The Use of reflective approach in teaching physics among high school students at Tanza National Comprehensive High School, SY 2004 - 2005 / Teresita L. Dones.

By: Contributor(s): Material type: TextTextLanguage: English Publication details: Indang, Cavite : Cavite State University- Main Campus, 2006.Description: xiv, 96 pages : illustrations ; 28 cmContent type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
Subject(s): DDC classification:
  • 371.3  D71 2005
Online resources: Production credits:
  • Graduate Studies Open Learning College (GSOLC)
Abstract: DONES, TERESITA LAGASCA, Cavite State University, Indang Cavite, June 2004. The Use of Reflective Approach in Teaching Physics Among High School Students at Tanza National Comprehensive High School. SY 2004 - 2005. Major Adviser: Dr. Cecilia B. Banaag This study evaluated the effectiveness of the reflective approach in teaching high school Physics in terms of attitude and achievement test performance of students. Specifically, the study determined the: l.) attitudes of the students in Physics before and after the treatment using the reflective approach and the lecture-discussion approach; 2.) pre-test and post-test mean scores in the achievement test of the entire samples using the said approaches; 3.) differences between mean scores in the attitude and achievement test of the control class before and after the treatment; 4.) differences in the mean scores in the attitude and achievement test of the experimental class before and after the treatment; and 5.) differences between the post-test mean scores of the experimental class and the control class in the attitude and achievement test. The study used the quasi- experimental (non-equivalent control group) design. The samples were the fourth-year students of sections IV- Emerald (the experimental class) and IV- Garnet (the control class) of Tanza National Comprehensive High School S. Y 2004-2005. The two sample classes were composed of 45 heterogeneously grouped students. The study measured the students' attitude using the attitudinal checklist while the student's academic performance was evaluated through the achievement test. The two instruments were administered as pre-test and post-test to the entire sample. During the treatment phase, the class that was subjected to reflective approach was allowed to experience varied teaching strategies such as role playing, simulation activities, problem-solving, and other hands-on activities (one particular teaching strategy per lesson). After the learning session, they were required to write their reflective journal containing their answers to questions like l.) What did I learn from the lesson? 2.) What difficulties did I encounter from the lesson and 3.) What insights did I gain? This activity was given as their assignment and will be read to the class the following day. The control class was taught using the lecture- discussion or the usual teacher dominated way of teaching. Pre-test and post-test comparisons on each variable were made through the use of the formula for mean and standard deviations. Mean differences were subjected to t-test under the .01 level of significance. After analyzing and interpreting the data: the attitude of the control class was assessed as moderately favorable before the treatment but became very favorable after the treatment. Similarly, the attitude of the experimental class was assessed as moderately favorable before the treatment but improved to very favorable after the treatment. The result of the pre and post achievement test of the control class fall under the fair level while the experimental class performed close to high level. Although some registered gains in the test, the overall results of the two classes fall under the fair level There are significant differences between pre-test and post-test mean scores in the attitude and achievement test performances of the control class and the experimental class. The results indicate that reflective approach in teaching enhances the attitudes of the students towards Physics more effectively than the lecture discussion method. Furthermore, students subjected to reflective approach performed significantly better in the achievement test than those subjected to lecture-discussion method
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Theses / Manuscripts Theses / Manuscripts Ladislao N. Diwa Memorial Library Theses Section Non-fiction 371.3 D71 2006 (Browse shelf(Opens below)) Link to resource Room use only T-3380 00003382

Thesis (Master of Arts in Education major in Science Education) Cavite State University.

Includes bibliographical references.

Graduate Studies Open Learning College (GSOLC)

DONES, TERESITA LAGASCA, Cavite State University, Indang Cavite, June 2004. The Use of Reflective Approach in Teaching Physics Among High School Students at Tanza National Comprehensive High School. SY 2004 - 2005. Major Adviser: Dr. Cecilia B. Banaag
This study evaluated the effectiveness of the reflective approach in teaching high school Physics in terms of attitude and achievement test performance of students. Specifically, the study determined the: l.) attitudes of the students in Physics before and after the treatment using the reflective approach and the lecture-discussion approach; 2.) pre-test and post-test mean scores in the achievement test of the entire samples using the said approaches; 3.) differences between mean scores in the attitude and achievement test of the control class before and after the treatment; 4.) differences in the mean scores in the attitude and achievement test of the experimental class before and after the treatment; and 5.) differences between the post-test mean scores of the experimental class and the control class in the attitude and achievement test.
The study used the quasi- experimental (non-equivalent control group) design. The samples were the fourth-year students of sections IV- Emerald (the experimental class) and IV- Garnet (the control class) of Tanza National Comprehensive High School S. Y 2004-2005. The two sample classes were composed of 45 heterogeneously grouped students.
The study measured the students' attitude using the attitudinal checklist while the student's academic performance was evaluated through the achievement test. The two instruments were administered as pre-test and post-test to the entire sample. During the treatment phase, the class that was subjected to reflective approach was allowed to experience varied teaching strategies such as role playing, simulation activities, problem-solving, and other hands-on activities (one particular teaching strategy per lesson). After the learning session, they were required to write their reflective journal containing their answers to questions like l.) What did I learn from the lesson? 2.) What difficulties did I encounter from the lesson and 3.) What insights did I gain? This activity was given as their assignment and will be read to the class the following day.
The control class was taught using the lecture- discussion or the usual teacher dominated way of teaching.
Pre-test and post-test comparisons on each variable were made through the use of the formula for mean and standard deviations. Mean differences were subjected to t-test under the .01 level of significance.
After analyzing and interpreting the data: the attitude of the control class was assessed as moderately favorable before the treatment but became very favorable after the treatment. Similarly, the attitude of the experimental class was assessed as moderately favorable before the treatment but improved to very favorable after the treatment.
The result of the pre and post achievement test of the control class fall under the fair level while the experimental class performed close to high level. Although some registered gains in the test, the overall results of the two classes fall under the fair level
There are significant differences between pre-test and post-test mean scores in the attitude and achievement test performances of the control class and the experimental class. The results indicate that reflective approach in teaching enhances the attitudes of the students towards Physics more effectively than the lecture discussion method.
Furthermore, students subjected to reflective approach performed significantly better in the achievement test than those subjected to lecture-discussion method

Submitted to the University Library 07/22/2006 T-3380

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