Chapter V

CHAPTER V SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS This study is aimed at determining the effectiveness of tricks and games in teaching the concept on Newton’s laws of motion. The following findings were noted: 1.

There is a significant difference between the pretest and posttest performance of the respondents.

2.

There is no significant difference between the pre-attitude and post-attitude response of the respondents.

3.

There is a significant relationship between the pre-test performance and pre-attitude response of the respondents.

4.

There is a significant relationship between the post-test performance and post-attitude response of the respondents.

5.

MSU-IIT Coop Academy’s mean for pretest performance is different from other schools.

6.

St. Therese Academy’s mean for posttest performance is different from other schools.

7.

There is no significant difference in pre-attitude response among the schools.

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8.

St. Therese Academy’s mean for post-attitude response is different from other schools.

Based on the results gathered, the researchers have concluded that: 1. The developed tricks and games are effective in teaching the concept on Newton’s laws of motion but failed at significantly improving the attitude of the respondents towards physics as a subject. 2. The performance of the respondents is affected by their attitude response. 3. The respondents’ performances vary in terms of their schools, both in pretest and posttest. 4. The respondents’ attitude responses vary in terms of their schools, only in post-attitude. The following recommendations deserve due considerations: 1. The same study should be conducted on the integration of tricks and games in the learning of physics concepts but to a group of respondents of known range of abilities. 2. Attitude questionnaire should have stated dimensions to attain higher reliability or better use questionnaires with known reliability and are already used by some researchers in the field of education and psychology. 3. The determination of the respondents’ profile is also recommended to deepen the subjects’ characteristics for another study.

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4. The use of tricks and games should aptly coincide with the student’s learning capacity and style and to the subject matter at hand. It should be remembered that a strategy is not always effective all of the time and for all kinds of purposes. 5. Physics as a subject must be learned in a fun but effective way.

BIBLIOGRAPHY BOOK SOURCE: Brown, James W., Fred F. Harcleroad and Richard B. Lewis, 1977. Av Instruction: Technology, Media and Methods 5th ed. USA. McGraw-Hill Book Company. p 292,295. Bustos, Alicia S. and Socorro C. Espiritu, 1996, Psychological, Anthropological And Sociological Foundations of Education, Quezon City, Katha Publishing Co., Inc., p. 5. Freedman, Roger and Hugh D. Young, 1996, University Physics Ninth Edition, Reading, Massachusetts, Addison-Wesley Publishing Company, Inc., pp. viii, 1. Mckenzie, Charles R. and Andrew J. Pica. 1999, Study Guide with Selected Solutions: Physics 2nd Ed. New York. John Wiley and Sons, Inc., pp. 208210. Rivera, Filomena V. and Guillerma E. Sambrano, 1992, Toward Effective Teaching, Quezon City, Kalayaan Press, Mktg. Ent., Inc., pp. 112-113. JOURNAL:

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Butcher, Felicity, “Two Personal Reviews of the European Physics Education Conference in Bonn”, Physics Education, Vol. 40, No. 5, pp. 399-400. UNPUBLISHED UNDERGRADUATE THESIS: Birad, Anecito A. and Stephen V. Tabal, “Physics Tricks As A Teaching Strategy for Understanding of the Concepts of Magnetism”. Undergraduate BSE Physics Thesis. College of Education, Mindanao State University-Iligan Institute of Technology, March 2003.

INTERNET SOURCE: Blundell, Barry, 2006, http://sprott.physics.wisc.edu/demobook/review2.htm, Retrieved on September 13, 2007. Fowles, G. R. and G. L. Cassiday, 1999, Analytical Mechanics Sixth Ed, Saunders College Publishing, Microsoft ® Encarta ® Premium Suite 2005. © 1993-2004 Microsoft Corporation. Marion, Jerry and Stephen Thornton, 1995, Classical Dynamics of Particles and Systems. Harcourt College Publishers, ISBN 0-03-097302-3, Microsoft ® Encarta ® Premium Suite 2005. © 1993-2004 Microsoft Corporation. http://en.wikipedia.org/wiki/Newton's_laws_of_motion, Retrieved on October 2, 2007. http://en.wikipedia.org/wiki/Game, Retrieved on July 23, 2007. http://web.utk.edu/~mccay/apdm/selusing/selusing_d.html, Retrieved on July 23, 2007. http://csep10.phys.utk.edu/astr161/lect/history/newton3laws.html, Retrieved on October 2, 2007. http://www.glenbrook.k12.il.us, Retrieved on October 3, 2007.

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Oseroff, Saul, 2005, http://van.physics.uiuc.edu/van/ShowDirectory/PhysicsMagic.html, Retrieved on July 10, 2007. Sprott, Julien Clinton, 1996, http://sprott.physics.wisc.edu/demobook/Intro.html, Retrieved on July 13, 2007.

APPENDIX A Mindanao State University Iligan Institute of Technology College of Education Department of Science and Mathematics Education October 2008 The Principal Dear Sir/ Madam: Warm Greetings! We are third year BSE Physics students of the College of Education, MSU-Iligan Institute of Technology. We are presently conducting a research study entitled, “Tricks and Games to Learn Concepts on Newton’s Laws of Motion” which is a requirement for our EdSci 199N (Thesis Writing) subject.

45

In connection with this, we would like to ask your good office to grant us permission to conduct a test and a teaching demonstration using the tricks and games to the fourth year students of your school. We are hoping for your favorable action on this request. Thank you. May God bless us all! Respectfully yours, REINA KAREN M. CELESTINO

Noted by: MANUEL A. BARQUILLA, Ph.D. Adviser

CRISTINE JEAN L. CASTILLA Researchers

APPENDIX B Mindanao State University Iligan Institute of Technology College of Education Department of Science and Mathematics Education

January 2007

Dear Respondent, Good Day! We are conducting a research study entitled, “Tricks and Games to Learn Concepts on Newton’s Laws of Motion” which is a requirement for our EdSci 199N (Thesis Writing) subject. With this, we would like to ask for your cooperation in the activities laid out for you. We also hope that you will fill in the needed information in the survey questionnaires truthfully. Your score in the test to be given will not affect

46

your grades, in any way. This will be a great help to the success of this study which will later on, students of your age in the future will benefit from this. We look forward to your support and for the time you will spare to us. Thank you!

Sincerely yours, Reina Karen M. Celestino Cristine Jean Castilla Researchers

APPENDIX C List of Tricks and Games A.

Newton’s First Law of Motion Title: Getting the Tack in the Cup Trick Materials Needed: 1 nail 1 big scotch tape 1 bottle What To Do: Balance the scotch tape on top of the bottle. Balance the thumbtack on top of the scotch tape. Pull the scotch tape off the bottle and see if the thumbtack falls into the bottle. Title: Chalk Stand Trick Materials Needed: A strip of paper 3 chalks

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What To Do: Place a strip of paper on the edge of a table. Balance the chalks on the strip. Swiftly pull the paper away from the table. Make sure the three chalks remain upright. B.

Newton’s Second Law of Motion Title: Coin Transfer Game Description: There will be five participating groups of 8-10 members each. A paper boat will be given for every group, which will be used in transferring the 5-centavo coin to a distance of one ruler by merely blowing the boat with coin (s). The members per group should line up in whatever arrangements. The first member is tasked to transfer only one coin while the second and third members should transfer two and three coins respectively. This sequence will continue until the last member could no longer transfer the number of coins intended for him. The group with the highest number of coins will be recognized as the winning team. Title: Newton’s Second Law in a Box Trick Materials Needed: 1 empty paper box 3 elastic rubber bands String 30 marbles 1 ruler What to Do: Tie a piece of string tightly around the box. Attach one of the elastic bands to the string. Now attach the other two elastic bands to the first one in a chain. Put the box on a level surface such as the carpet. Straighten out the chain of the elastic bands but do not stretch them yet out. Put 15 marbles into the box. Slowly pull the end of the elastic band chains. Make a note of the distance the rubber bands have stretched at the moment the box begins to move and measure this using a ruler. Put the other 15 marbles into the box and pull the end of the elastic band chain again. Make a note of how far the elastic bands have stretched.

C.

Newton’s Third Law of Motion Title: Arm Wrestling Game

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All students will choose their opponent for this game. The competitor’s shoulders must not be less than a fist distance away from their hands at the start. To make a winning pin, a participant must touch his or her opponent to the touch pad. There will be no parallel pin calls; one must be touched to lose. They may touch any part of your opponent’s fingers, wrist or forearm to the pad to constitute a pin. But, everyone should not, at any time, touch his or her opponent’s body to his/her hand. If this will happen, the match will be awarded to his opponent. Title: Upside Down Trick Materials: 1 plastic cup cardboard What to do: Fill the glass completely with water. Cover the glass with the cardboard. Press and hold the cardboard as the glass is quickly inverted.

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APPENDIX D RUBRIC

50

APPENDIX E Table of Specification Content Areas

Recitation Knowledge or No. of Minutes Newton’s 10 1 First Law Newton’s 10 1 Second Law Newton’s 10 1 Third Law TOTAL 30 3

Comprehension Application Test Percentage Item 2

2

5

33.33%

2

2

5

33.33%

2

2

5

33.33%

6

6

15

100%

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Appendix F Test Questionnaire Name: ___________________________Year and Section: _______________ School: ______________________________ Date: ______________________ Directions: Encircle the letter of your choice. If there are words you don’t understand, please ASK us, not your seatmates. 1. Which statement correctly defines Newton’s First Law of Motion? a.) A body at rest will remain at rest when there is external force acting on it. b.) A body at rest will remain at rest when there is no external force acting on it. c.) A body in motion naturally comes to rest and that a force is required to sustain its motion. d.) A body in motion will remain in motion when a force is given to sustain its motion. 2. When Newton’s Second Law of Motion is mentioned, you should immediately think of a.) inertia b.) action-and-reaction pair

52

c.) speed d.) mass and acceleration 3. A person sitting in a car tends to move backwards when the car suddenly starts. This only illustrates Newton’s ________ law. a.) First b.) Second c.) Third d.) Both a and b 4. Which is not implied in Newton’s Second Law of Motion? a.) A body accelerates if a net external force acts on a body. b.) When the net external force is doubled, acceleration also doubles given that mass is constant. c.) The acceleration of a body is proportional to the net force acting on it. d.) The direction of acceleration is opposite to the direction of the net force. 5. How is the law of inertia used when riding a bicycle to your advantage? a.) You must peddle harder when going uphill. b.) You must peddle to start moving c.) You can stop peddling and you will continue moving forward when going downhill d.) Bicycles do not have inertia. 6. While driving down the road, a firefly strikes the windshield of a bus and makes a quite obvious mess in front of the driver. This is a clear case of Newton’s Third Law of Motion, the firefly hits the bus and the bus hits the firefly. Which of the two forces is greater: the forces on the firefly or the force on the bus? a.) Force on the firefly>Force on the bus b.) Neither the force on the firefly nor the force on the bus is greater. This can only be determined when their speeds are given. c.) Force on the firefly
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8. What could possibly happen to a person involved in a car crash, who was not able to wear seatbelt and was sitting in the backseat? The person inside the car would… a.) remain still b.) be thrown forward thus hitting the seat in front of him and receiving injuries in his face c.) fly up and his head will hit the roof of the car, causing extreme injuries in his head d.) be thrown backward hitting the backseat, causing a break in his spine 9. A woman whose weight is 500 N is standing on the ground. The force the ground exerts on her is a.) more than 500 N b.) equal to 500 N c.) less than 500 N d.) any of the above choices, depending on her location on the Earth

10. Which law says that heavier objects require more force than lighter objects to move or accelerate them? a.) First Law of Motion b.) Second Law of Motion c.) Third Law of Motion d.) None of the above e.) 11. If the net force applied in the direction of motion to a certain object on a horizontal frictionless surface is doubled, the acceleration of the object is a.) halved b.) doubled c.) unchanged d.) quadrupled 12. A gunpowder explosion creates hot gases which expand outward allowing the rifle to push forward on the bullet. Consistent with Newton’s third law of motion, the bullet pushes backwards upon the rifle. But the acceleration of the recoiling rifle ……. a.) is greater than the acceleration of the bullet b.) is smaller than the acceleration of the bullet c.) is the same size as the acceleration of the bullet d.) cannot be determined

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13. According to Newton’s Third Law, when a hammer strikes and exerts a force on the nail, the nail a.) creates a balanced force b.) disappears into wood c.) moves at a constant speed d.) exerts an equal but opposite force back on the hammer 14. Jasmine and Julian are arguing in the cafeteria. Jasmine says that if she flings the Jelly Ace with a greater speed it will have a greater inertia. Julian argues that inertia does not depend upon speed, but rather upon mass. Who has explained correctly the concept on Newton’s law of Inertia? a.) b.) c.) d.)

Both of them Neither of the two Julian Jasmine

15. Forces always occur _____________________. a.) as single quantity b.) by themselves c.) in pairs d.) in triplets

Appendix G Answer Key 1. b. 2. d. 3. a. 4. d. 5. c. 6. d. 7. b. 8. b. 9. b. 10. b. 11. b.

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12. b. 13. d. 14. c. 15. c.

Appendix H Attitude Test Name: ______________________________Year and Section: _____________ School: ______________________________ Date: ______________________ Directions: Encircle the number that represents your choice from the list below. 1- Strongly Disagree 2- Disagree 3- Neutral 4- Agree 5- Strongly Agree

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1. I find physics interesting and worthwhile. 2. I see a connection between physics and me as a person. 3. I see relevance of physics in my everyday life. 4. I find physics as a difficult subject. 5. I consider physics as a tough but challenging subject. 6. I understand most of the concepts in physics. 7. I believe that mathematical calculations are always involved in

1 1 1 1 1 1 1

2 2 2 2 2 2 2

3 3 3 3 3 3 3

physics. 8. I find physics fun and exciting. 9. I find physics as having less relation to what I experience in the

1 2 3 4 5 1 2 3 4 5

real world. 10. I believe that I learn Physics more when I am actively involved

1 2 3 4 5

in classroom activities.

Appendix I Reliability Result

Reliability Statistics Cronbach's Alpha

Cronbach's Alpha Based on Standardized Items

.666

N of Items

.688

10

Item-Total Statistics Scale Mean Scale Corrected if Item Variance if Item-Total Deleted Item Deleted Correlation

Squared Cronbach's Multiple Alpha if Item Correlation Deleted

AQ1

31.32

20.682

.529

.349

.606

AQ2

31.34

21.139

.445

.278

.620

AQ3

31.20

21.568

.334

.241

.640

AQ4

32.45

23.674

.083

.087

.691

AQ5

30.88

20.874

.429

.247

.622

AQ6

31.73

20.903

.480

.290

.614

AQ7

30.95

21.086

.354

.228

.636

AQ8

31.40

20.675

.453

.313

.617

AQ9

31.95

23.806

.036

.125

.708

AQ10

31.41

21.924

.305

.205

.646

4 4 4 4 4 4 4

5 5 5 5 5 5 5

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AQ = Attitude Question

Attitude Response 42-52 31-41 20-30 Column Total

1-3 3 (3.19) 22 (23.13) 6 (4.67) 31

Pre-Test Score 4-6 7-9 4 (7.74) 62 (55.95) 9 (11.31) 75

10-12

2 (1.44) 9 (10.44) 3 (2.11) 14

4 (0.62) 1 (4.48) 1 (0.90) 6

Row Total 13 94 19 126 (grand total)

Appendix J Sample Computation Degree of Freedom v = (3-1)(4-1) = 6 χ2com = (3-3.19)2/3.19 + (22-23.13)2/23.13 + (6-4.67)2/4.67 + (4-7.74)2/7.74 + (62-55.95)2/55.95 + (9-11.31)2/11.31 + (2-1.44)2/1.44 + (9-10.44)2/10.44 + (3-2.11)2/2.11 + (4-0.62)2/0.62 + (1-4.48)2/4.48 + (1-0.90)2/0.90 χ2com = 0.0113+0.0552+0.379+1.807+0.654+0.472+0.22+0.1986+0.375+ 18.43+2.70+0.011 χ2com =25.31

Attitude Response 42-52 31-41 20-30 Column Total

1-5

Posttest Score 6-10 11-15

Row Total

7 (9.90) 32 (30.03) 4 (3.07) 43

19 55 5 79

29 88 9 126 (grand total)

(18.18) (55.17) (5.64)

Degree of Freedom v = (3-1)(3-1) = 4

3 1 0 4

(0.92) (2.79) (0.29)

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χ2com = (7-9.90)2/9.90+(32-30.03)2/30.03+(4-3.07)2/3.07+(19-18.18)2/18.18+ (55-55.17)2/55.17+(5-5.64)2/5.64+(3-0.92)2/0.92+(1-2.79)2/2.79+(00.29)2/0.29 χ2com =8.41+0.129+0.282+0.037+0.00052+0.073+4.70+1.16+0.29 χ2com =15.08

APPENDIX K A Brief Lesson Plan in Physics for Fourth Year High School I.

OBJECTIVES: At the end of a 50-minute period, the Fourth High School students will be able to: a. retain the specific facts in Newton’s Laws of Motion, b. interpret the principles of Newton’s Laws of Motion, c. apply the ideas in the three laws of motion in practical situations.

II.

SUBJECT MATTER: NEWTON’S LAWS OF MOTION A. References: Mckenzie, Charles R. and Andrew J. Pica. 1999, Study Guide with Selected Solutions: Physics 2nd Ed. New York. John Wiley and Sons, Inc., pp. 208-210. Fowles, G. R. and G. L. Cassiday, 1999, Analytical Mechanics Sixth Ed, Saunders College Publishing, Microsoft ® Encarta ® Premium Suite 2005. © 19932004 Microsoft Corporation. http://en.wikipedia.org/wiki/Newton's_laws_of_motion, Retrieved on October 2, 2007. http://en.wikipedia.org/wiki/Game, Retrieved on July 23, 2007.

59

http://csep10.phys.utk.edu/astr161/lect/history/newton3law s.html, Retrieved on October 2, 2007. B. Materials: Thumb tack, scotch tape, bottle, chalk, strip of paper, 3x5 cardboard, meter stick, books, any heavy things, mug, food coloring, oil, glass, water, 2 rulers, coins, double-sided tape or modeling clay and table. C. Ideas: Newton’s Laws of Motion are three physical laws which provide relationships between the forces acting on a body and motion of the body, first compiled by Sir Isaac Newton. The laws form from the basis for classical mechanics and used by Newton to explain many results concerning the motion of physical objects. D. Process: Demonstrating, playing III.

PROCEDURE: First day (60-minute): 1. Have an opening prayer and check the attendance. 2. Introduce to the class the teacher’s name (researchers). 3. Give the class a pre-test. 4. Demonstrate the tricks in the first law entitled “Getting the Tack in the Cup” and “An Applause-Winning Inertia Trick”. 5. Explain what happen to the tricks regarding the Law of Inertia. 6. Demonstrate the trick in second law entitled “Newton Second Law in a Box”. 7. Explain what happen to the tricks regarding the Law of Acceleration. 8. Demonstrate the trick in third law entitled “Upsidedown”. 9. Explain what happen to the tricks regarding the Law of Action-Reaction. 10. Recapitulate some important points. Second day (60-minute): 1. Have an opening prayer and check the attendance.

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2. Conduct a game related to the second law of motion which is entitled “Coin Transfer”. 5. Discuss the rules and the goal of the game coin transfer. 6. Conduct the game regarding Newton’s Third Law of Motion entitled “Arm Wrestling”. 7. Give the rules and explain the goal of this game. 8. Discuss briefly the relevance of those games in the concepts of Newton’s Laws of Motion. 9. Give the class a post-test. IV.

GENERALIZATION: Newton’s Laws of Motion may occur or present in our day to day experiences. It will answer some of our questions why such thing happened.

V.

ASSIGNMENT: Answer the following questions briefly. 1. What are some other day to day experiences that involve the concepts of Newton’s Laws? Give at least 2 examples in each law. 2. Are Newton’s Laws of Motion significant to you? Why or why not?

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APPENDIX L CURRICULUM VITAE

Personal Data: Name: Reina Karen M. Celestino Home Address: Block 7 Lot 10 Emerald Homes Subdivision, Lambagohon, Iligan City Place of Birth: Surigao City Date of Birth: July 27, 1988 Civil Status: Single Mother’s Name: Carmelita M. Celestino Father’s Name: Vicente F. Celestino Jr. Educational Attainment:

62

Elementary:

Iligan City East Central School Tambo, Iligan City 2000-2001

Secondary:

Iligan City National High School Generalwood Street, Mahayahay,Iligan City 2004-2005

Collegiate:

MSU-Iligan Institute of Technology Tibanga, Iligan City

Course/ Major:

BSE Physics

CURRICULUM VITAE

Personal Data: Name: Cristine Jean L. Castilla Home Address: Zone 1 - Balagatasa, Maigo, Lanao del Norte Place of Birth: Maigo, Lanao del Norte Date of Birth: June 23, 1988 Civil Status: Single Mother’s Name: Bernadeth L. Castilla Father’s Name: Atwel A. Castilla Educational Attainment: Elementary:

Balagatasa Elementary School Balagatasa, Maigo, Lanao del Norte 2000-2001

63

Secondary:

Holy Cross High School Kolambugan, Lanao del Norte 2004-2005

Collegiate:

MSU-Iligan Institute of Technology Tibanga, Iligan City

Course/ Major:

BSE Physics