that the material is effective as a supplement to their learning needs.

4. The attitudes of the students towards the mechanical waves and physics

after the discussion in both control and experimental group changed as

shown in the result of their ratings. Before the discussion for the control

group, most of the students strongly agreed that they learn interesting things

in Mechanical waves and most of them slightly disagreed that Mechanical

waves is boring. After the discussion, they have the same attitude toward

learning interesting things in mechanical waves and they also slightly

disagreed that Mechanical waves is not a boring subject. As for the

experimental group, before, the students strongly agreed that they learn
 interesting things in mechanical waves and most of them slightly disagreed

that Physics is a boring subject. After the discussion and implementation of

the supplementary material, students strongly agreed that they worked as

hard as they can in school and disagreed that Physics subject is a boring

subject.

Conclusions

Based on the results of the study, the Grade 7 section Brilliant students

using the Supplementary material have a better performance in written test as

compared to the Grade 7 section Compassionate students which is not using the

supplementary material. Also, by providing the students with the supplementary

material as a supplement to their learning, shows that the students find the

concept of Mechanical waves interesting and helped them understand the lesson

easily and effectively.

Recommendations

Based on the conclusion in this study, the following are recommended:

1. The recently developed Supplementary material in the Types of

Mechanical Waves has to be used in other schools to further test its

effectiveness.

A supplementary material can also be developed for other topics in

Physics in which the students find difficulty in learning, or a whole module

that tackles with the whole topic in Waves.

BIBLIOGRAPHY
 CURRICULUM VITAE

Name: Glydel Gustilo

Birth Date: December 2, 1997
Status: Single

Parent’s Name:
Father’s Name: Felix M. Denapo
Mother’s Name: Mary Jane V. Gustilo

Email Address: glydel.gustilo@g.msu.iit.edu.ph

Contact Number: 09973789527

Educational Attainment
Elementary: Igpit Elementary School
Secondary: Simpak Adventist Institute of Technology
College: Mindanao State University – Iligan Institute of Technology
Course: Bachelor of Secondary Education Major in Physics
 CURRICULUM VITAE

Name: Harold N. Husayan

Birth Date: February 3, 1998
Status: Single

Parent’s Name:
Father’s Name: Francisco R. Husayan
Mother’s Name: Elvie N. Husayan

Email Address: harold.husayan@g.msu.iit.edu.ph

Contact Number: 09109225327

Educational Attainment:
Elementary: Buenavista Elementary School
Secondary: Buenavista National High School
College: Mindanao State University – Iligan Institute of Technology
Course: Bachelor of Secondary Education Major in Physics
 CURRICULUM VITAE

Name: Rizza C. Vispo

Birth Date: May 11, 1997
Status: Single

Parent’s Name
Father’s Name: Protacio L. Vispo
Mother’s Name: Liza C. Vispo

Email Address: rizza.vispo@g.msu.iit.edu.ph

Contact Number: 09974618835

Educational Attainment
Elementary: Maria Cristina Central School
Secondary: Balo-I National High School
College: Mindanao State University – Iligan Institute of Technology
Course: Bachelor of Secondary Education Major in Physics