https://hdl.handle.net/20.500.12852/347 2026-04-05T14:14:29Z https://hdl.handle.net/20.500.12852/990 The effect of the use of models and analogies on the performance of freshmen students in earth and environmental science at Romblon State University-San Fernando Campus Rada, Betcieva G. This comparative study using quasi experimental design was conducted to compare the performance of freshmen Bachelor of Science in Hotel and Restaurant Management (BSHRM) students in Earth and Environmental Science at Romblon State University-San Fernando Campus when the students were taught using models and analogies with the performance when students were taught using the traditional lecture method during the second semester academic year 2011-2012. This study was conducted from November 8, 2011 to January 12, 2012. The subjects of this study were the sixty freshmen BSHRM students of Romblon State University, San Fernando Campus. Students’ final grades in Nat. Sci. 101 (Biological Science) and Eng. 101 (Communication Arts I) were used as the bases in forming pairs with more or less similar academic performance. Random assignment of subjects was not established. Originally, there were thirty five students in the control group and thirty six students in the experimental group, however only thirty students in every group were considered because some students dropped and other students were athletes and were brought to higher meet. Thus, both the control and experimental group were composed of thirty students. The variables of this study included the traditional lecture method and the use of models and analogies as the independent variables and the performance in Earth and Environmental Science as the dependent variables. The quasi experimental design using non-equivalent control group design was used in the study. A 50 item teacher made test on selected topics in Earth and Environmental Science namely; (1) Influence of the moon on earth ( phases of the moon, eclipses and tides), (2) Location (3) Seasons and Time and (4) Diastrophism was used as the instrument of the study. Both classes were handled by the researcher and utilized the one and one half hour classes, every Tuesdays and Thursdays, at two consecutive time schedules. The data gathered were subjected to appropriate statistical tools processed through Statistical Package for Social Science (SPSS). Frequency distribution, mean and standard deviations were used to measure central tendencies and dispersion of the data respectively. To determine the significance of the differences between means, t-test for dependent samples was used. The significance level of all tests was set at 0.05 level. Findings This comparative study revealed that there is no significant difference in the performances of the students in the control and experimental group before the treatment which means that the two groups have more or less the same performance at the beginning of the treatment. However, both groups significantly improved after the treatment. There was also a significant difference in the pre-test and post-test of the xiii students’ mean scores both in the control and the experimental group. Furthermore, results of this study revealed that there was a significant difference between the mean gains in the performances of the students in the control and experimental group after the treatment. Although, there were significant differences between the performance of the students in the control and experimental group, results may have been affected by other factors that led to the improvement and cannot be attributed to the intervention alone. Conclusions Based on the findings, at the beginning of the study, students in both groups have similar performance level and they qualified for comparable groups. Both groups improved significantly after the treatment. However, students who were taught using models and analogies showed better performance in Earth and Environmental Science compared to students who were taught using traditional lecture method. Since randomization of the subjects were not established, though students in the experimental group showed better performance compared to the control group, results may have been influenced by other factors such as maturity, testing, exposure to the lessons, and mortality. Results were possibly affected by the testing, since students took the same test which enabled them to remember some of the items and became “test wise”. Moreover, mortality is another factor which possibly influenced the general performance of both groups since there were students who dropped and other were athletes whose attendance was irregular and thus they were excluded from the sample. Abstract only 2012-01-01T00:00:00Z https://hdl.handle.net/20.500.12852/985 Problem-solving skills, attitude towards Physics and their relationship to performance in Physics of Engineering students Muñoz, Alan N. The study aimed to determine the problem solving skills, attitude towards physics and performance in physics of engineering students and the relationship among them. The descriptive correlation research design was employed in this study. The respondents of the study were one hundred twenty four (124) second year Bachelor of Science in Communication and Electronics Engineering and Bachelor of Science in Electrical Engineering students of Western Visayas College of Science and Technology, Iloilo City. In this study a “Teacher-Made Problem Solving Test” developed by the researcher, jury validated and pilot tested was used to determine the problem solving skills and performance of engineering students in physics. A “Teacher-Made Rubric” was used to determine the performance of students in each problem-solving skill and an adapted but modified “Attitude Questionnaire” was used to determine the attitude of the students towards physics. Frequency distribution, mean and standard deviation were the descriptive tools utilized in this study. The Pearson Chi-Square test, Pearson-Product Moment Correlation and Partial Correlation were utilized to investigate the existence and the significance between pair of major variables. The results of this study revealed that the 124 engineering students have poor performance in physics. They are low in different aspects of problem solving skills and they have negative attitude towards physics The students’ problem solving skills in describing cases and their rate in solving problems are significantly related to their attitude towards physics. Their performance is also significantly related to their attitude towards physics. However, identifying cases, matching cases with principles and mathematical procedures or algorithm are not significantly related to their attitude towards physics. All problem solving skills namely identifying cases, describing cases, matching cases with principle, rate of doing problem solving and mathematical procedures or algorithm are significantly related to the performance of students in physics. There is a positive and very high significant relationship between the performance in physics and problem solving skills when attitude is controlled. Abstract only 2014-04-01T00:00:00Z https://hdl.handle.net/20.500.12852/427 A comparative study of the effects of three methods of teaching College Physics on the academic performance of the students in CPU College of Engineering Lacson, Ruthy D. The study compared the effectiveness of three different approaches of teaching college physics namely, traditional - lecture, inquiry teaching approach, and the cooperative learning approach in terms of students’ academic achievement. This study tried to find out whether the use of the three teaching approaches improved students’ academic achievement and identified which method is the best to use in teaching the three topics namely, Magnetism, Electrostatics and Current Electricity. The study was conducted at the College of Engineering, Central Philippine University for second semester CY 2005-2006. Fifteen sophomore students were randomly selected and assigned in each of the three classes. Each group was taught using different teaching approaches for three different topics in physics. The study started with the administrations of the pre - test followed by the intervention and ended with the post - test. For the topic magnetism, cooperative learning method was used for the first group, the inquiry teaching approach for the second group, and the traditional teaching method for the third group. For the topic Electrostatics and Current Electricity, the teaching strategies were changed for each group and so the three groups had been exposed to the three teaching methods for different topics respectively. The instruments used in the study were teacher - made tests designed for each of the three major topics in College Physics 2 (Electricity and Magnetism) namely Magnetism, Electrostatics and Current Electricity. The students’ performances were compared and the significant differences in students’ performance under the three different approaches were compared. Frequency counts, mean scores, and percentages were used for the descriptive analysis. For inferential analysis, the t-test, ANOVA, and Scheffe' test were employed to determine if there were significant differences in the mean performance of students taught using the three different teaching methods for three different topics set at 0.05 alpha level. Before the intervention, results showed that the lecture group scored significantly higher than the inquiry group in Magnetism, the inquiry group performed significantly better than cooperative group in Electrostatics, the lecture group scored significantly better than the cooperative group in Current Electricity. After the intervention, lecture method proved to be significantly better than the cooperative method for the topic Magnetism. For teaching the topics Electrostatics and Current Electricity, not one of the three methods, cooperative, inquiry and lecture was found to be significantly better than the other. All treatment groups, cooperative, inquiry and lecture groups significantly improved their performance after the intervention. For the topic Magnetism, the lecture method results to statistically higher mean gain in students’ performance than the cooperative teaching method, and inquiry method better than the cooperative method. On the other hand, all three teaching methods did not result to statistically significant gains in students’ performance in Electrostatics and Current Electricity. The results of the study suggest that the three different teaching approaches can be used depending on the topic but the lecture method is still the most convenient and effective method in teaching physics. Abstract only 2007-01-01T00:00:00Z https://hdl.handle.net/20.500.12852/423 The effect of the use of ultrasonic sensors interfaced with computer on the performance of sophomore students in College Physics at Central Philippine University Gerada, Edgardo P. This study aimed to compare the effect of the use of ultrasonic sensors interfaced with computer and traditional lecture-discussion method on the performance of sophomore students in College Physics at Central Philippine University during the academic year 2009 - 2010. The population of this study was the AHSE Sophomore students enrolled in College Physics for Health Sciences at Central Philippine University during the second semester of academic year 2009-2010. Two (2) sections assigned to the researcher were considered in the study. One section comprised the experimental group and the other section as controlled group. The subject of this study was limited only to the level two students of the College of Nursing enrolled in College Physics for Health Sciences during the second semester of academic year 2009 - 2010. The variables of this study included traditional lecture-demonstration and the use of ultrasonic sensor interfaced with computer as independent variable and performance in College Physics specifically in Motion and Free Falling Body as the dependent variable. The study was conducted at Central Philippine University and utilized a teacher-made test prepared by the researcher coupled with the PASCO Scientific Lab prepared questions on the activities such as (a) Understanding Motion (Position and Time) (b) Understanding Motion (Velocity and Time) (c) Acceleration on an Incline, (d) Acceleration of a Free Falling Picket Fence (Photogate) and (e) Acceleration Due to Gravity. The materials and equipment used for the experimental group utilized the purchased variety of interfaces and sensors (probes) bundled with computer from the PASCO Scientific, the global leader in developing technology-based solutions for hands-on science. The teacher-made questions included definition of terms, comprehension and application (30%), discussion and analysis (20%) and PASCO Lab Report graph on the analysis of experimental data (50%). The data gathered from the sources were coded and encoded for computer processing. The Statistical Package for Social Sciences (SPSS) for Windows was used for the statistical analysis of the study. Analysis of all data was done using descriptive comparative analysis. Frequency distribution, mean and standard deviations were used to measure central tendencies and dispersion of data respectively. To determine the significance of the differences between means, the t-test were computed and analyzed. Significance level was set at .05 using two-tailed tests. Students who were grouped into control and experimental groups perform almost the same in college physics pretest. Students who were grouped into control and experimental groups perform almost the same in college physics posttest. Performance of students in the control group does not vary with the performance of students in the experimental group before the treatment. Performance of students in the control group before the treatment differs from the performance after the treatment. Performance of students in the experimental group before the treatment differs from the performance after the treatment. Performance of the students in college physics in the control group does not vary with the performance of the students in the experimental group after the treatment. The change in performance of students in the experimental group does not vary with the change in performance of students in the control group. The use of ultrasonic sensors interfaced with computer in teaching physics has no bearing on the performance of students in college physics. Methods of teaching used in college physics have no bearing on the performance of students in college physics. From the result of the study, it can be concluded that the use of ultrasonic sensors interfaced with computer in teaching physics has no effect in the performance of students in college physics. Based on the above findings, the following are recommended: (1.) Although the use of ultrasonic sensors interfaced with computer in teaching college physics has no bearing on the performance of students from the College of Nursing, it is recommended that assessment of teacher's presentation be made for possible improvement for those who will conduct similar study. (2.) Since the performance of students who were taught college physics using ultrasonic sensors interfaced with computer does not vary with the performance of students using traditional lecture-discussion method, it is recommended that another study be conducted to determine better strategies to improve the performance of the students. (3.) The use of PASCO bundles (interfaces and sensors) is used in teaching physics for the purpose of keeping abreast with the advance technology. Exposure to learning experiences using this technology will make students gain confidence in future work places; be it in hospitals, business establishments, industries, educational institutions including research and many others. It is recommended therefore that trainings not only on the operations of the sensors but also presentation of the lessons be conducted to serve the purpose, to attain the learning objectives and hopefully improve students’ performances. (4.) Considering the limitation of this study, the following are recommended for further verification of the effectiveness of the use of ultrasonic sensors interfaced with computer: (a.) The experimental group should be exposed to more topics, not just two. (b.) Pretest-posttest for every topic should be conducted, (c.) More set of bundles should be sued by students to develop skills in the operations and analytical thinking, (d.) Additional information about the respondents like high school physics grade should be considered in the pairing. This may have bearing on the performance in college physics. (5.) A similar study be conducted to considering other group of students from the other colleges like computer and IT students, engineering and Arts students as population. Abstract only 2010-01-01T00:00:00Z