ACCEPTABILITY OF THE IMPROVISED COMPACT

IMAGE PROJECTOR IN TEACHING OPTICS

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 8
Pages: 204-213
Document ID: 2023PEMJ641
DOI: 10.5281/zenodo.7819765
Manuscript Accepted: 2023-10-4
Psych Educ, 2023, 8: 204-213, Document ID:2023 PEMJ641, doi:10.5281/zenodo.7819765, ISSN 2822-4353
Research Article

Acceptability of the Improvised Compact Image Projector in Teaching Optics

Adrian Y. Vismonte*
For affiliations and correspondence, see the last page.
Abstract
This study aimed to determine the acceptability of the improvised Compact Image Projector (CIP) in
teaching Optics at Tanay West National High School in Tanay, Rizal. The study's respondents were
the sixty (60) Grade 10 learners of Tanay West National High School. The study used two methods of
research, the experimental and descriptive-developmental methods, to determine the performance of
the student-respondents and the acceptability of the developed Compact Image Projector as an
improvised science apparatus with regards to functionality, durability, utility value and economic
value. Based on the analysis and interpretation of data gathered, all mean scores in the posttest of the
experimental and control group were higher than the pretest, which denoted that there was an increase
in the level of performance of the groups of respondents. Moreover, the study found out that the
level of performance of the experimental and control groups as revealed by their pretest and
posttest, differed significantly with respect to different lessons in Optics thus, the null hypothesis was
rejected and was verbally interpreted as significant. The result revealed that there is significant
difference between on the posttest results on the level of performance of the experimental and control
group with respect to Nature of light, Reflection of Light and Mirrors, Image Formation by Mirrors,
Refraction of Light and Lenses, Image Formation by Lenses and Mirror/Lens Equation since all of
their p-values are less than the 0.05 significant level.

Keywords: acceptability, public school, elementary learners, improvised compact image

projector, teaching optics

Introduction At present, teaching becomes more challenging. Due

In a global community driven by science and
technology, the battle cry in the educational system
nowadays is the positive performance of the learners
which is always connected with the kind of teaching-
learning process given to them. The teaching-learning
process refers to some factors such as availability and
appropriateness of the materials to be used, teacher’s
mastery, student preparedness to learn, and strategies
and techniques to be used by the teacher.
The advancement of science and technology in this
time drives for more innovations however, emergence
of different issues and concerns leads in the lack of
interest of some students especially in the discipline of
Science and Technology. The effect of the good
outcome in terms of life-long learning of Sciences and
its branches are all dependent not just in realizing the
concept behind but in seeing it in a more realistic
way.
According to Azis et al. (2011), the role of educators
in this time of globalization is increasingly becoming a
dominant force in the delivery of education and its
processes. Thus, the development of new concepts,
strategies, approaches and new teaching experiences
which are emerging to challenge or significantly
modify the long established processes and strategies in
teaching is important.
to changing time, our society is undeniably changing
rapidly. To adhere to the needs of the fast changing
society – locally and globally, the Department of
Education (DepED) together with the Commission on
Higher Education (CHED) worked hand-in-hand to
uplift the Philippine Education. As the K-12 program
was implemented, one of the salient features is a
curriculum that is enriched – a curriculum that is
integrative, inquiry-based, constructivist and
technology enhanced. With this, teacher’s instructional
materials must be in line with the topics presented in
the newly implemented curriculum.
Under the Implementing Rules and Regulations of the
Enhanced Basic Education Act of 2013 (Republic Act
No. 10533), Rule II Section 10.3 that pertains to the
Production and Development of Materials, the rule
stated: “The production and development of locally
produced teaching and learning materials shall be
encouraged. The approval of these materials shall be
done by the regional and division education unit in
accordance with national policies and standards.”
The aforementioned rule under the implementation of
the Enhanced Basic Education Act of 2013 suggests
the development of learning materials that will help in
the development of students’ critical thinking skills
and performance. This mandate encourages curriculum
to strengthen the learning process and be more learner-
centered. In these approaches, students are active

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Research Article
participants and makers of meaning rather than passive
recipients of information.
As stated in the book of Salandanan and Corpuz
(2007), there are general principles in the use of
instructional materials (IMs), and that, all instructional
materials are aids to instruction. Instructional objective
is the basis in the selection of instructional materials;
therefore, instructional materials must be suited in the
objective provided. One should use variety of tools if
possible and they should be tested before using it. For
better results, the teacher should be acquainted with
the use of IM.
This study aimed to determine the acceptability and
The Philippine Educational System was identified with effectiveness of Compact Image Projector in Teaching
the diversity of learning process specifically in the Optics among Grade 10 students in Tanay West
varying needs of teachers, learners and schools. Some National High School during the School Year
of the factors that can be attributed to the status were 2017-2018. This study sought to find answers for the
the emergence of the globalization towards following questions:
development of different fields, the exposure of
irrelevant content of some textbooks, the
implementation of the Restructured Basic Education
Curriculum (RBEC) and the stipulation of refresher
course to all teachers in Science, English and
Mathematics. Yet, in tracing the effects of these in the
learning process, some of these will converge to the
needs of the development of instructional materials
and its supported authentic materials.
With this scenario, the New Philippine Constitution,
Article XV, Section 12 strongly supports the Science
and Technology, to wit; “The state shall regulate the
transfer and promote the adaptation of technology
from all sources and technology should be able to
explore, develop and contribute some knowledge
regarding the invention, training and service to science
and technological and application to the country’s
productive system and national life.”
This constitutional provision strongly supports the
academicians to engage in research and innovation that
can lift the educational system and give chance to
modify other alternative methods, techniques and
strategies in teaching. Furthermore, as expressed in
Section 3, Chapter 3 of the Education Act of 1982: “It
aims to develop curricular designs, prepare
instructional materials, prepare and evaluate programs
to upgrade the quality of teaching.”
The focus by then is to upgrade the quality of
education by introducing innovations particularly in
the preparation of instructional materials supported by
improvised or authentic materials that will help for
both teachers and students to easily understand the
lesson particularly in Optics. In this regard, several
innovations in teaching methodologies were tried out
Adrian Y. Vismonte
to provide quality instruction. To make quality of
education in reality, teachers update themselves to
acquire new techniques and strategies through
attending seminars and enrolling to graduate study.
The researcher believed that the construction of
authentic/improvised materials supported by
instructional materials as another technique in teaching
will greatly help in the growth and development of
teaching-learning process.
Research Questions
1. What is the level of acceptability of the improvised
Compact Image Projector as evaluated by the experts
with respect to:
1.1. functionality;
1.2. durability;
1.3 utility value; and
1.4 economic value?
2. What is the level of performance of the respondents
in the experimental and control groups as revealed in
the pretest and posttest results with respect to the
different lessons in Optics:
2.1. Nature of Light
2.2. Reflection of Light and Mirror;
2.3. Image Formation by Mirrors;
2.4. Refraction of Light and Lenses;
2.5. Image Formation by Lenses; and
2.6. Mirror/Lens Equation?
3. Is there a significant difference in the level of
performance of the participants in the experimental
and control groups as revealed in the pretest and
posttest results with respect to the different lessons in
Optics?
4. Is there a significant difference between the level of
performance of the participants in the experimental
and control groups as revealed in their posttest results
with respect to the different lessons in Optics?
Methodology
Research Design
This study used the experimental and descriptive-
developmental methods of research since this involves
determination of effectiveness and acceptability of the
Compact Image Projector (CIP), an improvised science
apparatus.
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Research Article

Subject of the Study

The primary subject of this study was the improvised

Compact Image Projector (CIP). It is an improvised
Experimental method of research, according to Borg
multi-function instructional material that helps student
(2007), attempt to establish both cause and effect of a
to show the properties of light and to project the real
particular intervention. In this type of study, the
image formation using optical devices (lens and
researcher selects a random allocation. Furthermore,
mirror). It consist of wooden optical bench, sets of
Best and Khan (2007) stressed that experimental
plane and curved mirror, a lens with different focal
design is the blueprint of the procedures that enables
length and diameter, lens and mirror holder and a
the researcher to test hypothesis by reaching valid
rechargeable flashlight as a source of light.
conclusions about the relationship between
independent and dependent variables. The improvised instructional material was used by the
researcher in the assigned experimental group in
The study involved two comparable groups, the
learning different lessons in Optics namely Nature of
experimental and control groups utilizing pretest and
Light, Reflection of Light and Mirrors, Image
posttest. In this design, the pretest and posttest were
Formation by Mirrors, Refraction of Light and Lenses,
administered to both experimental and control groups.
Image Formation by Lenses and Mirror/Lens
The experimental group was exposed to the CIP in
Equation.
teaching Optics while the control group used the
traditional learning. The secondary subject of this study was the students of
Tanay West National High. The respondents were the
Moreso, in experimental method of research, the one-
two (2) selected sections who are heterogeneous in
group pretest and posttest design (Quasi matched
nature, the Grade 10 Narra and Grade 10 Molave that
group design) was adopted. At the same time, one
were chosen through stratified sampling technique.
group of student respondents was considered from the
Stratified sampling is a probability sampling technique
beginning until the end of the study. Hence, it was
wherein the researcher divides the entire population
called one-shot experimental method. The
into different subgroups or strata, and then randomly
performances of two groups were compared to
selects the final subjects proportionally from the
determine the effectiveness of the CIP as an
different strata. (Exportable, 2013).
improvised instructional material on the students’
performance in Optics. Each group of respondents were composed of 30
students. Sex and their grades during the first quarter
On the other hand, in order to recognize the
in Science were the equating variable in choosing the
acceptability of the improvised science apparatus,
respondents. The researcher classified them and
descriptive-developmental method was devised. The
selected six (6) students from each level of proficiency
purpose of descriptive method of research is to find the
such as beginning (75-79), developing (80-84),
truth that may have many different forms such as
approaching proficiency (85-89), proficient (90-94)
increased quantity of knowledge and to level up the
and advance (95-100). To determine the groupings,
factors of understanding in operating more accurately
fish bowl technique was used.
in formulation of the problem to be solved and many
others. (Calmorin, 1994). The experimental group was exposed to the developed
CIP while the control group was taught using the
In addition, a questionnaire checklist by Sanvictores
lecture-discussion method of teaching. Both groups
was used to determine its acceptability level with
were given validated researcher-made test as pretest
respect to functionality, durability, utility value and
and posttest covering six (6) selected topics in Optics.
economic value of the improvised science apparatus.
Five (5) Grade 10 teachers, five (5) Physics teachers
As stated in the book of Padua (2000), experimental
and five (5) experts who had an experience in
method is the most rigid and scientific of all research
developing IM’s were selected and considered as
methods. When used properly it can provide
respondents. The experts evaluated the CIP to prove its
conclusions that are beyond question and which will
effectiveness and acceptability and rated using the
be definitive for a specific purpose.
questionnaire checklist.

Sources of Data

The sources of data for this study were the researcher-

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Research Article
made test and questionnaire checklist. Researcher-
made test was used as the main instrument to
determine the performance of the two groups of
respondents. The researcher made use of pretest and
posttest in Physics particularly in Optics which
focused on Nature of Light, Reflection of Light and
Mirror, Image Formation by Mirrors, Refraction of
Light and Lenses, Image Formation by Lenses and
Mirror/Lens Equation.
The test items were based on the learning
competencies mandated by the Department of
Education (DepEd), the Curriculum Guide in Science
for Grade 10. The researcher constructed a 120-item
test questionnaire to determine the performance of the
two groups of student-respondents. The same test
questionnaires were given to another section which is
not handled by the researcher as try-out. The content
of the test questionnaires were validated by the other
Science Grade 10 teachers and Master Teachers from
different schools. Relevant computation on the
analysis were done. The final form of the test was
composed of 60 items and constructed with a table of
specification. There were 10 items for each topic.
With regards to the acceptability of the CIP,
questionnaire-checklist applied by Sanvictores (2011)
on her study entitled “Development and Acceptability
of Improvised Science Apparatuses in Teaching
Selected Topics in Physics” was used. An adopted
questionnaire-checklist was answered by the teacher-
evaluators which were the Master teachers and Science
Teachers from the different secondary schools in
Rizal. The improvised CIP was face validated before it
was utilized to the different lessons in Optics. The
variables to consider were functionality, durability,
utility value and economic value.
Procedures of the Study
The following procedures were made by the researcher
in the conduct of the study. First, the researcher
identified the topics in Optics that always fall in the
least mastered competencies and the topics that the
students on the previous School Achievement Test
failed to pass from the school target MPS. After
identifying the lessons, the CIP was developed. The
developed improvised instructional material were
assessed and evaluated by the experts using an adopted
questionnaire checklist. Revisions was then followed
based on the suggestions and recommendations of the
evaluators.
Next, the researcher constructed 120-item test. It was
given to another section which is not handled by the
Adrian Y. Vismonte
researcher as try-out. After the item analysis and
validation of experts, a table of specification was used
to construct the final form of a 60-item pre-test and
posttest questionnaires. Using a random sampling,
specifically fish bowl technique, the experimental and
control groups were determined. List of names of the
participants were classified and arranged according to
the sex and level of proficiency before it was placed to
separate container. Afterwards, 30 students from each
group were selected. The experimental group was
exposed to the improvised CIP and was handled by
another Physics teacher while the control group was
exposed to traditional way of teaching and utilized the
suggested materials to be used in the different lesons
in Optics presented in the Learners’ Material of
Science 10.
Both the experimental and control groups were given
the 60-item pretest which were composed of topics
namely Nature of Light, Reflection of Light and
Mirrors, Image Formation by Mirrors, Refraction of
Light and Lenses and Image Formation by Lenses and
Mirror/Lens Equation before they were exposed to the
specified strategies.
After the conduct of the experiment, posttest was
given to both groups. The researcher used the same
questions from pretest, however, there were changes in
the arrangement of the test questions to minimize the
familiarization of the test items. Both pretest and
posttest results of the learner- participants were
gathered and analyzed. Mean was used to determine
the level of performance of the respondents as revealed
by their pretest results with respect to the different
topics in Optics. Dependent t-test was used to
determine the significant difference on the
performance of the experimental and control group as
revealed by their pretest and posttest results.
Independent t-test was used to compare a significant
difference as revealed by their posttest.
Subsequently, the improvised CIP was evaluated by
selected experts utilizing the adopted questionnaire-
checklist of Sanvictores (2011) based on functionality,
durability, economy value and utility value. Each
criterion was rated using the 5-point Likert scale.
Teacher-evaluators were selected based from their
knowledge in the concept of the different lessons and
their skills in developing instructional materials.
Lastly, all the data collected were tabulated and
subjected to appropriate statistical tools for treatment
in order to compute and analyze them, followed by the
interpretation of the data and the formulation of
findings, conclusions and recommendations.
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Research Article

Results and Discussion

improvised science apparatus is rated 4.89 by the
Level of Acceptability of the Improvised Compact teacher-respondents.
Image Projector in Teaching Optics with Respect to
the Different Criteria Table 2. Level of Acceptability of the Developed
Compact Image Projector in Teaching Optics with
Table 1 presents the level of acceptability of the Respect to Durability
developed Compact Image Projector in teaching
Optics with respect to functionality.

Table 1. Level of Acceptability of the Developed

Compact Image Projector in Teaching Optics with
Respect to Functionality

Table 2 on the next page evinces the level of

acceptability of the developed Compact Image
Projector in teaching Optics with respect to durability.
Table 2 exemplifies that the CIP as improvised
instructional materials in teaching Optics as perceived
by the teacher-evaluators in terms of durability has an
average mean of 4.82 and verbally interpreted as
“Very Highly Acceptable”. The findings sustained the
durability of the improvised science apparatus as an
Table 1 depicts that as evaluated by the teacher-
evaluators, the improvised CIP in teaching Optics with
alternative instructional tool, hence better directions on
respect to functionality garnered an average mean of how to perform in the different lessons in Optics.
4.89 and verbally interpreted as “Very Highly
Acceptable”. The resul implies the teacher-evaluators From the table, the CIP with respect to durability
strongly agree that the improvised science apparatus is achieved the highest mean score of 4.93 on items no. 1
functional and is indeed a great help as a tool in both and 7 which implies that the teacher-evaluators highly
teaching and learning science concept. agreed that the improvised apparatus is durable in
terms of the lay-out of its parts to maximize protection
Likewise, the CIP obtained the highest mean score of
5.00 on the statement nos. 6 and 8 which implies that
and make the CIP more stable and more resistant to
with respect to functionality, the teacher-respondents deformation every time it is to be used during
highly acknowledged the fact that the CIP generates discussions. With the durability as highly acceptable as
the desired knowledge and skills expected from the this, the everyday use of this improvised material in
activity and this Science apparatus can easily teaching Optics can be maximized. In relation to the
manipulated by the learners depending on the topic findings made by Julian (2014), the faculty
they are utilizing this instructional material. respondents arrived at an average weighted mean of
The result is related to the findings made by Serbito
4.04 considered “Highly Acceptable”.
(2007), the developed computer-based learning device
in terms of functionality is “Very Much Acceptable”
with a weighted mean of 4.85. Similarly, the

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Research Article
Table 3. Level of Acceptability of the Developed
Compact Image Projector in Teaching Optics with
Respect to Utility Value
Table 3 on the next page presents the level of
acceptability of the developed Compact Image
Projector in teaching Optics with respect to utility
value. Table 3 divulges that with respect to utility
value, the developed CIP is “Very Highly Acceptable”
as evaluated by the teacher-evaluators with an
obtained average mean of 4.86. Moreover, the CIP
attained its highest mean score of 4.93 on item nos.
1,6,7,9, and 10. This implies that the teacher-
respondents strongly agreed that with respect to utility
value of CIP, it is very applicable in teaching Optics.
From how the science apparatus is designed, learners
become more curious thus, become more interested to
learn cerataion lessons in Optics. Also, the CIP makes
the most out of the teaching-learning process because
as the teacher demonstrates how to use the CIP,
students can work collaboratively in order to maximize
the classroom interaction learning as a whole.
Likewise, this results connotes that the target goal
made by the researcher to determine and measure the
performance of the respondents was obtained. The
developed instructional material serves its utility value
and usefulness for the respondents as evaluated by the
respondents.
This is similar to study of Madrid (2015) entitled
“Strategic Intervention Materials for Remediation in
Teaching Science for Grade 7” found out that the
developed intervention materials is effective in guiding
the students to understand the concepts and principle
of Chemistry as revealed in the evaluation of the
respondents.
Adrian Y. Vismonte
Table 4. Level of Acceptability of the Developed
Compact Image Projector in Teaching Optics with
Respect to Economic Value
Table 4 clarifies the level of acceptability of the
developed Compact Image Projector in teaching
Optics with respect to economic value.Table 4
demonstrates that with respect to economic value, the
improvised CIP is “Very Highly Acceptable” as
evaluated by the teacher-evaluators with an average
mean of 4.89. from the table, it can be seen that the
CIP obtains it highest mean score of 5.00 on item no. 5
which implies that the teacher-evaluators highly
agreed that the improvised CIP can be replaced by
recyclable materials especially if this improvised
Science apparatus is to be used in a public school
where some teachers are budget-conscious,
resourceful, and particular about cost-cutting
measures. Making CIP out of recyclable materials
indeed make this apparatus very cost-effective and
thus, a number of this devise may be reproduced by
teachers in order to maximize the use inside the
classroom.
This is parallel with the study of Condez (2009) that
shows that the acceptability of the project-based
improvised laboratory apparatuses in Science VI as
evaluated by the respondents in terms of economy was
“Very Highly Acceptable” and concluded that the
project-based methods is highly recommended in
teaching Science.
Table 5. Composite Table on the Level of Acceptability
of the Compact Image Projector as Evaluated by the
Experts
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Research Article
Table 5 presents the composite table on the level of
Acceptability of the Compact Image Projector as
evaluated by the experts.The composite table reveals
that with respect to all aspect/criteria on the level of
acceptability, CIP as an improvised instructional
materials used in teaching Optics was rated by the
teacher-evaluators as “Very Highly Acceptable”.
The table also shows that the teacher-evaluators
ranked functionality and economic value first (1st) with
an average mean of 4.89. Utility value ranked second
nd
(2 ) with an average mean of 4.86 while durability
ranked third (3rd) with an average mean of 4.82. This
further suggests that the improvised CIP in teaching
Optics passed all the criteria needed to be used as
instructional material in teaching Optics. More
importantly, the teacher-respondents strongly agree
that the CIP serves its purpose well in maximizing the
teaching-learning process inside the classroom which
consequently increasing the result in the performance
of learners in the least mastered lessons in Optics.
They also believed that along with the cost-
effectiveness of this Science apparatus, it is still very
highly durable and resistant to deformations.
These findings are supported by Sta. Maria (2015) that
instructional materials can magnify or support the
teacher’s instruction that can help the students to have
better understanding of the lesson. Both wanted to
provide materials to upgrade the academic
performance of the students.
Level of Performance of the Participants in the
Experimental and Control Groups as Revealed by
the Pretest and Posttest Scores with Respect to the
Different Lessons in Optics
Table 6 on the next page presents the level of
performance of the participants in the experimental
and control groups as revealed by the pretest and
posttest scores with respect to the different lessons in
Optics.
Table 6. Level of Performance of the Participants in
the Experimental and Control Groups as Revealed by
the Pretest and Posttest Scores with Respect to the
Different Lessons in Optics
Adrian Y. Vismonte
Table 6 shows that with respect to most of the lessons
in Optics, the experimental group had a low
performance in their pretest with mean scores which
ranged from 2.67 to 8.83 and standard deviations
which ranged from 1.11 to 1.84. With respect to the
lesson on Reflection of Light and Mirror, they got an
average performance with a mean score of 4.20 and a
standard deviation of 1.77.
In addition to this, after being exposed in the CIP, the
experimental group obtained high performance in all
of the selected lessons in Optics as seen in their
posttest with mean scores which ranged from 6.10 to
7.40 and standard deviations which ranged from 1.17
to 1.91.
Meanwhile, the control group had also a low
performance in their pretest with respect to most of the
lessons in Optics as shown by their mean scores which
ranged from 2.57 to 3.67 and standard deviations
which ranged from 1.14 to 1.83. with respect to the
lesson on Reflection of Light and Mirror, they got an
average performance with a mean score of 4.07 and a
standard deviation of 1.76 however, the control group
obtained an average performance in all the lessons in
Optics after going through the traditional way of
teaching and learning, as shown by their mean scores
which ranged from 4.07 to 5.33 and standard
deviations which ranged from 1.09 to 1.60.
Table 6 implies that the increase in the performance of
the learners was attributed to their exposure and to the
functionality of the improvised CIP which ranked first
among the four (4) criteria on the level of acceptability
as evaluated by the teacher-evaluators. This progress is
further shown by the significant increase in the
computed means from pretest to posttest, both in
experimental and control group with respect to the
different lessons in Optics. However, it is observed
that the obtained standard deviation of the four (4)
among the six (6) lessons became smaller from pretest
to posttest while the other two (2) lessons became
bigger which means that the scores of the posttest
although improved, still vary for both experimental
and control group. This variability may be attributed to
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Research Article
the fact that even with the use of ClP or traditional
way of teaching, students are very diverse in terms of
how fast they acquire and retain the information they
learned.
This supports the study of Soriano (2013) that students
when exposed to developed instructional materials
which include the improvised Science apparatuses aid
to progress the level of academic performance evident
in the increase in posttest result.
Significant Difference on the Level of Performance
of the Participants in the Experimental and Control
Groups as Revealed in the Pretest and Posttest
Results with Respect to the Different Lessons in
Optics
Table 7. Significant Difference on the Level of
Performance of the Participants in the Experimental
Group as Revealed in the Pretest and Posttest Results
with Respect to the Different Lessons in Optics
Table 7 on the next page presents the significant
difference on the level of performance of the
participants in the experimental group as revealed in
the pretest and posttest results with respect to the
different lessons in Optics. It can be seen from Table 7
that the level of performance of the experimental
group varied across all different lessons in Optics
between pretest and posttest. Among all the lessons in
Optics, the learners from the experimental group
achieved the highest pretest score in the lesson
Reflection of Light and Mirror with a mean score of
4.20 with a 1.77 standard deviation while the lowest
pretest mean score is the Image Formation by Mirrors
with a mean score of 2.67 and standard deviation of
1.52.
On the other hand, they had the highest posttest mean
score in the lesson Reflection of Light and Mirror with
a mean score of 7.40 and standard deviation of 1.43
while the lowest posttest mean score is the lesson
Miror/Lens Equation with a mean score of 6.10 and
Adrian Y. Vismonte
1.65 standard deviation. Since the obtained P-values
are less than 0.05 level of significance thus, null
hypothesis is rejected. With the increase in the mean
scores of learners from their pretest to posttest, this
showed that there is a significant difference on the
level of performance of the experimental group as
revealed by their pretest and posttest with respect to all
different lessons in Optics. Furthermore, improvised
Compact Image Projectoras an instructional material
has a positive effect on the performance of the leamers
in the experimental group. This is similar to the
findings of Fano (2015) when she found out that her
developed graphic organizers in teaching Physics is
effective and the pretest scores of the respondents
increased during posttest.
Table 8. Significant Difference on the Level of
Performance of the Participants in the Control Group
as Revealed in the Pretest and Posttest Results with
Respect to the Different Lessons in Optics
Table 8 on the next page presents the significant
difference on the level of performance of the
participants in the control group as revealed in the
pretest and posttest results with respect to the different
lessons in Optics. It can be noticed from the table that
there is a significant difference in the level of
performance of the control group with respect to the
different lessons in Optics. Learners from the control
group garnered the highest pretest mean score in the
topic Reflection of Light and Mirror with a mean score
of 4.07 and standard deviation of 1.76. Meanwhile,
they acquired the lowest pretest mean score in the
lesson Image Formation by Mirors with a mean score
of 2.57 and standard deviation of 1.14.
On the other hand, the learners from the control group
attained the highest mean score in the lesson
Reflection of Light and Mirror with a mean score of
5.33 and standard deviation of 1.09 during posttest.
Meanwhile, the lesson Mirror/Lens Equation reached
the lowest mean score of 4.07 with a standard
deviation of 1.46. Since the obtained p-values are less
than 0.05 level of significance, null hypothesis is
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Research Article
rejected. The results reveal that even though the
learners in the control group are taught using
traditional way of teaching still, their performance
from pretest to posttest increased with respect to the
different lessons in Optics. This implies that the
traditional way of teaching did not build up great
effect on the level of performance of the control group.
Even with the use of the traditional lecture method,
students were still able to learn something from the
discussion and applied these learnings in the
evaluation of the teaching-learning process.
The results support the study of Doblada (2007),
wherein he found out in his study that there is
significant difference between the pretest and posttest
of experimental and control groups with respect to the
different lessons in Trigonometry which resulted to
reject the null hypothesis. Both studies used t-test to
obtain the results and consequently interpreted them
meaningfully.
Significant Difference on the Level of Performance
of the Participants in the Experimental and Control
Groups as Revealed in the Posttest Results with
Respect to the Different Lessons in Optics
Table 9. Significant Difference on the Level of
Performance of the Participants in the Experimental
and Control Groups as Revealed in the Posttest
Results with Respect to the Different Lessons in Optics
Table 9 on the next page illustrates the significant
difference on the level of performance of the
participants in the experimental and control groups as
revealed in the posttest results with respect to the
different lessons in Optics.
It could be gleaned from Table 9 that there is a
significant difference between the posttest results of
the experimental and control group, with respect to
Nature of light, Reflection of Light and Mirrors, Image
Formation by Mirors, Refraction of Light and Lenses,
Image Formation by Lenses and Mirror/Lens Equation
since all of their p-values are less than the 0.05
Adrian Y. Vismonte
significant level. In addition, the experimental group
attained the higher posttest mean scores across all
topics of Optics which ranged from 6.10 to 7.40
compared to the posttest mean scores of the control
group across all topics which ranged from 4.07 to 5.03.
After removing the possible effect of the extraneous
variable (pretest scores), still a significant difference
between the posttest scores of the experimental and
control group was observed. This implies that with
respect to the different lessons in Optics, learners who
are exposed to the improvised instructional material
performed better than those who are not exposed to it.
This also means that the improvised Compact Image
Projector is an effective instructional material in
teaching Optics primarily because the learners of the
experimental group which are exposed to the CIP
obtained higher posttest scores than the students of the
control group. This result is congruent to the findings
of Penueco (2012), wherein he found out in his study
entitled "Development and Validation and
Effectiveness of Higher Order Thinking Skills that
experimental group performs better on their posttest as
compared to the control group.
Conclusion
On the basis of the summary of findings, the following
conclusions were drawn: (1) There was a significant
difference on the level of performance of the
participants in the experimental and control groups as
revealed in the pretest and posttest results with respect
to the different lessons in Optics. (2) There was a
significant difference between the level of
performance of the participants in the experimental
and control groups as revealed in their posttest results
with respect to the different lessons in Optics. (3) The
improvised CIP possessed characteristics of a good
instructional material considering the functionality,
durability, utility value and economic value.
Cognizant to the findings and conclusions drawn, the
following are recommended: (1) The improvised CIP
can be tried by other Science teachers to facilitate and
ensure learning not only in Optics but also in other
subjects related to it. (2) The improvised Science
apparatus can be constructed using some readily
available materials and recyclable materials from parts
of scrap glass, aluminum and wood. (3) Teachers of
Physics may be encouraged in improvisation and
instrumentation to make the teaching-learning process
more effective and enjoyable through attending
trainings and seminars. (4) Revisions and
modifications can be done by other researchers to
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Psych Educ, 2023, 8: 204-213, Document ID:2023 PEMJ641, doi:10.5281/zenodo.7819765, ISSN 2822-4353
Research Article
improve the general features of CIP. (5) Future
research may be conducted parallel this study to
further validate its findings and results.
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Affiliations and Corresponding Information
Adrian Y. Vismonte
Tanay West National High School
Department of Education -Philippines
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