Activity Sheets For Grade 10 Students in Chemistry and Its Acceptability

Republic of the Philippines
EULOGIO “AMANG” RODRIGUEZ

1 INSTITUTE OF SCIENCE AND TECHNOLOGY
Nagtahan, Sampaloc, Manila
COLLEGE OF EDUCATION
ACTIVITY SHEETS FOR GRADE 10 STUDENTS IN CHEMISTRY AND ITS

ACCEPTABILITY
An Undergraduate Thesis
Presented to the
Faculty of the College of Education
Eulogio “Amang” Rodriguez
Institute of Science and Technology
In Partial Fulfillment
of the Requirement for the Degree
Bachelor of Secondary Education
Major in Physical Science
By:
Alegre, Jose Rico S.
Lagrama, Louie R.
Lumagod, Rosemarie S.
Mendoza, Jessica A.
Quiming, Alyana F.
CHAPTER 1
Introduction
The Problem and Its Background
Chemistry find student as one of the difficult subjects
to understand the reasons behind this is that Chemistry is
hard to relate in real life situation, the strategies that
were being used daily in classroom were too inappropriate for
the topic, the overused of traditional resources such as
graphic organizers, textbooks and workbooks becomes dull with
the fast changing of time. Also, studies show that students
in the 21st century has a low percentage of retention rate.
So, to prevent these problems, teachers as innovator should
look for new ways to improve teaching and learning like the
use of new and improved activity sheets.
Improved activity sheets are one way to include visual
demonstrations and provides an opportunity for the
instructors to rely less on blackboard-oriented teaching
techniques. Connecting science concepts with the use of
improved activity sheets makes lesson come alive, students

are engaged as they seek to unravel the science behind each
activity. As one of the psychologist said “Learning happens
when you trap students in an environment where they can’t
escape without thinking.” When your students or audience feel
connected and active with the lesson.
This study aims to develop students’ activity sheets
with a scientific approach to learn Chemistry.

Theoretical Framework
THEORY
 Learning is an
active process in
Jerome Bruner’s
which learners’
Constructivist constructs ideas or
Theory concepts based upon
their current/past
knowledge.
Jerome Bruner’s constructivist theory explains that learning
is an active process, learners are encouraged to discover
facts, principles and relationships for themselves based on
their current/past knowledge.
The relevance of this theory to the study was about how
learners will construct knowledge and developed intrinsic
motivation in learning Chemistry using improve activity sheet

in teaching. The learners mind will construct ideas as they
perform the activity.
Conceptual Framework
The conceptual framework is based on Coombs’ System
Approach that consists of three (3) phases, the input, the
process and the output.
INPUT PROCESS OUTPUT
Administration of:
 K to 12  Conceptual Test  Activity

Curriculum Pretest Sheets in
Guide Posttest Chemistry and
(Science)  Survey Its
Questionnaire Acceptability
 Reference
Material  Rubrics for
- DepEd scoring the
books/workbooks conceptual test
(Science  Statistical
Learner’s Treatment,
Material) Analysis and
Interpretation
of Data
The Input consists of K to 12 Curriculum Guide in
Science for the topic content in Chemistry and reference
materials which provide support to the study.
The Process includes administering of Conceptual Test as
well as the Survey Questionnaire. After collecting the data,
a rubric is used for evaluation. Statistical treatment is
obtained to determine the level of understanding of Grade 10
students in Chemistry.
Finally, the Output will be activity sheets for Grade 10
students in Chemistry and its acceptability.
Statement of the Problem
The study determined the development of activity sheets
in Chemistry Grade10 students of Mariano Marcos High School.
Specifically, it sought to answers to the following
questions:
1. What is the level of performance of the student
respondents exposed toactivity sheets as revealed by the
pretest and posttest scores with respect concepts of
Chemistry?
2. Is there significant difference on the level of
understanding of the respondent before and after
exposing localized activity sheets?
3. Does giving improve activity sheet is an effective
strategy in teaching?
Rationale of the Present Study
The fundamental reason of this proposal is that,
students encounter difficulties in learning Chemistry.
Students find Chemistry difficult because they must compete
against different representation such as experiments,
formulas and calculations, graphs and conceptual explanation
at the same time. Through the help of this research the
students can engage in learning Chemistry. Providing activity
sheets in teaching Chemistry.
Hypothesis
This study hypothesized that there was no significant
difference on the level of understanding of the respondents
before and after exposing to activity sheet in Chemistry.

Significance of the Study
The researchers believe that this study will greatly
contribute and benefit to the following:
Students
This research will contribute to the students who find
Chemistry as boring and difficult subject by linking Science
concepts by the useof localized activity sheets.
Teachers
The science teachers will have an opportunity to look
for an alternative way of capturing the attention of the
learners. Also, this research can aid the teachers to
maximize the attention span of the learners. It will help
them to teach concepts in an entertaining and meaningful way
of teaching.
Researchers
This research will help the researchers as a reference
material that can be used for further study. Researchers can
include this on their own study as a continuation for their
other concepts regardless in what materials they are going to

use. And this material serves as a spring board for other
researchers to come up with an alternative source of engaging
learners in a specific concept/topic.
Scope and Limitation of the Study
The study determined the development and acceptability
of the improve activity sheets in teaching and learning
conceptsin the Grade 10 students of Mariano Marcos Memorial
High School (MMMHS) as a respondent of the study during the
1st quarter of the school year 2019-2020.
The group of respondents utilized in the study were
consisted of fifty (50) Grade 8 Section A which composed of
50% and fifty (50) Grade 10 Section B which composed of 50%
of the total respondents which results in the total number of
one hundred (100) respondents.
Definition of Terms
The following words are based on what is the

understanding of the words for the researcher.
Acceptability - The characteristic of a thing being

subject to acceptance for some purpose. A thing is acceptable
if it is enough to serve the purpose for which it is

provided, even if it is far less usable for this purpose than
the ideal example.
Activity Sheet - It’s commonly a piece of paper with or

activities. Students can either place their answers or
perform the specific activity. In addition to that, the
activity sheet is also used to record the activities done by
a person, a group of people, a family, or an organization.
Strategies – methods used by teachers for the learners

to gain knowledge and apply it to real-life situation.
Teaching and Learning – the process of acquiring and

transferring knowledge.
Techniques –the manner in which technical details are

treated to teach both modern or traditional ways of teaching.
Traditional Resources – resources that are commonly used

by teachers to teach learners. It is usually using
blackboard-based lessons and textbooks/worktexts.
Worksheet - A specially prepared page of exercises

designed to improve your knowledge or understanding of a
subject.
CHAPTER 2
Review of Related Literature and Studies
Foreign Literature
(Ransom, 2017) believed consistent worksheets is counter
productive for student learning and is fundamentally
inconsistent with constructivist philosophy, she also
encourages understanding and implementation of
developmentally appropriate practice as she said in her
article “Worksheet, worksheet, worksheet)
(Wyels, 2000) tells her article entitled “Engaging

Students via In-Class Worksheets” that worksheets are an
effective tool in ongoing efforts encouraging our students to
engage their brains during class. Worksheets used in class
can also help direct students' learning out-of-class.
(Ozmen 2010) according to the article of Ozmen which
entitled “Effects on Worksheets Student’s Success: Acid and

Bases Samples” studies related to worksheets shows that these
materials are useful on students learning.
Foreign Studies
Simbolon, Simanjuntak, Simomuta and Kharira (2018) the
result of their research conducted by them entitled “The
Development of Activities Sheet with a Scientific Approach in
Elementary School” conclude that usage of student activity
sheet as a learning material in English subject is said to be
high, 80%. This can be seen from the result pre-test and
post-test conducted by the researchers in two different
classes which show learning achievement improvement in both
students.
Local Literature
According to Santos (2018), The Effectiveness of SAS
(Student’s Activity Sheets) is measured by indicators of
increased learning outcomes. The development of SAS follow
the 4-D (Define, Design, Develop and Disseminate) phase. It
is based in his research entitled “The Development of

Student’s Activity Sheets Based on Multiple Intelligences and
Problem-Solving Skills Using Simple Science Tools”.
Local Studies
Based on the study of (De Lara, 2017) with the title of

his research “Contextualization and Localization:
Acceptability of the Developed Activity Sheets in Science 5
Integrating Climate Change Adaptation” it’smore acceptable to
localized and contextualized the learning materials for
pupils. Policy formation and re-organization of the lessons
and competencies in Science must be reviewed and re-
evaluated. Lessons in science must also be integrated with
climate change adaptation since nowadays.
Synthesis
Based on related literature, linking lessons to magic is
an effective way of capturing students’ attention. It helps
them to learn efficiently and effectively. This will make the
lesson fun, entertaining and the learners’ will be able to
retain what is the topic all about.

CHAPTER 3
Methodology
Research Design
The study employed descriptive method of research. The
students were given pretest and posttest before and after the
exposure to computer aided magic tricks. Students were
required to answer in two ways: (a) to select answer from the
choices Responses of the students to the questions in the
pretest was compared to their posttest answers and score to
find out if there was any change as a result of the
instruction. Also, survey questionnaire serves as an
evaluation if the improved activity sheets in Chemistry is an
effective way in teaching Chemistry.
Population and Sampling
Out of the ten (10) Grade 10 sections in Mariano Marcos
High School two were randomly selected with the presence of
the adviser before the conduct of the study. The respondents
were all one hundred (100) students of that two selected
sections. The respondents were selected using the simple
random sampling technique.

Table 1
Distribution of Respondents
Respondents Frequency Percentage

(f) (%)
Grade 8 Section A 50 50%
Grade 8 Section B 50 50%
Total 100 100 %
As presented in Table 1, the group of respondents
utilized in the study; fifty (50) Grade 8 Section A which
composed of 50% and fifty (50) Grade 8 Section B which
composed of 50% of the total respondents which results in the
total number of one hundred (100) respondents.
Research Instrument
The following research instruments were used to gather
data from the respondents:
Pre-assessment test to assess the students’ prior
knowledge, a test which served as the pre-test was developed.
The items were taken from various DepEd books/workbooks.The
pre assessment test was a test that has a multiple choice

format with three distracters. To guide the researchers in
making conceptual test a copy of the ten (10) items test was
presented to science teachers for evaluation. Students were
required to answer in two ways: (a)to select answer from a
list of choice and (b) to write a short explanation on why
they selected a particular answer. The rubric for scoring the
pre assessment is found in Table 1. The students’ responses
to the pre assessment test was evaluated by the researchers
based on a scoring rubric. Students level of conceptual
understanding was then classified based on the average
ratings.
Table 1
Rubric for Scoring the Conceptual test in Chemistry
Numerical Criteria for Scoring
Score
4 Responses that contain correct choice and correct
complete explanation
3 Responses that contains correct choice and partly
wrong explanation.
2 Responses that show understanding of the concepts
but also contain misconception.

1 Incorrect responses (wrong choice wrong
explanation)
0 Blank, no answer and no explanation
The researchers follow the steps in gathering the data which
consist of:
1. Asked permission from the principal of Mariano Marcos
High School Manila, to conduct a study to Grade 10
students and make a written request letter to the
teachers handling Grade 10 students to inform that the
researchers will conduct a study to their learners.
2. Secure approved request letters from the teachers and
principal;
3. The pretest was given to the two sample groups one
week before treatment was started.
4. The posttest followed the last topic was done. Note
that only students who are present during pretest will
take the post test.
5. The answered questionnaire will be retrieved and
collected by the researchers after taking the
examination.
6. The data gathered from the two tests will be
classified and tabulated for statistical analysis.
7. Conclude and discuss the result of the research.
CHAPTER 4 DATA GATHERING
What is the performance of the two groups of respondents?

Table 1 shows the Pretest Performance Mean Score of the
respondents before the use of the activity sheets in
Chemistry.
Table 1
Mean Performance of the Respondents in Pretest

Mean
No. of MPS
Respondents Raw Interpretation
Students Equivalent
Score
Control Group 50 10.19 60.19 Average
mastery
Experimental 50 7.64 57.64 Average
Group mastery
Composite Average
50 8.9 58.9
Weighted Mean mastery
As shown by the data in Table 1, that the controlled
group which consist of 50 students obtained mean score of
10.19 in their pretest performance examination which is
equivalent to mean performance score of 60.19 and verbally
interpreted as average mastery.
However, the experimental group which consist also of 50
students obtained a mean score of 7.64 in their pretest
performance examination equivalent to mean performance score
of 57.64 and verbally interpreted as average mastery.

This obtained mean scores of the controlled and
experimental group obtained a composite weighted mean value
of 8.9 in their pretest performance examination equivalent to
mean performance score of 58.9 and verbally interpreted as
average mastery.
Table 2 presents the Posttest Performance Mean Score of
the Respondents after the used of the improved Activity
Sheets in Chemistry.
Table 2
Mean Performance of the Respondents in Post-test

Mean
No. of MPS
Respondents Raw Interpretation
Students Equivalent
Score
Moving towards
Control Group 50 28.48 78.48 mastery
Experimental Moving towards
50 34.53 84.53 mastery
Group
Composite Moving towards
50 31.51 81.51 mastery
Weighted Mean
As presented by the data in Table 2, it can be
interpreted that the controlled group which consist of 50
students obtained mean score of 28.48 in their post-test
performance examination which is equivalent to mean

performance score of 78.48 and verbally interpreted as moving
towards mastery.
On the other hand, the experimental group which consist
of 50 students obtained a mean score of 34.53 in their post-
test performance examination equivalent to mean performance
score of 84.53 and verbally interpreted as moving towards
mastery.
This obtained mean scores of the controlled and
experimental group obtained a composite weighted mean value
of 31.51 in their post-test performance examination
equivalent to mean performance score of 81.51 and verbally
interpreted as moving towards mastery.
It is clear statement that schools must give importance
on the use of ASIC as instructional materials in a certain
subject like Chemistry. Providing ASIC as instructional
materials will surely accelerate the performance of the
students in Chemistry. Hence, student will become competitive
in both local and global areas.

Sub-problem No. 5 Is there any significant difference
between the post test of the controlled and experimental
group?
Table 3 states the results of significant difference on
the Mean Performance of the respondents before and after the
used of improved activity sheet in Chemistry ASIC).
Table 3
Difference on the Assessment of Respondents

t-ratio
Standard Critical
CRITERIA GROUP Mean Computed
Deviation value of Decision VI
t value
t at .05
Controlled 10.19 3.92
Pre-test 8.6333 Reject Ho Significant
Experimental 7.64 5.01
Controlled 28.48 1.28
2.000
Experimental 34.53 1.93
Post-
7.378 Reject Ho Significant
test
It can be gleaned from the table, that the Mean
Performance Score of the controlled group during their pre-
test examination was 10.19 and a standard deviation of 3.92
and the Mean Performance Score of the experimental group
during the pre-test examination was 7.64 and a standard
deviation 5.01. When this obtained value subjected to
statistical treatment it obtained a computed t value of

8.6333 which is greater than the critical value of 2.0000
leading to the rejection of the null hypothesis at .05 level
of significance with 118 degrees of freedom and verbally
interpreted a significant.
However, the Mean Performance Score of the controlled
group during their post-test examination was 28.48 with a
standard deviation of 1.29 and the Mean Performance Score of
the experimental group during their post-test examination was
34.53 and a standard deviation of 1.93. When this obtained
value was subjected to t-test, it obtained a computed t value
of 7.3780 which found out to be of greater value than the t
critical value of 2.000. Hence, the null hypothesis is
rejected at five percent level of significance at 118 degrees
of freedom.
The results manifest that there is a significant
difference between the Mean Performance Score of the
respondents before and after the used of the ASIC.
This further signifies that the assessment of the two

groups of respondents does not concur with one another
CHAPTER 5 RESULT
Following recommendations are suggested:
 We highly encourage them to use these activity
sheets to ease and let them acquire ASIC in the
simpler ways possible. However, we made these
activity sheets to promote localization as possible
and relevance to the nature of the learners.
Despite of the difficulties of the subject matter,
Chemistry to be specific, we made it simpler and
yet interactive to the learners.
 The premises of these type of material will achieve
and attain higher cognitive instances and greater
thinking capacity by which learners are lack and
hard to grasp information. In terms of utilization
of the material, we suggest following and make a
routine check for answering the intimidate
questions.
 Other uses of these activity sheetare for
remediation and mastery of the subject matter. We
intend to utilize to material to other discipline
and make it reliable to some field of

specialization. Since the material is physically
tangible and simple to use, it is much more capable
to learn and integrate with the imagination of the
learners.
 We potentially suggest the content of these
activity sheets because it is in the individualize
level of format and defined terms of information.
It can be understood by simple terms and think
critically by conclusions of the concept and
deliver the comprehension in easy ways.

REFERENCES
Blasco, Fernando et.al (2016). Using Activity Sheets To

Engage Students in the Learning Process.
Ogren, Kevin (2014). Why Activity Sheets Is Necessary in

Teaching Strategy.
Schott, Pierre (2010). The Use of Activity Sheet in Chemistry

in Higher Education.
B. WEBLIOGRAPHY
Brian Daniels. (2010). “Teach by Strategy: Attention-Grabbing

Tricks”. Retrieved from https://teachhub.com

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Republic of the Philippines

EULOGIO “AMANG” RODRIGUEZ

ACTIVITY SHEETS FOR GRADE 10 STUDENTS IN CHEMISTRY AND ITS

Faculty of the College of Education

Eulogio “Amang” Rodriguez

Institute of Science and Technology

of the Requirement for the Degree

Bachelor of Secondary Education

Major in Physical Science

Alegre, Jose Rico S.

The Problem and Its Background

Chemistry find student as one of the difficult subjects

to understand the reasons behind this is that Chemistry is

hard to relate in real life situation, the strategies that

were being used daily in classroom were too inappropriate for

the topic, the overused of traditional resources such as

graphic organizers, textbooks and workbooks becomes dull with

the fast changing of time. Also, studies show that students

in the 21st century has a low percentage of retention rate.

So, to prevent these problems, teachers as innovator should

use of new and improved activity sheets.

Improved activity sheets are one way to include visual

demonstrations and provides an opportunity for the

instructors to rely less on blackboard-oriented teaching

techniques. Connecting science concepts with the use of

improved activity sheets makes lesson come alive, students

are engaged as they seek to unravel the science behind each

activity. As one of the psychologist said “Learning happens

when you trap students in an environment where they can’t

escape without thinking.” When your students or audience feel

connected and active with the lesson.

This study aims to develop students’ activity sheets

with a scientific approach to learn Chemistry.

Jerome Bruner’s constructivist theory explains that learning

is an active process, learners are encouraged to discover

facts, principles and relationships for themselves based on

their current/past knowledge.

The relevance of this theory to the study was about how

learners will construct knowledge and developed intrinsic

motivation in learning Chemistry using improve activity sheet

in teaching. The learners mind will construct ideas as they

perform the activity.

The conceptual framework is based on Coombs’ System

Approach that consists of three (3) phases, the input, the

process and the output.

INPUT PROCESS OUTPUT

 K to 12  Conceptual Test  Activity

The Input consists of K to 12 Curriculum Guide in

Science for the topic content in Chemistry and reference

materials which provide support to the study.

The Process includes administering of Conceptual Test as

well as the Survey Questionnaire. After collecting the data,

a rubric is used for evaluation. Statistical treatment is

obtained to determine the level of understanding of Grade 10

Finally, the Output will be activity sheets for Grade 10

students in Chemistry and its acceptability.

Statement of the Problem

The study determined the development of activity sheets

in Chemistry Grade10 students of Mariano Marcos High School.

Specifically, it sought to answers to the following

1. What is the level of performance of the student

respondents exposed toactivity sheets as revealed by the

pretest and posttest scores with respect concepts of