UTILIZATION OF ENHANCE INSTRUCTIONAL MATERIALS AND

PARTICIPATION OF STUDENTS IN PHYSICS

ABSTRACT

This study assessed the utilization of enhance instructional materials in students’

participation in Physics. In this study, a descriptive survey with three research
questions was used and was analyzed using a qualitative method. The data used
were collected randomly from 100 junior students in which 70 students are from
Sta. Ana National High School and 30 students are from Davao City National
High School. The result of this study showed that the utilization of instructional
materials can increase the participation of the students. Based on the findings of
the study, it was concluded that the use of effective instructional materials can
improve the learning of the students. It was strongly recommended for the
teachers to utilize effective instructional materials in their daily lesson in Physics
as it facilitates the participation of the students.

INTRODUCTION

Students often find physics as a very difficult subject. According to Aina

and Akintunde, student usually performed very poorly in physics in all level of

education (Aina J.K. & Akitunde Z.T, 2013). The teaching of physics has not

been encouraging due to its abstract nature and so student’s performance and

interest in learning is affected and this could be ascribed that the topics in

physics cannot be taught effectively without the use of relevant instructional

materials. It is for this reason that the teachers believe it necessary to research

so as to highlight the impact that the instructional materials play in teaching

physics subject.

The findings of the study conducted by Omebe and Akani (2015) shows

that students who are taught with instructional materials achieved higher than

those who are taught without. Furthermore, Kola (2007) stated that the use of

instructional materials increase the students’ activeness and participation. In

addition, Aina Kola Jacob says that the absence of instructional materials in

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 teaching of physics could make the class very uninteresting to students and

discourage learning thereby lead to low or poor achievement (Aina, 2013). On

the other hand, Fakomogbon and Adegbija assert that instructional materials can

be used to overcome noise factors, such as misconception, confusion and

daydreaming.

Moreover, the following conceptual framework indicates that student

shows interest in learning the concepts whenever a teacher incorporates

instructional materials to the classroom. This indicator can be attributed to Robert

Gagnes’ Instructional Design Theory, which states that creating an instructional

environment and materials will bring the learner from the state of not being able

to accomplish certain tasks to the state of being able to accomplish those tasks.

It also emphasizes the idea that a student will learn when the lesson is designed

in a way that relates to the students’ needs from which they can easily relate and

use the material provided for the lesson. The outcome of the lesson helps

determined whether the instructional design was effective or not (Atienza et. al).

Student 1

Divert Responses & Low Retention Skills

Low attention Span
Teacher utilizes traditional
Instructional Materials in
Physics Class

Student 1 Student 1
Passivity & Lack of
Motivation

Figure 1: Conceptual Framework which indicates the incorporation of traditional

instructional materials by a teacher during the lesson.

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 However, there is an inefficacy of students participation if the teacher

utilizes a single intructional matrials (e.g traditional) especially in Physics class.

In frequent cases, students are not interested to learn, listen and participate to

the discussion. Instead, they divert their responses which causes low attention

span. This also lead to low retention skills, passivity or lack of motivation.

PURPOSE OF THE STUDY

The purpose of the study is to determine the utilization of enhance

instructional materials on drawing the students’ interests and participation in

learning Physics.

METHODOLOGY

A qualitative study was conducted in randomly selected sections from

Davao City National High School and Sta. Ana National High School from

February to March 2017. Specifically, there are 70 junior students from Sta. Ana

National High School and 30 junior students from Davao City National High

School, a total of 100 students. After a well-informed consent, the respondents

were given a descriptive survey questionnaire about how instructional materials

affect their learning. The survey comprises three (3) questions and these are the

following:

1. Why do creative pictures, diagrams and illustrations boost your interest

in learning the subject matter?

2. Do you prefer the teacher to use an audio-visual presentation or power

point in every lesson? Why?

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 3. Does mock ups, instruments and realia during the activities makes you

understand the concepts easily? How?

Data was recorded according to the students’ perceptions and then

selected those surveys that have identical insights. Using tables, the teachers

from both schools combined the results. Data analysis was done based on the

students’ insights and majority of the respondents from both Davao City National

High School and Sta. Ana National High School were reported similar responses.

FINDINGS AND ANALYSIS

Table 1. Common Themes in Each School

School Question 1 Question 2 Question 3
Promotes encouragement to Convenient to the part of the Encourage the learners to be
listen teacher curious
Davao City Gives interest to the Not time consuming Well- explained how to use
National discussion Attractive to the part of the mock ups, realia, etc. will be
High School learners easy to relate it to the
activities.

Catches the attention of the Catches learner’s interest Develops learner’s sense of
Sta. Ana learners Gives motivation to learn the curiosity
National Boost interest to subject lesson It helps them to relate it to real-
High School matter life setting by knowing how to
manipulate it.

The above table shows the results of the common answer of the students.

The first row is the common themes each question gathered by the teachers from

Davao City National High School. The second row is the common themes each

question gathered by the teachers from Sta. Ana National High School. Most of

the answers of the learners from the two settings have common responses. In

the second column under question one, it shows that creative pictures,

illustrations and diagrams as a medium in delivering the lesson promotes

encouragement and interest in the discussion particularly for visual learners. It

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 also catches the attention of the learners and boosts the interest to the subject

matter. In the third column under question two, having an audio visual

presentation and PowerPoint as an instructional material, gives convenience to

the part of the teacher because it is not time consuming, it is also attractive to the

students thus, it catches their interest and gives motivation to learn and listen to

the discussion. In fourth column under question three, mock ups, realia and

laboratory equipment develop leaner’s curiosity about how the activity works

using these instruction materials. It was mention that these instructional materials

are effective in understanding the concept of Physics if it is well- explained to the

students on how to use it properly.

Table 2. Interventions and Outcomes Davao City National High School

Question 1 Question 2 Question 3

School
Intervention Outcome Intervention Outcome Intervention Outcome
In explaining  Students In a particular  It needed The  It was
mechanical listen topic, a feedback explanation manipulated
energy, for attentively conservation of after how energy is properly
example, there  actively momentum, the certain conserve, for  They were
is a need to participate teacher uses video example, the able to
Davao City use pictures  respond to video example. teacher uses answer the
National and most of the presentation to  Some of water turbine, guide
High illustrations questions. show how them did explain how to questions
School that shows conservation of not get use it and let given to the
example of momentum what the the learners activity.
energy works. example know the  They
transformation. wants to concept explain the
say. behind it. use of water
turbine
There is a  Majority The teacher  The To properly  Student can
need to utilize listen uses power students investigate easily
diagram and attentively point to explain participate what angle familiarize
Sta. Ana
illustration in  Shows the concept of d to the gives the what angle
explaining the interest to energy activity. highest range provides
National
High
concept of the transformation  Attentively of projectile, highest
horizontal concept of and provide listen to the teacher range.
School
launched the lesson. pictures. the uses a  They can
projectile. discussion projectile set- relate it to
. up. real- life
setting.

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 The above table shows the interventions and outcomes as the teachers

utilized the use of instructional materials to a certain subject matter. The teachers

tried to use specific instructional material according to each question. The

specific interventions were made according to the responses of the learners. The

outcomes each intervention is the observed respond of the learners upon using

various kinds of instructional material as a medium in delivering the subject

matter. It is evident on the results of the outcomes that what has been answered

by the learners as they undergone a survey was observed as the teachers

executed the interventions.

Figure 2: Conceptual Framework that indicates the utilization of enhanced

instructional materials by a teacher in a Physics class.

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 The above modified conceptual framework shows the teachers’ utilization

of effective and enhanced instructional materials in daily lesson in Physics. The

interventions targets and caters the four modalities of learning. These includes

the used of creative pictures, diagrams and illustrations for the visual learners,

the use of mock ups, realia and instruments for the tactile and kinesthetic

learners, and the used of audio – visual presentation for the auditory or visual

learners. Base from the results, the outcomes includes the collaborative learning,

higher order thinking skills and the active participation of the students in Physics’

class.

CONCLUSION

1. The utilization of enhance instructional materials indeed can improve the

participation of the students in Physics.

2. The use of enhance instructional materials, if utilized properly, engaged

the students in the subject lesson as it attracts their attention.

3. Teachers must guide the learners using these effective instructional

materials for better learning processes.

RECOMMENDATION

Based on the findings of this study, the following recommendations were

therefore made:

 Teachers should integrate the use of effective instructional materials in

daily lesson to make the lesson in Physics interesting.

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  Teachers are encourage to search for appropriate instructional materials

that caters the four modalities of learning (e.g. visual, audio, tactile,

kinesthetic learners) so that no child will be left behind.

REFERENCES

Blanc, S. S. (n.d.). Vitalizing the Classroom. Retrieved April 18, 2017, from
http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_195204_blanc.pdf
Deborah L. Voltz, Michele Jean Sims and Betty Nelson. (n.d.). Connecting Teachers,
Students, and Standards. Retrieved April 18, 2017, from
http://www.ascd.org/publications/books/109011/chapters/Supporting-the-
Classroom-with-Materials-for-Instruction.aspx
Ghulam Shabiralyani, Khuram Shahzad Hasan , Naqvi Hamad, and Nadeem Iqbal.
(2015). Impact of Visual Aids in Enhancing the Learning Process Case
Research: District Dera Ghazi Khan. Retrieved April 18, 2017, from
http://files.eric.ed.gov/fulltext/EJ1079541.pdf
Michael Angelo R. Atienza, J. S. Instructional Materials Being Used By Pre-school
Teachers in Selected Elementay Schools in Lipa City. Lipa City, Batangas.
Olawale, S. K.-d. (2013). The Use of Iinstructionl Materiasl for Effective Learning of
Islamic Studies . Retrieved April 18, 2017, from
http://www.academia.edu/7384767/THE_USE_OF_INSTRUCTIONAL_MATERIA
LS_FOR_EFFECTIVE_LEARNING_OF_ISLAMIC_STUDIES
Orlich H, Harder J, Callahan R, & Gibson W. (1998). Teaching strategies: A guide to
better instruction . New York : Houghton Mifflin Company .
Wambui, S. E. (2013). EFFECT OF USE OF INSTRUCTIONAL MATERIALS ON
LEARNERPARTICIPATION IN SCIENCE CLASSROOM IN PRESCHOOL IN
KIINE ZONE KIRINYAGA COUNTY KENYA. Retrieved April 18, 2017, from
http://cees.uonbi.ac.ke/sites/default/files/cees/final%20project%20August%20%2
020134_0.pdf

REFLECTION
 Student’s response and opinions regarding the instructional materials

used by the teacher should be given consideration as it gives hint whether

it helps attain the optimum learning of students.

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 Teacher’s strategy should be address on what the learners’ preferences in

learning.

 Instructional materials play a vital role inside the classroom. But

instructional material alone is not effective, hence, teachers’ further

instruction and explanation is still needed. Aside from that having

instructional materials is not good enough, teachers must use appropriate

effective instructional materials for the lesson.

 Instructional materials maximize students’ ability in learning, thus, they

become easy to teach not only they become knowledgeable but also

establish interest and motivation to learn.

 Effective instructional materials facilitate learning. It is important for a

teacher to incorporate these instructional materials to attain maximum

learning.

 Instructional materials provide the core information that students will

experience, learn, and apply during lessons. They hold the power to either

engage or motivate students to acquire the knowledge they want to attain

or influence their perspective on learning the subject matter.

 Instructional materials must be carefully planned, selected, organized,

refined, and used in a course for the maximum effect, so that the overall

learning outcome will coincide to the objectives of that certain lesson.