Final Thesis Proposal

TRICKS AND GAMES TO LEARN THE CONCEPTS OF NEWTON'S LAW OF MOTION

Reina Karen M. Celestino Cristine Jean L. Castilla

Department of Science and Mathematics Education College of Education Mindanao State University – Iligan Institute of Technology Iligan City

March 2008

TRICKS AND GAMES TO LEARN THE CONCEPTS OF NEWTON'S LAW OF MOTION (S.Y 2007 – 2008)

-------------------------------------------------An Undergraduate Thesis Proposal Presented to the faculty of the Department of Science and Mathematics Education College of Education MSU – Iligan Institute of Technology Iligan City

-------------------------------------------------In partial fulfillment of the Requirements for the Degree of Bachelor of Secondary Education Major in Physics

-------------------------------------------------Reina Karen M. Celestino Cristine Jean L. Castilla March 2008

APPROVAL SHEET In Partial Fulfillment of the requirements for the degree of bachelor of Secondary Education major in Physics, this undergraduate thesis entitled “TRICKS AND GAMES TO LEARN THE CONCEPTS OF NEWTON’S LAW OF MOTION” prepared and submitted by Reina Karen M. Celestino and Cristine Jean L. Castilla is hereby recommended for approval.

ANTONIETO SEMORLAN Adviser

______________________ Date

Approved in Partial Fulfillment of the Requirements for the Degree of Bachelor of Secondary Education major in Physics by the panel members with a grade of _____________.

__________________________ Panel Member

__________________________ Panel Member

Accepted in the Partial Fulfillment of the Requirements for the Degree of Bachelor of Secondary Education major in Physics.

DR. MYRNA E. LAHOYLAHOY Chairman Department of Science and Mathematics Education

PROF. LYDIE D. PEDERANGA Dean College of Education

ABSTRACT Castilla, Cristine Jean L. and Reina Karen M. Celestino, Bachelor of Secondary Education major in Physics, College of Education, MSU – Iligan Institute of Technology, Iligan City, March 2008. “TRICKS AND GAMES TO LEARN THE CONCEPTS OF NEWTON’S LAW MOTION”. Thesis Adviser: Antonieto Semorlan.

ACKNOWLEDEGEMENT The researchers would like to extend their heartfelt gratitude and appreciation to: The faculties of Department of Science and Mathematics Education, especially to their adviser for helping them accomplish and finish their study, upon checking the write – ups to a more accurate one… Their EdSci 198 instructor – Prof. May A. Cañedo for correcting the chapters 1-3 of their thesis and for the suggestions she give to make this study possible. The members of their panel, for giving criticisms and advice to improve their work… Their classmates and friends for the encouragements and unconditional support in making this study successful… Their dearest parents – Mr. and Mrs. Atwel A. Castilla, Mrs. Carmelita R. Celestino for always supporting them, especially the financial support… And above all, to the Almighty Father for guiding them throughout the study and for all the wisdom He gives to them to make their study possible.

Karen and Cristine

TABLE OF CONTENTS

Page TITLE PAGE APPROVAL SHEET ACKNOWLEDGEMENT ABSTRACT TABLE OF CONTENTS LIST OF TABLES LIST OF APPENDICES CHAPTER I

THE PROBLEM AND ITS SCOPE Introduction Statement of the Problem Significance of the Study Operational Definition of Terms

II

REVIEW OF RELATED LITERATURE

III

RESEARCH METHODOLOGY Subject of the Study Research Design Methods Used Instruments Used Statistical Tools Used

IV

RESULTS AND DISCUSSIONS

V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS BIBLIOGRAPHY APPENDICES

i ii iii iv vi vii x

LIST OF TABLES Table

Page

LIST OF APPENDICES Appendix

Page

A

Letter to the Principal

B

Letter to the Respondents

C

Table of Specification

D

Perception Test/ Questionnaire

E

Curriculum Vitae

CHAPTER I THE PROBLEM AND ITS SCOPE Introduction Physics encompasses the large and the small, the old and the new. From the atom to galaxies, from electrical circuitry to aerodynamics, physics is very much a part of the world around us. It is one of the most fundamental of the sciences (Young and Freedman, 1996). The study of physics is also an adventure. You will find it challenging, sometimes frustrating, occasionally painful and often richly rewarding and satisfying. It will appeal to your sense of beauty as well as rational intelligence (Young and Freedman, 1996). However, the 2005 findings of the two personal reviews of the European Physics Education Conference in Bonn, Germany showed that physics became a misunderstood area of science in schools. Butcher (2005) stated that students, when asked about physics, would tell that it is difficult, confusing and irrelevant to their lives. She further explained that this is so because of the training involved in physics thinking, the problem-solving abilities and mathematics. According to her, many people do not want to spend hours on mathematical functions, which is not essential to enjoying physics.

The same is also true among Filipino students. Ask them and they will certainly conclude that is one of the toughest subjects in high school. This alarming situation is truly a big challenge among secondary physics teachers in strategically abandoning this idea in the minds of students. Often students entering their first course in physics anticipate having a “hard time”. Much of what they have heard from friends and relatives about physics courses leads them to believe that physics can not be learned well by average person. This is simply not true. The secret to success in a physics course is to learn the material or concepts day by day. Trying to “cram” physics the night before an exam is what leads to the “hard time” in the course. Physics is a subject which requires time for the concepts to be absorbed and understood. Physics is not learned by memorizing equations and then trying to find the right numbers to plug into them. Physics is learned by using it day after day to solve problems and by thinking about the concepts and relating them to everyday experience (Mckenzie and Pica). But the question is “in what way?” So, this research study is primarily designed to investigate whether tricks and games can be effective forms of strategy in teaching physics in high school particularly in Newton’s Laws of Motion. Backing up Edgar Dale’s Cone of Experience and Tabal and Birad’s research study on tricks, one can consider tricks and games as ideal strategies in making fun and enjoyable while students are learning.

Statement of the Problem

1. What are the characteristics of the respondents? a.) grade in physics

b.) grade in math

c.) ambition

2. What are the performances of the respondents when exposed to: a.) Tricks and Games b.) Lecture 3. What is the attitude of the respondents towards Physics? 4. Is there a significant difference in the respondent’s performance when exposed to tricks and games? 5. Is there a significant relationship between the characteristics of the respondents and their performance? Null hypothesis Ho: There is no significant difference in the respondent’s performance when exposed to tricks and games. Ho:

There is no significant relationship between the characteristics of the respondents and their performance.

Significance of the Study

The prime target of this study is to determine the effectiveness of tricks and games in the teaching-learning process in physics particularly in Newton’s Laws of Motion. This study also will find out if tricks and games affect the performance of the respondents in teaching Newton’s three laws. This study likewise answers the needs of secondary physics teachers who are looking for ways how to make the learning experiences of their students enjoyable, fun and exciting. At the same time, the recommended tricks and games are not costly but can be made of materials usually available in every home, and the games can be performed inside and outside the classrooms. This way, the teacher is not burdened financially and can teach conveniently. Furthermore, this study will provide the basis whether the performance of students in physics is related to their grades in mathematics and on their ambition and attitude towards this subject.

Scope and Limitation of the Study This study is limited only for the 4th year high school students in Iligan City East High School – Hinaplanon Annex. The topic to be discussed is only about the concept of Newton’s laws of motion with the use of different tricks and games. Moreover,

the

researchers

intended

to

proceed

on

the

proper

demonstration through tricks and games during the third grading period of school year 2007-2008.

Operational Definition of Terms Ambition – the respondent’s plan of what they want to become or the respondent’s preferred course to pursue in college Attitudes – beliefs and concepts the students have in mind as products of knowledge and experiences possessed Characteristics of the Respondents - refer to the fourth year students’ interests and learning achievements in terms of grades Games – indoor and outdoor activities that involve the physical abilities and body coordination of students who are motivated to win, thus enhancing teamwork and application of Newton’s Laws of Motion concepts Grade in Math– average grade in mathematics of the respondents during the first and second grading Grade in Physics –average grade of the respondents during the first and second grading in physics Lecture – usual class discussion Performance – different responses of the respondents when the teacher uses tricks and games in discussing Newton’s Laws of Motion Tricks – are demonstrations use in discussing the concept on Newton’s Laws of Motion

CHAPTER II REVIEW OF RELATED LITERATURE

Newton's laws of motion are three physical laws which provide relationships between the forces acting on a body and the motion of the body, first compiled by Sir Isaac Newton. Newton's laws were first published together in his work Philosophiae Naturalis Principia Mathematica (1687). The laws form the basis for classical mechanics. Newton used them to explain many results concerning the motion of physical objects. Newton has three laws of motion. The first law or the Law of Inertia states that “An object at rest will remain at rest unless acted upon by an external and unbalanced force. An object in motion will remain in motion unless acted upon by an external and unbalanced force”. The net force on an object is the vector sum of all the forces acting on the object. Newton's first law says that if this sum is zero, the state of motion of the object does not change. Essentially, it makes the following two points: An object that is not moving will not move until a net force acts upon it and an object that is in motion will not change its velocity (accelerate) until a net force acts upon it. The second law or the Law of Acceleration states that “The rate of change of momentum of a body is proportional to the resultant force acting on the body and is in the same direction”. If mass of an object in question is known to be constant, this differential equation can be rewritten (using the definition of acceleration) as:

.

This is the most powerful of Newton's three Laws, because it allows quantitative calculations of dynamics: how do velocities change when forces are applied. Notice the fundamental difference between Newton's 2nd Law and the dynamics of Aristotle: according to Newton, a force causes only a change in velocity (an acceleration); it does not maintain the velocity as Aristotle held (http://csep10.phys.utk.edu/astr161/lect/history/newton3laws.html). And the third law or the Law of Action-Reaction states that “All forces occur in pairs, and these two forces are equal in magnitude and opposite in direction”. (Marion and Thornton, 1995). Whenever a particle A exerts a force on another particle B, B simultaneously exerts a force on A with the same magnitude in the opposite direction. The strong form of the law further postulates that these two forces act along the same line (http://en.wikipedia.org/wiki/Newton's_laws_of_motion). Many people have known Newton's first law since eighth grade (or earlier). And if prompted with the first few words, most people could probably recite the law word for word. And what is so terribly difficult about remembering that F = ma? It seems to be a simple algebraic statement for solving story problems. The big deal however is not the ability to recite the first law nor to use the second law to solve problems; but rather the ability to understand their meaning and to believe their implications. While most people know what Newton's laws say, many people do not know what they mean (or simply do not believe what they mean) (http://www.glenbrook.k12.il.us/gbssci/phys/Class/newtlaws/u2l3b.html.)

There are many applications of Newton's first law of motion. Consider some of your experiences in an automobile. Have you ever observed the behavior of coffee in a coffee cup filled to the rim while starting a car from rest or while bringing a car to rest from a state of motion? Coffee tends to "keep on doing what it is doing." When you accelerate a car from rest, the road provides an unbalanced force on the spinning wheels to push the car forward; yet the coffee (which was at rest) wants to stay at rest. While the car accelerates forward, the coffee remains in the same position; subsequently, the car accelerates out from under the coffee and the coffee spills in your lap. On the other hand, when braking from a state of motion the coffee continues forward with the same speed and in the same direction, ultimately hitting the windshield or

the

dash.

Coffee

in

motion

tends

to

stay

in

motion

(http://www.glenbrook.k12.il.us/gbssci/phys/Class/newtlaws/u2l1a.html). Learning and Concepts Learning has been defined by psychologists in various ways. Learning may be defined as a relatively permanent change in behavior potentiality that occurs due to experience and reinforced practice (Bustos and Espiritu, 1996). Another type of learning is cognitive learning which is concerned with the development of ideas and concepts. It covers much of what academic learning demands. It includes everything from associations between stimuli and

responses to the development of problem-solving skills, Bustos and Espiritu (1996) added. And the third type is affective learning which involves experiences within which emotions and affect take precedence. It involves assimilation of values, mental understanding, emotional reactions, the sense of pleasure and satisfaction, Bustos and Espiritu (1996) likewise said. Bustos and Espiritu (1996) underscored that a basic factor in motor learning is accuracy of perception which is based on the learner’s prior experiences. Some activities that are primarily learned through this modality are physical education courses and vocational courses. Other activities in school which call for sensory-motor learning include techniques as direction, imitation, demonstration and drill. Furthermore,in teaching, it is recognized that a different technique is needed to educate appreciation from that used to teach skills and knowledge. The most important of these factors is the teacher. Unless the teacher is fully able to appreciate what is being taught, students cannot be expected to develop appreciation well, Bustos and Espiritu (1996) said.

“Yes, children have to be educated, but they also have to educate themselves”, quoted by Ernest Dimnet, an American author in the twentieth century. Students have to help themselves how to understand the concepts and

the teacher will facilitate hoe students will learn. But what are concepts, by the way. Concepts are categories used to group objects, events and characteristics on the basis of common properties. Concepts are elements of cognition that help to simplify and summarize information (Medin, 2000). Concepts also aid the process of remembering, making it more efficient. When students group objects to form a concept, they can remember the concept, and then retrieve the concept’s characteristics. Students form concepts through direct experiences with events and object in their world. Tricks In their research paper, Tabal and Birad (2003) investigated if physics tricks can aid for better understanding of the concept of magnetism among senior students of ICNHS ( Iligan City National High School). Based on the results they gathered and analyzed, they found out that a great number of respondents who were exposed to physics tricks had scores significantly higher than that of the respondents who were exposed on mere lecture. Thus, they concluded that the use of physics tricks had helped the respondents in understanding the concept of magnetism. They also stressed out that teachers as well as practice teachers should not rely on pure lecture in discussing a lesson, but also on the use of demonstration method, most especially the use of physics tricks so as to stimulate curiosity on their students. Moreover, by using the terms’ physics

tricks’, Tabal and Birad referred to this as the actual demonstration in the study through laboratory to demonstrate the process and concepts. It was the greatest physicist Albert Einstein who once quoted that “In the matter of physics, the first lessons should contain nothing but what is experimental and interesting to see. A pretty experiment is in itself often more valuable than twenty formulae extracted from our minds”. Einstein is right and his claim holds true in real classroom situation wherein it is critical to motivate students to actively participate in the lectures (Sprott, 1996). Professor Oseroff (2005) in his website on Physics: A Magic Experience found the challenge and merits of the demonstrations bring excitement where students do participate. He, who has been involved for a long time in developing new approaches to present physics to his students, encouraged students to ask questions and to explain what they learned from each demonstration. The families of these students, according to Oseroff, were also involved since the students discussed what they learned at school with their parents at home. He considered demonstrations as interesting avenues to take advantage of the students’ fantasy and innate curiosity and to enlighten them on the joys of scientific inquiry. A wise saying runs like this, ”The man who can make hard things easy is a real teacher”. To become one, the teachers must be aware of the fact that the two essential teaching skills are the ability to demonstrate and the ability to explain (Rivera and Sembrano, 1992).

Also, the use of demonstrations makes the learning of physics much more enjoyable. This is what Sprott pointed out in his sourcebook for teachers of physics, Physics Demonstrations wherein he highlighted how essential the use of demonstrations in enhancing the teaching of physics. His book as a compilation of many demonstrations has been used at University of Wisconsin-Madison in the teaching of elementary physics over the years. His selected demonstrations are especially dramatic and provocative, presented in unusual ways. This is because he felt that it is necessary to get the attention of the students and to convince them that physics is interesting before any learning can occur. He mentioned also that there seems to be little help available for the teacher who wants to improve the quality of his or her presentation. To answer this need, he is encouraging the physics teachers to find better ways to present old demonstrations. He stressed out that the apparatus to be used in presentation is important but the effectiveness on the students’ learning relies heavily on the techniques employed by a teacher for bringing the apparatus or instruments into life. Research in physics classrooms indicates that students acquire significantly greater understanding of course material when traditional lectures are combined with interactive lecture demonstrations Interactive demonstrations enable students to become more actively engaged in a lecture and provide unique

opportunities

for

critical

thinking

and

(http://serc.carleton.edu/introgeo/demonstrations/why.html)

student

reflection

According to Brasell, 1987, demonstrations are especially effective if they have a surprise effect, challenge an assumption or misconception, or illustrate an otherwise abstract concept or process. Some research indicates that students are better able to self-correct their misconceptions after observing a demonstration real-time (http://serc.carleton.edu/introgeo/demonstrations/why.html). In addition, demonstrations employ physical models which are smaller and simpler in scope than the real system they mimic. This allows instructor and students to focus in on key aspects of the system's behavior. This simplicity also makes it easier for students to manipulate, measure, and modify the model than it

would

be

in

a

real-world

system

(http://serc.carleton.edu/introgeo/demonstrations/why.html). Games Years ago an educator named Edgar Dale, often cited as the father of modern media in education, developed from his experience in teaching and his observations of learners the "cone of experience" (see Figure 1). The cone's utility in selecting instructional resources and activities is as practical today as when Dale created it (http://web.utk.edu/~mccay/apdm/selusing/selusing_d.html).

Figure 1

Edgar Dale also added that people generally remember 90% of what is said and done while only 10% is retained of what is read. So the best and most desirable learning experience is the direct, purposeful experience. Thus, a teacher must design an activity in which the learner does a real thing. A good example of a direct, purposeful experience is through games. A game is a structured or semi-structured activity, usually undertaken for enjoyment and sometimes also used as an educational tool. The term "game" is also used to describe simulation of various activities e.g., for the purposes of training, analysis or prediction, etc. Games are generally distinct from work, which is usually carried out for remuneration, and from art, which is more concerned with the expression of ideas. However, the distinction is not clear-cut, and many games may also be considered work and/or art. An example of a

game is chess. You use your brain(s) to solve the game and win the game. Key components of games are goals, rules, challenge, and interactivity. Games generally involve mental or physical stimulation, and often both. Many games help develop practical skills, serve as a form of exercise, or otherwise perform an educational, simulational or psychological role. Known to have been played as far back as prehistoric times, games are a universal part of the human culture (http://en.wikipedia.org/wiki/Game). Instructional games are structured activities with set of rules for play in which two or more students interact to reach clearly designated instructional objectives. Competition and chance are generally factors in the interaction and usually there is a winner. Although games are valuable as instructional activities, they do not necessarily attempt to imitate real-life situations. (Brown, et.al, 1977). According to research findings of the Center for Social Organization of Schools at Johns Hopkins University, that games increase students motivation to learn. And there are strong indications that game activities, the competition encourage the students to help each other with their school work, especially of different races or different sexes. Students like games if they understand the instructors’ purpose in using them. Generally, the most conspicuous contribution of games appears to be in the affective are, since games provide motivational support of learning and contribute in some cases to attitudinal changes. (Brown, et.al, 1977).

CHAPTER III RESEARCH METHODOLOGY This chapter contains the subjects of the study, research design used, instruments used and procedure used in gathering data and statistical tools that were used.

Subjects of the Study This study will be conducted among Fourth Year students of Iligan City East High School-Hinaplanon Annex under the Basic Education Curriculum (BEC) during the school year 2007-2008.

Research Design to Be Used This study used the pretest – posttest control group design in which the researchers have the study and control group in the tricks and games they are using to teach the concept of Newton’s Laws of Motion. The researchers used the systematic sampling with random start in gathering data.

Methods to Be Used Both the control group and experimental group will take the preperception and pre-test simultaneously which are to be given before the lesson proper. Then, for two days, the control group will be taught the concepts and computations on Newton’s Laws of Motion through mere lecture. Then, on the following days, the experimental group will be exposed to tricks and games. Afterwards, both the control and experimental group will undergo equivalent post-

test which will serve as the basis for the effectiveness of the mixed strategy. The researchers will then analyze the data they gather using statistical tools.

Instruments to Be Used The instruments used in gathering data are perception test and test questionnaire. The perception test is composed of 10 items that will measure the student’s attitude or disposition towards Physics. The perception test is made by the researchers only. The test questionnaires are used for the pre-test and post test. It is made up of 15 item questions regarding the concept of Newton’s Laws of Motion, mostly situational. The researchers adopted the test questionnaires from the internet and physics book.

Statistical Tools to Be Used The researchers will use different statistical tools to analyze the data gathered. They will use frequency and percentage to measure the performance and characteristics of the respondents. In measuring the significant relationship between the characteristics of the respondents and their performance, the researchers will use Chi-square test for two independent samples. It is necessary to construct a 2x2 contingency table. The formula is X2 =

N (/AD-BC/ - N/2)2 ¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯ (A+B) (B+D) (A+C) (C+D)

CHAPTER IV RESULTS AND DISCUSSIONS

CHAPTER V SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

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. 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. 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. Macasero, Queenie Hazel O. and Flor N. Naingue, 2006. Factors Affecting Students’ Performance on the Concept of Newton’s Three Laws of Motion (SY 2005-2006). Undergraduate Thesis. BSE-Physics, College of Education, Mindanao State University-Iligan Institute of Technology, Iligan City.

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.

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

January 2007 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. 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!

Approved by: May A. Cañedo Adviser

Respectfully yours, Reina Karen M. Celestino Cristine Jean L. Castilla Researchers

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 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 Table of Specification Topics Force and Motion Newton’s First Law Newton’s Second Law Newton’s Third Law Weight Friction TOTAL

Knowledge Comprehension Application Higher Test Percentage application Item 1 1 0 0 2 13% 0

0

2

1

3

20%

0

0

2

1

3

20%

0

1

1

1

3

20%

1 1 3

1 1 4

0 0 5

0 0 3

2 2 15

13% 13% 100%

Appendix D Perception Test Name: _____________________Year and Section: _____________ Date: ____________ Directions: Encircle the number that represents your choice from the list below. 1- NEVER 2- SELDOM (rarely, infrequently) 3- SOMETIMES 4- OFTEN (frequently, repeatedly) 5- ALWAYS ( continually, perpetually)

1. I find physics interesting and worthwhile. 2. I see a connection between me as a person and physics. 3. I see relevance of physics in my everyday life. 4. I find physics as a difficult subject because of mathematical

1 1 1 1

2 2 2 2

3 3 3 3

4 4 4 4

5 5 5 5

calculations. 5. I consider physics as a tough but challenging subject. 6. I understand most of the concepts in physics. 7. I want to take up a physics course in college. 8. I join competitions in physics. 9. I get high scores in physics exams like quizzes, seat works and

1 1 1 1 1

2 2 2 2 2

3 3 3 3 3

4 4 4 4 4

5 5 5 5 5

periodical tests.

10. Illustrations and drawings clear out my doubts in some abstract

1 2 3 4 5

concepts in physics. APPENDIX E 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: 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

Secondary:

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

Collegiate:

MSU-Iligan Institute of Technology Tibanga, Iligan City

Course/ Major:

BSE Physics