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Introduction
Physics encompasses the large and the small, the old and the new. From
much a part of the world around us. It is one of the most fundamental of the
However, the 2005 findings of the two personal reviews of the European
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
many people do not want to spend hours on mathematical functions, which is not
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
“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
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
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?
pre-attitude response?
post-attitude response?
four schools?
schools?
Null Hypothesis
4
This study has formulated the following null hypotheses and tested at 0.05
level of significance.
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
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.
Games- indoor and outdoor activities which involve the physical abilities and
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
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
The first law or the Law of Inertia states that “An object at rest will remain
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
acceleration) as: .
applied. Notice the fundamental difference between Newton's 2nd Law and the
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
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.)
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
(http://www.glenbrook.k12.il.us/gbssci/phys/Class/newtlaws/u2l1a.html).
Learning
occurs due to experience and reinforced practice (Bustos and Espiritu, 1996).
10
experiences. Some activities that are primarily learned through this modality are
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
Concepts
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
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
Einstein is right and his claim holds true in real classroom situation
excitement where students do participate. He, who has been involved for a long
encouraged students to ask questions and to explain what they learned from
also involved since the students discussed what they learned at school with their
advantage of the students’ fantasy and innate curiosity and to enlighten them on
In a research paper by Tabal and Birad (2003) results showed that a great
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
stressed out that teachers as well as practice teachers should not rely on pure
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
enjoyable. This is what Sprott pointed out in his sourcebook for teachers of
the teaching of elementary physics over the years. His selected demonstrations
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
important but the effectiveness on the students’ learning relies heavily on the
life.
(http://serc.carleton.edu/introgeo/demonstrations/why.html)
real-time (http://serc.carleton.edu/introgeo/demonstrations/why.html).
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
(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
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
teacher must design an activity in which the learner does a real thing. A good
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
generally involve mental or physical stimulation, and often both. Many games
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
objectives. Competition and chance are generally factors in the interaction and
they do not necessarily attempt to imitate real-life situations. (Brown, et.al, 1977).
16
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
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.
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
This study used the one-group pretest-posttest design which is one of the
independent variable manipulation, then post tested. If the pretest and posttest
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-
researchers. Then, the researchers presented the tricks and the students
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
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
Motion. The researchers based some of the test questions from the Internet and
physics books.
As soon as the data were collected, these were tabulated, analyzed and
Where:
Where:
χ2 = Chi-square
theoretical distribution
20
F statistic
21
CHAPTER IV
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.
20%
internet
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
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
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
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
treatment. There are 65 respondents who scored in the range of 7-13. The total
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
LEGEND:
concerning their attitude towards Physics before the treatment. The researchers
construct the attitude statements, which follows that the reliability of the
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
two negative statements that physics is a difficult subject and that mathematical
The table evidently shows that there is a change in the attitude of the
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
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
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
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
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
developed tricks and games are effective in the learning of the respondents in
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
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
pre-attitude response.
subject.
34
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
the treatment.
35
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
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
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
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
Table 10.1 Duncan and Scheffe’s Test of Posttest Performance Among Schools
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
schools.
Based on Table 7, Ho7 is accepted for Fcom < Ftab at α = 0.05. The value for
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
Table 11. 1 Duncan and Scheffe’s Test for Pre-attitude Response Among
Schools
38
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
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
Table 1.1 Duncan and Scheffe’s Test for Post-Attitude Response Among Schools
CHAPTER V
the schools.
1. The developed tricks and games are effective in teaching the concept on
post-attitude.
psychology.
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
BIBLIOGRAPHY
BOOK SOURCE:
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.
JOURNAL:
INTERNET SOURCE:
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://csep10.phys.utk.edu/astr161/lect/history/newton3laws.html, Retrieved on
October 2, 2007.
APPENDIX A
October 2008
The Principal
Warm Greetings!
Respectfully yours,
January 2007
Dear Respondent,
Good Day!
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,
Researchers
APPENDIX B
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.
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.
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.
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
Appendix F
Test Questionnaire
Directions: Encircle the letter of your choice. If there are words you don’t
understand, please ASK us, not your seatmates.
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
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.
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
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
Directions: Encircle the number that represents your choice from the list below.
1- Strongly Disagree
2- Disagree
3- Neutral
4- Agree
5- Strongly Agree
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)
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)
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
I. OBJECTIVES:
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:
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:
APPENDIX L
CURRICULUM VITAE
Personal Data:
Educational Attainment:
CURRICULUM VITAE
Personal Data:
Educational Attainment: