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.

 2

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 cannot 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).

Statement of the Problem

 3

1. What are the bases for the tricks and games developed in this research?
2.
What is the performance of the respondents before and after the

treatment?
3.
What is the attitude of the respondents in the pre-attitude and post-attitude

test?

4. Is there a significant difference between the performance of the

respondents in the pretest and posttest?

5. Is there a significant difference between the attitude of the respondents in

the pre-attitude and post-attitude tests?

6. Is there a significant relationship between the pretest performance and

pre-attitude response?

7. Is there a significant relationship between the posttest performance and

post-attitude response?

8. Is there a significant difference in performance of the respondents among

four schools?

a.) Pretest Performance

b.) Posttest Performance

9. Is there a significant difference in attitude of the respondents among four

schools?

a.) Pre-attitude Response

b.) Post-attitude Response

Null Hypothesis
 4

This study has formulated the following null hypotheses and tested at 0.05

level of significance.

Ho1. There is no significant difference between the performance of the

respondents in the pretest and posttest.

Ho2. There is no significant difference between the attitude of the

respondents in the pre-attitude and post-attitude tests.

Ho3. There is a significant relationship between the pretest performance

and pre-attitude response.

Ho4. There is a significant relationship between the posttest performance

and post-attitude response.

Ho5. There is a significant difference in pretest performance of the

respondents among four schools.

Ho6. There is a significant difference in posttest performance of the

respondents among four schools.

Ho7. There is a significant difference in pre-attitude response of the

respondents among four schools.

Ho8. There is a significant difference in pre-attitude response of the

respondents among four schools.

Significance of the Study

 5

The prime target of this study is to determine the effectiveness of tricks

and games in teaching Newton’s three Laws of Motion in terms of the

achievement and attitude of the respondents.

This study likewise aims at responding to the needs of secondary physics

teachers who are looking for ways how to make the learning experiences of their

students enjoyable, fun and efficient without too much financial burden on the

part of the teacher.

Scope and Limitation of the Study

This study is limited only among 4th year high school students of four

private schools in Iligan City namely MSU-IIT Coop Academy, St. Therese

Academy, Sacred Heart High School and Corpus Christi Parochial School of

Iligan. The concept taught to the respondents through the use of tricks and

games revolved around Newton’s three laws of Motion. This was presented

during the later part of the second grading period of school year 2008-2009.

Operational Definition of Terms

 6

Achievement- refers to the difference between the scores of the respondents in

the pretest and posttest

Attitude- refers to the difference in appreciation of Physics as a subject before

and after the treatment

Games- indoor and outdoor activities which involve the physical abilities and

body coordination of students who are motivated to win, thus enhancing

teamwork and application of Newton’s three laws of motion

Pretest- refers to the test given before the treatment

Posttest- refers to the test given after the treatment

Treatment- refers to the developed tricks and games given to the student

Tricks- are demonstrations used in discussing the concept ion Newton’s laws of

motion

CHAPTER II
 7

REVIEW OF RELATED LITERATURE

Newton's Laws of Motion

These 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 (http://www.en.wikipedia.org/wiki/Newton's_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

(http://www.en.wikipedia.org/wiki/Newton's_laws_of_motion).

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

 8

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 or to use the second law

to solve problems; but rather the ability to understand their meaning and to
 9

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

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).
 10

Cognitive learning is a type of learning 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).

Another type of learning 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).

Bustos and Espiritu (1996) underscored that a basic factor in motor

learning is accuracy of perception that 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.

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).

Concepts

Concepts are categories used to group objects, events and

characteristics on the basis of common properties. Concepts are elements of

 11

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

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.

 12

In a research paper by Tabal and Birad (2003) results showed 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. Basing on these results, they concluded that the use of physics tricks

had helped the respondents in understanding the concept of magnetism. They

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.

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).

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
 13

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 student reflection

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

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
 14

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

 15

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).
 16

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).
 17

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 was conducted among Fourth Year students of four private

schools in Iligan City, MSU-IIT Coop Academy, St. Therese Academy, Sacred

Heart High School and Corpus Christi Parochial School during the second

grading period of school year 2008-2009. A total of 126 respondents come from

these private schools: 16 from MSU-IIT Coop Academy; 20 from Corpus Christi

Parochial School of Iligan; 30 from St. Therese Academy; and 60 from Sacred

Heart High School.

Research Design Used

This study used the one-group pretest-posttest design which is one of the

most frequently used quasi-experimental research designs in which a certain

group of research participants or subjects is pretested, given some treatment or

independent variable manipulation, then post tested. If the pretest and posttest

scores differ significantly, then the difference may be attributed to the

independent variable.
 18

Methods Used

The tricks and games used were based on different sources. The

researchers utilized the World Wide Web or the Internet, books, journals like the

Physics Teachers Journal and suggestions from physics teachers. The chosen

tricks and games was then modified and validated through physics teachers.

After subjecting the tricks and games to content and face validity that was done

to construct a valid test, this was then tested among the respondents in the

aforementioned schools. The students were given first the pretest and the pre-

attitude test questionnaires, which were personally distributed by the

researchers. Then, the researchers presented the tricks and the students

performed the games. But, this was supplemented by a brief discussion

centering on the presentation and games. Shortly after this, equivalent posttest

and post-attitude test questionnaires were distributed. Papers were checked and

the data gathered among four schools was analyzed through the use of SPSS

(Statistical Package for the Social Sciences) except for Chi-Square Statitics. The

reliability of the attitude questionnaire was also determined using Cronbach alpha

in SPSS.

Instruments to Be Used

The instruments used in gathering data were the attitude and test

questionnaires. The attitude test is composed of 10 items that aims at identifying

qualitatively the student’s attitude towards Physics before and after the

treatment.
 19

The test questionnaires were used for the pre-test and post test which

consisted of 15 item questions regarding the concepts on Newton’s three Laws of

Motion. The researchers based some of the test questions from the Internet and

physics books.

Statistical Tools Used

As soon as the data were collected, these were tabulated, analyzed and

interpreted. These were the statistical tools used in this research:

a.) Paired T-test

Where:

dav is the mean difference (

SD is the standard deviation of the differences between all the pairs

N is the number of pairs.

b.) Chi-Square Test

Where:

χ2 = Chi-square

f (a) = actual or observed frequency of observations in a cell

f (e) = expected frequency or number of observations in a cell in the

theoretical distribution
 20

c.) Analysis of Variance Test

Sum of Squares Total

Sum of Squares Between Groups

Sum of Squares Within Groups

Mean Squares between Groups

Mean Squares within Groups

F statistic
 21

CHAPTER IV

RESULTS AND DISCUSSIONS

This chapter consists of the presentation and analysis of data, which were

gathered from the respondents. These data were analyzed and interpreted to

come up with the results of this study. The data are presented in tables according

to the problem.

Graph 1.The Bases for the Tricks

20%

internet

books and journals

20% 60% suggestions from

teachers in physics

A big percentage of tricks developed in this research were taken from the

Internet. This may be partly due to its accessibility and timeliness. But, the

researchers did a deliberate selection to assure the effectiveness of the tricks in

teaching the concepts on Newton’s laws of motion. They found more appropriate
 22

tricks from the Internet than from other sources. Moreover, they used their self-

made rubric for a preliminary survey of the list of tricks they selected from a

variety of sources and it boiled down to the final list of tricks used for this

research. These were then subjected to a validation through teachers in physics.

Graph 2 The Bases for the Games

33% 34% internet

suggestions from
teachers in physics
researcher's idea

33%

Similarly, the researchers did a preliminary survey for the games and they

make sure that the games are appropriate in discussing the concepts without

compromising the enjoyment and active participation of students. They still made

use of the rubric in assessing the games by themselves before the formal

validation process through experts.

 23

Table 1 Performance of the Respondents in the Pretest

Scores Frequency Percent

2 10 7.9
3 18 14.3
4 24 19.0
5 34 27.0
6 15 11.9
7 12 9.5
8 7 5.6
Table 9 2 1.6
10 2 1.6
1 provides 11 2 1.6
Total 126 100.0
the data for
Mean: 5.00
the pretest performance of the respondents, that is, their performances before

the treatment. Most respondents scored 5 out of 15 items in the test, which is

below the passing score of 7 and only a few scored higher than 8 to 11 points. In

fact only 25 out of 126 students or 19.84% of the total sample population have

reached the passing score, approximately 50 % of the total test items. This

means that the respondents have generally insufficient prior knowledge about the

topic on Newton’s Laws of Motion even they have taken up the topic during the

first grading period. The overall mean is 5, which implies that they have not

retained the concepts on this particular topic.

 24

Table 2 Performance of the Respondents in the Posttest

Scores Frequency Percent

2 3 2.4
3 9 7.1
4 17 13.5
5 14 11.1
6 18 14.3
7 26 20.6
8 13 10.3
9 15 11.9
10 7 5.6
11 1 .8
13 3 2.4
Total 126 100.0
Mean: 6.51

The table presents the performance of the respondents after the

treatment. There are 65 respondents who scored in the range of 7-13. The total

number of respondents who passed represents 51.59% of the total population.

This is 31.75% higher than the percentage for pretest performance, which is

19.84%. However, the posttest overall mean 6.51 is closed to that of the pretest

overall mean which is 5. There are 61 students, nearly half of the total

population, failed in the posttest.

 25

Table 3. Attitudes of the Respondents Towards Physics in the Pre-Attitude Test

Attitude Statements Strongly Agree Neutral Disagree Highly Mean Remarks

Agree Disagree
Freq Freq Freq Freq Freq
1. I find physics 17 61 38 6 4 3.64 Agree
interesting and
worthwhile.
2. I see a connection 20 6 32 18 0 3.62 Agree
between physics
and me as a person.
3. I see relevance of 32 49 32 9 4 3.76 Agree
physics in my
everyday life.
4. I find physics as a 26 37 42 15 6 3.49 Agree
difficult subject.
5. I consider physics 50 50 15 8 3 4.08 Agree
as a tough but
challenging subject.
6. I understand most 9 37 60 14 6 3.23 Neutral
of the concepts in
physics.
7. I believe that 49 49 12 12 4 4.01 Agree
mathematical
calculations are
always involved in
physics.
8. I find physics fun 19 54 35 13 5 3.55 Agree
and exciting.
 26

9. I find physics as 16 29 36 28 17 2.99 Neutral

having less relation to
what I experience in
the real world.
10. I believe that I 22 45 43 12 4 3.55 Agree
learn Physics more
when I am actively
involved in classroom
activities.
Overall Mean: 3.592

LEGEND:

1 (1.00 – 1.79) Strongly Disagree

2 (1.80 – 2.59) Disagree

3 (2.60 – 3.39) Neutral

4 (3.40 – 4.19) Agree

5 (4.20 – 5.00) Strongly Agree

 27

The table shows the responses of the respondents on ten statements

concerning their attitude towards Physics before the treatment. The researchers

construct the attitude statements, which follows that the reliability of the

questionnaire during its distribution to the respondents is unknown. But, as soon

as the data is collected, its reliability is determined using Cronbach Alpha

statistics in SPSS. Results showed that the researchers-made questionnaire has

an acceptable reliability.

The means for items 1,2,3,5,8,10 which are all positive statements about

physics all belong to the interval for Agree. This implies that the respondents

have generally positive attitude towards physics. However, for items 9 and 6,

most of them are neutral or undecided which means they are not sure to say that

physics has less relation to what they experience in the real world and that they

understand most of the concepts in physics. Finally, the respondents agree to

two negative statements that physics is a difficult subject and that mathematical

calculations are always involved in this subject.

 28

Table 4. Attitudes of the Respondents Toward Physics in the Post-Attitude Test

Attitude Statements Strongly Agree Neutral Disagree Highly Mean Remarks

Agree Disagree
Freq Freq Freq Freq Freq
1. I find physics 29 54 28 11 4 3.74 Agree
interesting and
worthwhile.
2. I see a connection 25 66 27 6 2 3.84 Agree
between physics
and me as a person.
3. I see relevance of 31 45 38 7 5 3.71 Agree
physics in my
everyday life.
4. I find physics as a 1 4 45 53 23 1.22 Strongly
difficult subject. Disagree
5. I consider physics 35 67 15 7 2 4.00 Agree
as a tough but
challenging subject.
6. I understand most 30 51 32 11 2 3.76 Agree
of the concepts in
physics.
7. I believe that 37 54 25 8 2 3.92 Agree
mathematical
calculations are
always involved in
physics.
8. I find physics fun 29 54 28 11 4 3.74 Agree
and interesting.
 29

9. I find physics as 5 28 25 38 30 2.52 Disagree

having less relation to
what I experience in
the real world.
10. I believe that I 35 40 36 8 7 3.70 Agree
learn Physics more
when I am actively
involved in classroom
activities.
Overall Mean: 3.415
LEGEND:

1 (1.00 – 1.79) Strongly Disagree

2 (1.80 – 2.59) Disagree

3 (2.60 – 3.39) Neutral

4 (3.40 – 4.19) Agree

5 (4.20 – 5.00) Strongly Agree

 30

The table evidently shows that there is a change in the attitude of the

respondents after the treatment. Generally, they agree to statements 2,3,5,8

and10 which are all positive statements about physics, similar to their pre-attitude

response but of higher mean values. This suggests that they like physics more

than before they witnessed the presentation of tricks and their game

performance. However, they disagree to statements 4 and 9, which are both

negative statements. This only means that they find physics not difficult as they

first view it and physics is now seen as having a relation to what they experience

in the real world. This positive change in attitude is caused by the simplicity of the

content and presentation of the tricks and the games they participated, which

connects them to real-life experiences. This claim is founded based on an

interview with the respondents. For item no. 7, their response is consistent to that

of their pre-attitude response. This is to say that they are firm in stating that

mathematical calculations are always involved in physics.

 31

Table 5 Paired T-test Result for Performance

Paired Differences
95% Confidence
Interval of the
Difference Computed Sig. (2- Tabulated
Mean Lower Upper t df tailed) t
Pair 1 -1.508 -7.519 125 - 7.519 125 .000 1.960
Pretest
Score –
Posttest
Score

Ho1: there is no significant differences between the performance of the

respondents in the pretest and posttest .

Based on Table 5, the null hypothesis is rejected. Since the absolute value

of the t computed using the SPSS is greater than that of the critical value with

125 degrees of freedom. Hence, there is a significant difference between the

performance of the respondents in the pretest and posttest. Generally, the

developed tricks and games are effective in the learning of the respondents in

the concepts on Newton’s three laws of motion.

 32

Table 6 Paired T-test Result for Attitude

Paired Differences
95% Confidence
Interval of the
Difference Computed Sig. (2- Tabulated
Mean Lower Upper t df tailed) t
Pair 1 -0.2658 -0.5 0.06 -1.843 9 .098 2.262
Pretest
Score –
Posttest
Score

Ho2: There is no significant difference between the attitude of the respondents in

the pre-attitude and post-attitude test.

Based on Table 6, the formulated null hypothesis is accepted since the

computed t value using the SPSS is less than the tabulated t value, disregarding

the negative sign of the former. Thus, there is no significant difference between

the attitude of the respondents in the pre-attitude and post-attitude test. The

developed tricks and games do not significantly improve the respondents’

attitude towards Physics.

Table 7 Relationships between the Pretest Performance and Pre-Attitude

Response
 33

95% Confidence Interval

Computed Chi- Tabulated Chi- Degree of
Square Value Square Value Freedom
Pretest 25.31 12.592 6
Performance
vs
Pre-Attitude
Response

Ho3: There is no significant relationship between the pretest performance and

pre-attitude response.

Based on Table 7, Ho3 is rejected since χ2com > χ2tab at α = 0.05.

Therefore, there exists a significant relationship between the performance and

attitude response of the respondents before the treatment.The respondents’

performance in the pretest is dependent on how they first view physics as a

subject.
 34

Table 8 Relationships between the Posttest Performance and Post-Attitude

Response

95% Confidence Interval

Computed Chi- Tabulated Chi- Degree of
Square Value Square Value Freedom
Posttest 15.08 9.488 4
Performance
vs
Post-Attitude
Response

Ho 4: There is no significant relationship between the posttest performance and

post-attitude response.

Based on Table 8, Ho4 is rejected for χ2com > χ2tab at α = 0.05. Hence,

the claim that there is a significant relationship between the posttest performance

and post-attitude response of the respondents is true. Similarly, the respondents’

posttest performance is generally affected by their attitude towards physics after

the treatment.
 35

Table 9 Analysis of Variance Among Four Schools in Terms of Pretest

Performance

Sum of Mean
Squares Df Square F Sig.
Between 51.879 3 17.293 4.735 .004
Groups
Within Groups 445.550 122 3.652
Total 497.429 125

F Value At α = 0.05 is 2.6049

Ho5: There is no significant difference in pretest performance among the

schools.

Based on Table 9, Ho5 is rejected for Fcom > Ftab at α = 0.05. The value

for Fcom is computed using SPSS. Hence, at least one mean for pretest

performance is different from the other schools.

Table 9.1 Duncan and Scheffe’s Test of Pretest Performance Among

Schools
Subset for alpha = 0.05
Schools N 1 2
Duncan STA 30 4.40
SHHS 60 4.60
CCPS 16 4.88
MSU-IIT Coop Academy 20 6.30
Sig. .416 1.000
Scheffe STA 30 4.40
SHHS 60 4.60
CCPS 16 4.88 4.88
MSU-IIT Coop Academy 20 6.30
Sig. .859 .083
 36

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

other schools based on table 9.1.

Table 10 Analysis of Variance among Four Schools in Terms of Posttest

Performance

Sum of Mean
Squares Df Square F Sig.
Between 52.588 3 17.529 3.433 .019
Groups
Within Groups 622.904 122 5.106
Total 675.492 125

F Value At α = 0.05 is 2.6049

Ho6: There is no significant difference in posttest performance among the

schools.

Based on Table 10, Ho6 is rejected for Fcom > Ftab at α = 0.05. The value

for Fcom is computed using SPSS. Hence, at least one mean for posttest

performance is different from the other schools.

Table 10.1 Duncan and Scheffe’s Test of Posttest Performance Among Schools

Subset for alpha = 0.05

Schools N 1 2
Duncan STA 30 5.77
SHHS 60 6.30 6.30
MSU-IIT Coop Academy 16 7.44
CCPS 20 7.50
Sig. .409 .080
Scheffe STA 30 5.77
SHHS 60 6.30
 37

Schools N Subset for alpha = 0.05

MSU-IIT Coop Academy 16 7.44
CCPS 20 7.50
Sig. .070
St. Therese Academy’s mean for posttest performance varies from other

schools based on table 10.1.

Table 11 Analysis of Variance among Four Schools in Terms of Pre-Attitude

Response

Sum of Mean
Squares Df Square F Sig.
Between 110.891 3 36.964 1.404 .245
Groups
Within Groups 3185.077 121 26.323
Total 3295.968 124

F Value At α = 0.05 is 2.6049

Ho7: There is no significant difference in pre-attitude response among the

schools.

Based on Table 7, Ho7 is accepted for Fcom < Ftab at α = 0.05. The value for

Fcom is computed using SPSS. There is no significant difference in pre-attitude

response among the schools. This is further supported by Duncan and Scheffe’s

test results, which both indicate that there is no school which varies from among

the other schools.

Table 11. 1 Duncan and Scheffe’s Test for Pre-attitude Response Among
Schools
 38

Subset for alpha

= 0.05
Schools N 1
Duncan CCPS 20 33.85
STA 29 33.90
MSU-IIT Coop Academy 16 35.19
SHHS 60 35.90
Sig. .208
Scheffe CCPS 20 33.85
STA 29 33.90
MSU-IIT Coop Academy 16 35.19
SHHS 60 35.90
Sig. .584

Table 12 Analysis of Variance among Four Schools in Terms of Post-Attitude

Response

Sum of Mean
Squares Df Square F Sig.
Between 347.123 3 115.708 4.479 .005
Groups
Within Groups 3151.417 122 25.831
Total 3498.540 125

F Value At α = 0.05 is 2.6049

Ho8: There is no significant difference in post-attitude response among the

schools.
 39

Based on Table 7, Ho7 is accepted for Fcom > Ftab at α = 0.05. The value

for Fcom is computed using SPSS. Thus, at least one mean for posttest

performance is different from the other schools.

Table 1.1 Duncan and Scheffe’s Test for Post-Attitude Response Among Schools

Subset for alpha =

0.05
Schools N 1 2
Duncan STA 30 35.03
SHHS 60 37.75 37.75
MSU-IIT Coop Academy 16 38.50
CCPS 20 40.20
Sig. .063 .113
Scheffe STA 30 35.03
SHHS 60 37.75 37.75
MSU-IIT Coop Academy 16 38.50 38.50
CCPS 20 40.20
Sig. .132 .417

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

other schools in accordance to what table 12.1 implies.

 40

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.

8. St. Therese Academy’s mean for post-attitude response is

different from other schools.

 41

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.

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
 42

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. 208-
210.

Rivera, Filomena V. and Guillerma E. Sambrano, 1992, Toward Effective

Teaching, Quezon City, Kalayaan Press, Mktg. Ent., Inc., pp. 112-113.

JOURNAL:

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
 43

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.

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.
 44

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.

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!

 45

Respectfully yours,

REINA KAREN M. CELESTINO

Noted by: CRISTINE JEAN L. CASTILLA

MANUEL A. BARQUILLA, Ph.D. Researchers
Adviser
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
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!
 46

Sincerely yours,

Reina Karen M. Celestino

Cristine Jean Castilla

Researchers

APPENDIX B

List of Tricks and Games

A. Newton’s First Law of Motion

Title: Getting the Tack in the Cup Trick

Materials Needed:
1 thumbtack
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

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

 47

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 margarine tub or small 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

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.
 48

Title: Upside Down Trick

Materials:
1 drinking glass
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.
 49

APPENDIX D

RUBRIC
 50

APPENDIX E

Table of Specification

Content Recitation Knowledge Comprehension Application Test Percentage

Areas or No. of Item
Minutes
Newton’s 10 1 2 2 5 33.33%
First Law
Newton’s 10 1 2 2 5 33.33%
Second
Law
Newton’s 10 1 2 2 5 33.33%
Third
Law
TOTAL 30 3 6 6 15 100%
 51

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
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?

 52

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<Force on the bus
d.) Both forces are equal in quantity.

7. Which vehicle would be the easiest to accelerate?

a.) Garbage Truck
b.) Volkswagen car
c.) School bus
d.) Ten-wheeler truck

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
 53

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

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?
 54

a.) Both of them

b.) Neither of the two
c.) Julian
d.) 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.
12. b.
13. d.
14. c.
15. c.
 55

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

1. I find physics interesting and worthwhile. 1 2 3 4 5

2. I see a connection between physics and me as a person. 1 2 3 4 5
3. I see relevance of physics in my everyday life. 1 2 3 4 5
4. I find physics as a difficult subject. 1 2 3 4 5
5. I consider physics as a tough but challenging subject. 1 2 3 4 5
6. I understand most of the concepts in physics. 1 2 3 4 5
7. I believe that mathematical calculations are always involved in 1 2 3 4 5
physics.
8. I find physics fun and exciting. 1 2 3 4 5
 56

9. I find physics as having less relation to what I experience in the 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 Cronbach's Alpha Based on
Alpha Standardized Items N of Items
.666 .688 10

Item-Total Statistics
Scale Mean Scale Corrected Squared Cronbach's
if Item Variance if Item-Total Multiple Alpha if Item
Deleted Item Deleted Correlation 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
AQ = Attitude Question
 57

Appendix G
Sample Computation

Pre-Test Score
Attitude 1-3 4-6 7-9 10-12 Row Total
Response
42-52 3 (3.19) 4 (7.74) 2 (1.44) 4 (0.62) 13
31-41 22 (23.13) 62 (55.95) 9 (10.44) 1 (4.48) 94
20-30 6 (4.67) 9 (11.31) 3 (2.11) 1 (0.90) 19
Column Total 31 75 14 6 126 (grand
total)

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

Posttest Score
Attitude 1-5 6-10 11-15 Row Total
Response
42-52 7 (9.90) 19 (18.18) 3 (0.92) 29
31-41 32 (30.03) 55 (55.17) 1 (2.79) 88
20-30 4 (3.07) 5 (5.64) 0 (0.29) 9
Column Total 43 79 4 126 (grand total)

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

 58

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+(0-

0.29)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

Lesson Plan

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. © 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.
 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 “Upside-
down”.
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.
 60

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:

Elementary: Iligan City East Central School

Tambo, Iligan City
2000-2001
 62

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
 63

Collegiate: MSU-Iligan Institute of Technology

Tibanga, Iligan City

Course/ Major: BSE Physics