The Effectiveness of Scientific Games in Teachingchemistry Concept
The Effectiveness of Scientific Games in Teachingchemistry Concept

The Effectiveness of Scientific Games in Teachingchemistry Concept

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The Effectiveness of Scientific Games in TeachingChemistry Concept A ThesisPresented toThe Faculty of College of EducationEulogio “Amang” Rodriguez Institute of Science and TechnologyIn Partial Fulfillment of the Requirements for Basic ResearchProf. Ed. 11Submitted by:Glenda C. PerlotaReymund G. ReyesJay-Ar D. RiveraRonald A. SatoMacel T. SolisAvegail B. VegaSchool Year 2007-2008Submitted to:Mrs. Eleanor S. Arcillas 1 TABLE OF CONTENTSTitle Page Acknowledgement ……………………………………………………………iAbstract……………………………………………………………………….. iiCHAPTER 1: Problems and its Background………………………………5Introduction……………………………………………………. Theoretical Framework………………….. ………………….. 6Conceptual Framework……………………….. …………….. 7Statement of the Problem…………………….. …………….. 9Research Hypothesis…………………………………………9Significance of the Study……………………….. ………….. 10Scope and Delimitation………………………………………11Definition of Terms……………………………. …………….. 12CHAPTER 2: Review Related Literature…………………………………… 14Foreign Literature……………………………………………. 15Local Literature…………………………………….. ………… 16CHAPTER 3: Methodology…………………………………….. ……………. 20Method Used………………………………………………….. 20Respondent of the Study……………………………………20Sources of Data……………………………………… ……….. 21Data Gathering Instrument………………………………….. 1Data Gathering Procedure…………………….. ……………21Statistical Treatment…………………… ……………………. 22 2 CHAPTER 4: Presentations, Analysis and Interpretation of Data……… 23Description of Respondents…………………………….. …23Comparison of Pre-test Mean Scores of the ExperimentalAnd Control Group…………………………………….. 23Comparison of the Pre-test and Post-test MeanOf the Experimental and Control Group………. …24Comparison of the Post-test Mean Scores of theTwo groups……………………………………………. 25CHAPTER 5: Summary Conclusion and Recommendation……………26Summary of Findings………………………………………. …. 26Conclusion…………………………………

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………………….. 27Recommendation…………………………………………………. 7Bibliography ……………………………………………………. …………….. 28Curriculum Vitae…………………………………………………. ……………29 3 ABSTRACT Title: The Effectiveness of Scientific Games in Teaching ChemistryResearchers:Glenda C. PerlotaReymund G. ReyesJay-Ar D. RiveraRolanald A. SatoMacel T. SolisAvegail A. Vega Course: Bachelor of Science in Education- Major in Physical ScienceYear level: 3 rd year S. Y. 2008-2009Professor: Mrs. Eleanor S. Arcillas Introduction The major problem of this study is to determine the effectiveness of scientific games as a strategy in teaching chemistry to Third Year students of EARIST Laboratory High School in Nagtahan, Sampaloc, Manila.

For the purpose of the study, the researcher formulate a hypothesis,thatthere is a significant difference in the chemistry achievement test of studentsexposed to scientific games strategy and those who were taught using thetraditional method. This study utilized the true experimental design employing the pre-test andpost-test. The respondents of the study were twenty two (22) Third Year studentsof EARIST Laboratory High School, during the school year 2007-2008.

Theywere divided into two groups and randomly assigned to experimental and controlgroup. The experimental group were exposed to actual application using 4 scientific games as motivation while the control group were exposed to thetraditional method only. The statistical treatment of data involves the computation of mean, standarddeviation, and t-test. From the above findings the following conclusion are made. Interactive method using scientific games and traditional methods of teaching areequally effective in teaching selected topics in chemistry.

But the students on theexperimental group learned very well not only theories but also in skills on how toapply a particular example of each topic. Based from the findings and conclusion formulated in this research study,the following recommendations are hereby proposed. Science teachers can usegames to enrich their science teaching. This strategy can be used to arouse andenhance their interests to learn the subject matter. Science teachers shouldexplore the used of other enrichment activities that could be used to teachscience concepts and skills. Another xtensive study should be conducted interms of longer exposure time to scientific games strategy and the inclusion of more topics that can be taught using games to arrive more exact conclusions. 5 ACKNOWLEDGEMENT The researcher wishes to express

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our sincere and profound gratitudeto the following persons and institutions who, in one way or their, havegenerously contributed to the successful completion of the study:Dr. Rowena A. Bolotaolo, Dean of college of Education, for grantingher permission to administer the pre test and post test to third year chemistrystudents;Prof. Eleanor S.

Arcillas, for her critic, for her sincere concern,assistance and intelligent criticism and invaluable suggestions in theimprovement of the study;The Special Science Laboratory High School Third Year students,including the subject teacher Miss Eleanor Salvador, for their support andcooperation, this humble research would not have been completed;The EARIST Library and National Library, for giving their permissionto utilize some of their library materials;To our parents for their Love and undying support;And above all, Heavenly Father, who gives his undying blessings,strength, determination and guidance to the pursuit of the study. Approval Sheet This thesis entitled: The Effectiveness of Scientific Games used as Motivations inTeaching Chemistry Concept is prepared and submitted by the followingresearchers: Glenda C. PerlotaReymund G. ReyesJay-Ar D. RiveraRonald A. SatoMacel T. SolisAvegail B. Vega In partial fulfilment of the requirements for the Basic Research Subject, has beenexamined and is recommended for the final defence. Mrs. Eleanor S. Arcillas

Approve in the partial fulfilment of the requirements for the Basic Research bythe panellist committee with a rating of______________ _____________________ Professor Carlito Biares ______________________ Professor Ligaya A. Viray 7 LIST OF TABLES TABLESpages1. 2. 3. 4. 5. 6. List of figures Figutre 1…………………………………………………………………14 8 CHAPTER 1: THE PROBLEM AND ITS BACKGROUND Introduction Science holds a dominating place in the curriculum.

This is sobecause every sector recognizes an increasing contribution of the discipline tothe progress of the modern world as well as its traditional standing as an elementof humanistic and scientific education. Its importance, as the key subject iscommon knowledge. Science has been recognized as a patent means of sharpening our competitive edge. As mandated in the Philippine Constitution, it isthe duty of the schools to develop scientific and technology efficiency among thepupils and the students. Thus, it becomes necessary to evolve a strong scienceprograms in all levels.

So, the teaching of science should be effectively earnedout so as to satisfy the national development goals. Science is a multifacetedsubject, limitless in extent and depth, vital for science and technology, and rich inthe cultural import. It offers a lot of challenges to an individual. Well-knownscientist considered it is the key to success in many of the most powerful andprestigious jobs in our highly technical society. Without science, it is impossible toget into medicine, engineering, astronomers and most of the mobs requiringtechnical expertise.

In school, however, students find the subject dull and difficultand dreary by many. More so, science in general is even considered by many asuninteresting or boring subject if not difficult or not applicable into their daily lives. The performance of the pupil depends largely on quality of the teachingcompetencies of their teacher. A competent teacher learns to build effectivelearning situation and to select teaching methods/strategies to guarantee 9 maximum retention and application of the learning that are achieved.

Accordingto what we read in the Educator’s Speak, strategy refers to all techniques bywhich the teachers structure the learning environment so that

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