CHPP1 5 Utilization of Self Learning Kit For Teaching Grade 8 4

Republic of the Philippines
Bulacan State University

Sarmiento Campus
Education Department
Utilization of Self-Learning Kit for teaching Forces in
Grade 8
An Action Research Presented to the Faculty of Education Department
Bulacan State University – Sarmiento Campus
City of San Jose Del Monte, Bulacan
In Partial Fulfillment of the Requirements for the
Degree of Bachelor in Secondary Education
Major in Physical Science
by
Kathleen Mae C. Buca

Leslie S. Mermelo
BSED PS 4A
February 2021
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CHAPTER I
THE PROBLEM AND ITS BACKGROUND
This chapter includes the Introduction, Statement of the Problem, Significance of the Study
and Scope and Delimitation.
Introduction
The teaching and learning process of 21'st century dynamically adapting to the advance
technology. Modern Educator, facilitators and professors are now more passionate and motivated
in making teaching more facile and interactive. Regarding to the advance technology, education
somehow still facing problems. In Developing countries there is lack of material resources in
teaching Science and Mathematics at all level ( Talisayan, 1990 ). The Department of Science
and Technology - Science Education Institute ( DOST-SEI ) reiterated that Mathematics and
Science continue to be the most difficult subject up to this time. Now that we are all facing this
pandemic teaching-learning process is a big challenge for both teachers and student.
In response to the educational crisis brought by the Covid19 pandemic, Self-Learning Kit
(SLK) otherwise known as Learning Module will be widely used as a medium for Instructional
Learning Material in primary and secondary level. According to Henson (1995) Learning
modules are becoming popular tools in school todays. SLK is an innovative Supplementary
Learning Resources (SLR) originally made for K-12 Curriculum. SLK is modified based on the
standard of K-12 Curriculum and it is systematically sequenced per topic. The students in this
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generation is a self-directed learners and SLK that compose of notes, Illustrations and activity
will make their learning independently with the guidance of their teacher.
The main teaching and learning challenges in introducing the idea of force are: the use of
familiar term, such as “force”, in unfamiliar, specialist context, the use of common sense ideas
which may be incorrect from the scientific point of view and the fact that you can’t see forces
and it require an abstract construction. Researches want to investigate the efficacy of Utilization
of SLK for teaching Forces and it aims to make the students understand how Force works, the
different types of Forces, and its unit.
SLK for Forces will make the teaching-learning flexible while dealing with the online
class since face to face interaction is not applicable due to pandemic. Teachers will determine the
comprehension of each learners on how they understand the lesson by applying it in their given
activity, since not all students can provide their own gadgets and internet for their online class
the SLK will aid this problem so all the students will continue to finish and deal with their lesson
and subject so no one will be left behind in this academic year. Students will experience to learn
in their own flexible time and will challenge their critical thinking skills in understanding the
lesson.
Researcher also want to imply in this study that our education today cater a learner-centered
environment and learning by doing principles. Students need to think on their own minds and
write with their own hands to acquire deep understanding towards the lesson. Students need to
embrace and feel the joy and frustration while processing the new ideas and discoveries behind
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their lesson because it will make the learning memorable and unforgettable and for Anne Davis
Tolpins point of view, most of the significant learning is self-planned and rewarded by self-
satisfaction.
Statement of the Problem
The main focus of the study: How Utilization of Self-Learning Kit for Teaching Forces
affects the learning of Grade 8 students?
Specifically, this study sought to answer the following questions:
1. What is the demographic profile of the students in terms of :
1.1 Gender
1.2 Section
2. What is the level of academic performance of the respondents as reflected in their pre-
test in Self-Learning kit?
3. What is the level of academic performance of the respondents as reflected in their post-
test in Self-Learning kit?
4. Is there significant difference between the pre-test and post-test of the respondents
after using Self-Learning Kit.
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Significance of the Study
The findings of this study aims to provide the information in the Utilization of Self-
Learning Kit for Teaching Forces in Grade 8 Students
Student. They will be the primary beneficiaries; they can make their learning offline with
the guidance of their teacher and this will be more accessible for those who have problem
dealing with their online class.
Teachers. This study will help the teachers to provide creative way of teaching in Using
Self-Learning Kit as Instructional Materials in their online class.
Administrators. The positive outcome of this study may encourage the administration to
give training and seminars on the improvement of the teaching method and development of
Instructional Materials.
Future Researchers. This study will serve as a reference for the future researchers to
support their study on student academic performance based on their learning environment.
Scope and Delimitation of the Study. This study aim to determine the Utilization of Self-
Learning Kit for Teaching Forces in Grade 8 Students. This research will have 26 respondents
from Kaypian National High School. The researchers used Simple Random Sampling where the
students of the sample are selected randomly and purely by chance.
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CHAPTER II
THEORETICAL FRAMEWORK
This chapter presents the review of related theories, related literature and related studies, the
conceptual framework, the hypotheses of the study, and definition of terms.
Relevant Theories
This part of the chapter contains synopsis of the theories relevant to the present study. The
following theories will help in the development of the research.
Theories of Intelligence : Concept of Fluid and Crystallized Intelligence - R.B Cattel
(1965) and J.L. Horn (1967,1968) presented the concept of Fluid and Crystallized Intelligence.
Fluid Intelligence refers to the type of intelligence that reflects information-processing
capabilities, reasoning and memory which is employed when person figures out the relationships
between two varying concept or ideas; and to think abstractly and to reason out. In contrast,
Crystallized Intelligence is the ability to use the accumulation of information, skills and
strategies that are learned through experience which can be applied in problem solving situations.
( cited in Foundations of Psychology page 179 )
Levels-of-processing theory emphasize the degree to which new material is mentally
analyzed. How well memories are recalled is determined by the way in which material is first
perceived, processed, and understood. This theory suggest that the amount of the information
processing that occurs when materials is initially encountered in central in determining how
much the information is ultimately remembered. Also, the depth of information processing
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during the exposure of material-that is, the degree to which it is analyzed and considered-is
critical; the greater the intensity of its initial processing is, the more likely to remember it
( Feldman, 2010 ; cited in Book of Foundations of Psychology page 99 )
Learning Theory describes how the learners gain the knowledge and ideas and how they
will apply it. It discuss how learners acquired their learning and what are the factors that makes
their learning increase and their method to make the information’s easy to acquire. It can be
through learner environment and learners senses and other internal and external factors.
Constructivist Theory tackles the learning of individual related from their past and present
learning and experience and how they apply it to the present lesson or situation. Learners view
the lesson by their own perspective and define it through their own understanding. Constructivist
theory is a learner -centered approach. It means the learners greatly affect his learning through
his own experience and capacity. This makes the learners to think with their own and apply
critical thinking skills on the difficult lessons. The more they learn on their own the better the
improvements on their academic performance and they will access better understanding,
opinions, and new ideas that can be used for the future lesson
Related Literature
Foreign
Learning from Learning Kits: gStudy Traces Students' Self Regulated Engagement with
Computerized Content , they developed their kit called gstudy. It is a software that allow the
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learners to study any topic and content is imported or created. One of the kit that they created is
the Life Cycle Learning Kit ( Nancy E. Perry, Philip H Winnie )
Turning Student into Inventors: Active Learning Modules for Secondary Students is
about active learning modules designed for small group of students. It can access into world wide
web and student will do their activity independently or group for their science class (cited in
page 535 of Turning Student into Inventors: Active Learning Modules for Secondary Students )
Developing Technology Infused Inquiry Learning Modules to Promote Science Learning
in Taiwan tackles two topic in Science and the used of learning Modules. For the Plate
Tectonics topic they develop 3 Materials: Interactive Visualization, Animation, and Seismic
Eruption Software. ( cited in page 382-392 )
The learning kit developed is fundamental and focuses in mechanical skills. This
developed kit contains teaching aid in the form of if models and modules. The designed kit is
themed wind mills customizable and adapted to the syllabus of High School Standard
Curriculum. ( The Effect of Using Learning Kit Material among Students page 239 )
Local
Development of Teacher-Designed Self Learning Kit in Geometry, for the Subunen ,
Merano and Visayan aims to evaluate the SLK and help students learn Geometry in an enjoyable
and interesting way. SLK was found effective in promoting learning when used in teaching
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Geometry as show by the result of the study ( Vilma D. Hamber, Ph.D, International Journal of
Humanities and Social Science)
Researchers proposed a Module for Biology with 16 Modules and 294 pages and
designed with pre-test and post-test ( cited in A Validated Module in Biological Science for
College Students in the Philippines aims to proposed page 67 ).
Related Study
Foreign
ILM's is a small web application which provide an environment where students' interact
with the learning activity and learn by watching the animation or visual information ( Cited in
Golde Jamwal (2012), Effective used of Interactive Learning Modules in Classroom Study for
Computer Science Education )
Das (1984) conducted a study to develop self-instructional materials in Health Education
and to find out the effectiveness of self-learning materials as compared to the conventional
method of teaching. It was found to be superior to all other methods of learning and when
administered under the supervision of a teacher was found to be more effective.
Justus (1981) in her study on the effectiveness of module incorporated supervision by the
teacher as a part of program. She compared the effectiveness of module with that of the formal
method of following text books in teaching biology by teaching in the experimental and control
groups by this two approaches. She found that the supervised study module were an effective
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approach for individualized instruction.
Local
Learning Modules : A Self-Learning Kit in Criminology. This study used modular and
want to imply the meaning of good learning based on the students experience for teaching
themselves. One of the aim of this study is to maximize their participation in learning without
much help with their instructors. ( Alfie P. Sarmiento , MSCrim, RICM Files.net 2020 )
The self-learning kit was developed and used as an Instructional Material for Physical
Education 224 at John B. Lacson Colleges Foundation, Inc. The study covered the basic
knowledge and skills of paddling and sailing and the result of the kit is effective since both
Marine engineering and Marine transportation students gained better understanding of boat
paddling and sailing ( Marlon R. Teruñez )
The study utilized the true experimental designed of research in determining the effect of
Self -Learning Kit in improving the academic performance of Senior High School (SHS)
students in Introduction to World Religions and Beliefs Systems (WRB). The data disclosed a
significant difference in students' academic performance before and after the implementation of
SLK.( Ryan Pecson , 2020 )
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Relevance of the Reviewed Theories, Related Literature and Studies to the Present Study
The relevant theories presented above explained how person process their learning and how
they accumulate information with themselves. According to the Learning and Constructivist
Theory, learners gain knowledge ideas them apply it to the current situation. SLK make the
student to view the lesson through their own way, perspective and understanding which promote
a learner-centered approach.
The related literature supports how SLK or modules affect positively the students in their
learning in an enjoyable and active way. The used of different kind of SLK or modules also
presented in both local and foreign studies. It helps the learners with their lesson and they
experience teaching themselves.
The researchers of the present study believe that utilization of SLK for Force is effective to
the students. The difficulties in studying Force will resolve by using SLK which have step by
step process designed to make the learning easy and flexible even we faced this pandemic. It
allows student to continue to study without a face to face interaction so they will not be left
behind in this school year.
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Conceptual Framework
INPUT PROCESS OUTPUT
Profile of the Administering

respondents. pre-test Improved
Self-Learning Kit Administering academic
(SLK) post-test performance of
Pre-Test Gathering, students in Forces
Post-Test analyzing and
interpreting data.
Figure1. Conceptual Framework Paradigm showing the Efficacy of Self-Learning Kit to the
respondents.
The main concern of this study is to know the efficacy of the Utilization of SLK for
teaching Forces on Grade 8 Student. The conceptual paradigm shows the process on how the
researchers measured the effect of SLK on the respondents. The respondents will be given a pre-
test and post-test. From the result of pre-test and post-test, the researchers will able to determine
the Efficacy of Utilization of SLK on the respondents.
Hypothesis
Ho: There is no significant difference between the pre-test and post-test of the respondents
after using the Self -Learning Kit.
HA: There is significant difference between the pre-test and post-test of the respondents
after using the Self -Learning Kit.
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Definition of Terms
The following words are the terms used by the researchers in their study about Utilization of
Self-Learning Kit for teaching Forces. These terms are defined operationally.
Data - information gathered from the study.
Engagement - to take part in the activity
Facile - attained or accomplished.
gstudy - type of eLearning app.
Imported - files and information that has been uploaded to the application or website.
Instructional Learning Material - A Material used for teaching and disseminating the
lesson.
Module - Instructional Learning Material widely used in online class due to pandemic.
Force-in grade 8, any interaction that, when unopposed, will change the motion of an
object.
Pandemic - occurring over wide area in high proportion of the population.
Reiterated - to state or do over again.
Self-Learning Kit - a learning module originally made for K-12 curriculum.
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Teaching-Learning process - a way how the teacher and students create learning.
CHAPTER III
METHODOLOGY
This chapter discusses the methods used in conducting the study. It includes Research
Design, Population and Sample of the Study, Locale of the Study, Research Instrument, Data
Gathering Procedure and Statistical Treatment.
Research Design
This research entitled Utilization of Self-Learning Kit for Teaching Forces in Grade 8
Students use Quasi-Experiment where the study focused on the effectiveness of the methods in
teaching without random of subjects. Abraham & MacDonald (2011) state: “Quasi-Experiment
research is similar to experiment research in that there is no manipulation of independent
variable. It differs from experimental research because either there is no control group, no
random selection, no random assignment, and/or no active manipulation.” In this study, the
researchers used only one group of respondents who were given the pre-test and post-test. The
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students were given a pre-test prior to teaching and then post-test after teaching with the
intervention. This was conducted to test the efficacy of Self-Learning Kit.
Population and Sample of the Study
The target population for this research are the Grade 8 students of Kaypian National High
School (KNHS) with a total of 26 respondents selected randomly and purely by chance as a
sample for the study.
Locale of the Study
This action research was conducted in Kaypian National High School (KNHS) located at
Brgy. Kaypian, City of San Jose del Monte Bulacan.
Research Instrument
This study used pre-test and post -test as a research instrument which includes questions
about the Forces. This served as a diagnostic test (pre-test) and an evaluation of the student
knowledge and performance after using SLK also known as modules.
Data Gathering Procedure
The researchers secured a permit introducing the purpose of the research to the principal
and the teacher who handle the selected respondents Simple Random Sampling was used to
select a sample of 26 students .Pre-test are given to measure students initial knowledge toward
the topic.
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The post test was used as an evaluation of the students learning. This is to determine how
much learning the students have acquired after dealing with their modules. The data collected by
the researchers and the pre-test and post test score were interpreted and analyzed by the
researchers to validate the Efficacy of Utilization of Self-Learning Kit for teaching Forces.
Statistical Treatment
To interpret the collected data correctly, the researchers used the following statistical
treatment. The percentage distribution formula, mean, standard deviation, and t-test .
Percentage Distribution is used to determine the percentage usually for data and profile
such as gender. In this study, it was used to calculate the percentage of the respondents in term of
their gender and the distribution of the students in two treatment with a sample and population.
Formula : % = f/N x 100
Where % = Percentage
f= frequency
N= number of cases
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Mean also known as arithmetic mean, is the sum of the entire list divided by the number of
items in the list. In this study, the means of the pre-test and post test score of both group were
calculated.
Formula :
Where X = mean
Σx = sum of all scores
N = number of cases
Standard Deviation is a measure of how close the numbers are to the mean
(www.khanacademy.org › math › cal).
Formula :
Where : Sd = standard deviation
Σ= upper case zigma, summation symbol
x= individual score
x = arithmetic mean
n= total number of cases
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t-test for comparing two dependent sample means is used to compare the means of two
dependent group and to determine if the population means are significantly different. In this
study, means score of the two treatment apply in each group were compared.
❑
∑ D
t= ❑
Formula: ❑
√ n ∑ D ²−( ∑ D ) ²
❑
n−1
Where : t = is the t-test
x = is the difference of mean
s = is the standard deviation
√n = the square root of the sample population size.
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CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the Gathered Data in Tabular Presentation, Analysis and
Interpretation of Findings based on the result of the statistical treatment applied.
Demographic Profile of the Respondents
Table 1
Population and Sample of Respondent
Population Sample Percentage

Student 37 26 70.27%
The table 1 presents the population profile and number of respondents. Out of the
total Grade-8 students’ population, the accessible population of this study was comprised of 1
section with the total of 37 students. The researchers selected only 26 respondents or 70.27% of
the total population of the section.
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POPULATION
MALE 34.62%
(9)
FEMALE FEMALE 65.38%
MALE
(17)
Figure 2. Distribution of Respondents by Gender
Figure 2. Distribution of respondents by gender. It presents that out of 26 respondents
investigated for this study, 17 or 65.38% was female whereas about 9 or 34.62% of the sample
was male.
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Table 2
Performance of the Experimental Group in Pre-test
Pre-test
Number of Items 10
Number of Respondents 26
Total Number of Scores 98
Mean 3.77
Sd 1.57
Table 2 shows the mean score and standard deviation of the pre-test of the respondents.
The mean obtained was 3.77 with a standard deviation of 1.57. This shows that the students has
prior knowledge in Force.
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Table 3
Comparing Pre-test and Post-test Result of the Experimental Group
Pre-test Post-test
Number of Items 10 10
Number of respondents 30 30
Total number of scores 98 172
Mean 3.77 6.62
Sd 1.57 1.41
Mean Gain 2.85
Table 3 shows the comparison of the pre-test and post-test scores of the respondents. The
total score of the respondents increased from 98 to 172 after learning Forces using the SLK. The
3.77 means score of pre-test with a standard deviation of 1.57 increased to 6.62 with standard
deviation of 1.41 in the post test. This resulted to a mean gain of 2.85
Table 4
t-test and p-value of the Pre-test and Post-test of the Experimental Group
Test Degrees of
Mean SD t-value p-value Decision Description
Type Freedom
Pre-test 3.9 1 25 8.04 0.000 Rejected Significant
Post-test 6.57 1
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HO
Table 4 presents the test for significant difference between the pre-test and post-test
scores of the respondents. Based on the data from the table, the t-computed value was 8.04 with
a p-value of 0.000 which was less than 0.05 level of significance. The researcher decided not to
accept the null hypothesis which states: There is no significant difference between the pre-test
and post-test of the respondents after using the Self-Learning Kit and accept HA that states that:
There is a significant difference between the pre-test and post-test of the respondents after using
the Self-Learning Kit
Chapter V
SUMMARY, CONCLUSION AND RECOMMENDATION
This chapter presents the Summary of the Findings, the Conclusion made and the
corresponding Recommendations.
Summary of Findings
The study focused on determining the efficacy of the Utilization of Self-Learning Kit for
Kaypian National High school. The majority of the respondents are female.
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Quasi-experimental design was employed wherein the researchers used the same
respondents in the study subjected to pre-test and post-test after intervention. The respondents
had their pre-test to determine their baseline level and comparability. After the pre-test, the
students were taught with the use of the Self-Learning Kit then given a post test.
The mean scores of the respondents during the pre-test increased from a pre-test of 3.77
with the standard deviation of 1.57 to a mean of 6.62 in the post test with a standard deviation of
1.41. The researchers found out that the pre-test and post test scores of respondents have a
significant difference as shown by the t-test result. The computed t-value was 8.04 with 25
degrees of freedom and the p-value was 0.000 less than 0.05 significant level. Hence, the null
hypothesis, Ho was rejected and the mean scores of the two tests are significantly different.
Conclusion
Based on the findings derived from the study, the following conclusions were drawn:
The respondents’ performance in learning forces improved after the application of the
Self-Learning Kit as indicated by the increase in post-test mean scores.
There was significant difference between the pre-test and post-test mean scores as shown
in the t-test. This clearly showed that the students learned about the Forces with the use of the
intervention.
Recommendations
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This study was an attempt in quantifying the efficacy of the self-learning kit in improving
the learning skills in Physics, specifically in the forces. The researchers have recommendations
derived from this study as follows:
To the learners. This study allows the learners to experience the Self-learning Kit
application that will help them to improve their learning skill in Physics, specifically in the
forces. Students must use this intervention to augment what they learned in the classroom.
To the teachers. This study provides another instrument to improve the learning skills of
21st Century learners in forces using the self-learning Kit method. This study also addresses to
the teachers to maximize and utilized the use of self-learning Kit for educational use which is a
fun-filled and interactive learning.
To the School Administrators. They should provide access to using self-learning kit
method that can ideally be utilized in improving the learning skills of the learners.
To the future researchers. This study aimed to help the society to establish a
betterment in the field of research and other aspects of professional courses to bring up the
efficiency of self-learning kit especially in the field of teaching. The future researcher can use the
result of this study as baseline data for their future studies.
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Republic of the Philippines

Bulacan State University

Utilization of Self-Learning Kit for teaching Forces in

An Action Research Presented to the Faculty of Education Department

Bulacan State University – Sarmiento Campus

City of San Jose Del Monte, Bulacan

In Partial Fulfillment of the Requirements for the

Degree of Bachelor in Secondary Education

Major in Physical Science

Kathleen Mae C. Buca

THE PROBLEM AND ITS BACKGROUND

and Scope and Delimitation.

different types of Forces, and its unit.

Statement of the Problem

affects the learning of Grade 8 students?

Specifically, this study sought to answer the following questions:

1. What is the demographic profile of the students in terms of :

test in Self-Learning kit?

test in Self-Learning kit?

after using Self-Learning Kit.

Significance of the Study

Learning Kit for Teaching Forces in Grade 8 Students

dealing with their online class.

Self-Learning Kit as Instructional Materials in their online class.

students of the sample are selected randomly and purely by chance.

conceptual framework, the hypotheses of the study, and definition of terms.

following theories will help in the development of the research.

Theories of Intelligence : Concept of Fluid and Crystallized Intelligence - R.B Cattel

Fluid Intelligence refers to the type of intelligence that reflects information-processing

( cited in Foundations of Psychology page 179 )

Levels-of-processing theory emphasize the degree to which new material is mentally

( Feldman, 2010 ; cited in Book of Foundations of Psychology page 99 )

the Life Cycle Learning Kit ( Nancy E. Perry, Philip H Winnie )

Developing Technology Infused Inquiry Learning Modules to Promote Science Learning

Eruption Software. ( cited in page 382-392 )

Development of Teacher-Designed Self Learning Kit in Geometry, for the Subunen ,

Humanities and Social Science)

College Students in the Philippines aims to proposed page 67 ).

Computer Science Education )

Das (1984) conducted a study to develop self-instructional materials in Health Education

administered under the supervision of a teacher was found to be more effective.

approach for individualized instruction.

paddling and sailing ( Marlon R. Teruñez )

SLK.( Ryan Pecson , 2020 )

experience teaching themselves.

behind in this school year.

Profile of the Administering

the Efficacy of Utilization of SLK on the respondents.

after using the Self -Learning Kit.

after using the Self -Learning Kit.

Data - information gathered from the study.

Engagement - to take part in the activity

Facile - attained or accomplished.

gstudy - type of eLearning app.

Pandemic - occurring over wide area in high proportion of the population.

Reiterated - to state or do over again.

Self-Learning Kit - a learning module originally made for K-12 curriculum.

Gathering Procedure and Statistical Treatment.

research is similar to experiment research in that there is no manipulation of independent

intervention. This was conducted to test the efficacy of Self-Learning Kit.

Population and Sample of the Study

sample for the study.