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The Effect of Strategic Intervention Materials in the Understanding of Third Year Students in the Concept of Charless Law

Angela Francisca B. Veloso Science Teacher


Las Pias East National High School Pamplona III, Las Pias Division of City Schools, Las Pias

ABSTRACT

The study aimed to design a Strategic Intervention Material (SIM) to improve the understanding of the students regarding Charless Law. The study was composed of thirty (30) third year students of Las Pias East National High School with the least mastery in Charless Law. A Pre-test was administered and the results were summarized. Then the SIM was used. After finishing the activities in the material, a post test was administered to determine if there is an improvement on the students understanding of Charless Law. The result of the dependent T-test shows that at 95% confidence level, there is significant difference between the pre-test and post-test scores which means that the designed SIM is effective in enhancing the understanding of students in the concept of Charless Law.

Introduction
Gas laws is one of the topic in Chemistry were the students have difficulties because it involves mathematical problems. One of the laws involved is Charless Law. According to this, at constant pressure and number of moles, the volume of a gas is directly proportional to the absolute temperature. Charless Law, being one of the easiest laws can become the stepping stone to understand all the gas laws if only it could be fully understood. It shows the relationship between the temperature-volume for a gas and unfortunately, for some students, they are having a hard time to understand the concept of gas law because of the lack of knowledge about the different units and conversion of units. One way to improve the students understanding towards Charless Law is to practice their mathematical skills and let the students involve where they are allowed to manipulate and relate their knowledge. The aim of Strategic Intervention Materials is to develop selfregulated learning among students. Concepts in Charless Law are presented in chunks of information to ease any difficulty that they may encounter during the process. While the students are actively doing the activities, it is expected that they do these tasks with appreciation and complete them with higher level of academic understanding.

STATEMENT OF THE PROBLEM

General Objective: To improve the understanding of the students regarding Charless Law with the help of strategic intervention materials.
Specific Objectives: Towards the attainment of the general objective, specific activities were carried out in fulfillment of the following specific objectives;

1. Design

SIM

(Strategic

Intervention

Material)

in

enhancing the understanding of students in the concept of Charless Law.

2. Compare the scores of the students before and after the


intervention using the dependent T-test, and

3. Determine if there is a significant difference at 95%


confidence level if there is a significant difference in the result of the pre-test and post-test.

Hypotheses

H0: There is no significant difference between the result of the pre-test and post-test. HA: There is significant difference between the result of the pretest and post-test.

METHODOLOGY
The students involved in the study were 30 third year students of Las Pias East National High School with the least mastery in Charless Law. A Pre-test was administered after a lesson on Charless Law and the results were summarized. Then, a strategic intervention material (SIM) was used by the students to help them in their lesson. After finishing the activities in the material, a post test was administered to determine if there is an improvement of the students understanding of Charless Law. The results of the pre-test and post-test were tabulated analyzed and determined if there is a significant difference between the scores of the students before after the intervention using the dependent T-test.

RESULTS/FINDINGS (DATA ANALYSIS)


The test results obtained in both pre-test and post-test were tabulated and the mean, standard deviation, and T-values were calculated. Table 1 shows the comparison between the pre-test and post-test scores.

Table1: Comparison between the pre-test and post-test scores.


Test Number of students Mean Diff. of Means SD T-value Interpretation

Pre-test Post-test

30 30

0.63 2.33

1.7

2.04

4.56

Significant

The mean scores in the pretest of the students were 0.63 and 2.33 in the post-test. The mean difference of the two was 1.7 with standard deviation difference of 2.04. The computed T-value is 4.56 which is higher than the critical value of 2.05 for 29 degrees of freedom at =0.05 (twotailed test). Since the computed T-value is greater than the critical value, H0 is rejected and HA is accepted.

CONCLUSION
According to the result of the analysis, there is a significant difference between the result of the pre-test and post-test. At =0.05 and dF=29, the computed T-value of 4.56 is greater than the critical value of 2.05 which means that we accept HA: there is a significant difference between the result of the pre-test and post-test. The result means that the designed SIM (Strategic Intervention Material) is effective in enhancing the understanding of students in the concept of Charless Law.

REFERENCES

4.

Arangkada Philippines 2010: A Business Perspective Education http://www.investphilippines.info/wpcontent/uploads/2010/12/30.-Part-4-General-BusinessEnvironment-Social-Services-Education.pdf (October 1, 2010)

5.

Understanding

Math

Learning

Problems

http://fcit.usf.edu/mathvids/understanding/understanding.html (October 1, 2011)

6.

Science,

Math

and

Engineering

(SME)

Education

http://www.comste.gov.ph/content.asp?code=86 (September 30, 2011)

7.

USING THE T-TEST FOR DEPENDENT MEANS http://www.learningdomain.com/MULTIVARIATE/Module5dep1ttest.html (October 15, 2011)

8.

Table of Critical Values for T http://www.jeremymiles.co.uk/misc/tables/t-test.html (October 15, 2011)

APPENDIX

Table 2: Student Profile Student No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Gender M F F F F F F M M F F M M M M M M M M F M M F M F F F F F M Age 14 15 15 16 15 14 14 15 15 15 14 15 14 15 14 15 14 14 15 15 16 15 15 15 16 15 16 14 16 15

Table 2 shows that there are 15 male and 15 female first year students with ages range 14-16 years old. This indicates that 50% are male and 50% are female; and more than 50% of the students has an age of 15.

Table 3: Comparison of the Result of the Pre-test and the Post test Student Number 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 MEAN SD Pre-test 1 0 0 0 0 1 1 0 0 0 0 1 1 0 0 0 0 0 0 0 1 0 0 1 3 2 2 1 2 2 0.63 1.69 Post-test 1 2 4 2 1 2 2 4 2 0 2 1 2 2 3 1 2 2 1 1 3 2 3 4 4 3 2 4 4 4 2.33 2.90

Table 3 shows the mean average and standard deviation of the pre-test and post test of 30 first year students. This indicates that students improve their performance after utilizing the Strategic Intervention Materials on Charless Law.

Table 4: Analysis of the Reliability of Pre-test and Post test STUDENT NO. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 SUM PreTest X1 1 0 0 0 0 1 1 0 0 0 0 1 1 0 0 0 0 0 0 0 1 0 0 1 3 2 2 1 2 2 19 PostTest X2 1 2 4 2 1 2 2 4 2 0 2 1 2 2 3 1 2 2 1 1 3 2 3 4 4 3 2 4 4 4 70 d (X2-X1) 0 2 4 2 1 1 1 4 2 0 2 0 1 2 3 1 2 2 1 1 2 2 3 3 1 1 0 3 2 2 51 d (X2-X1)2 0 4 16 4 1 1 1 16 4 0 4 0 1 4 9 1 4 4 1 1 4 4 9 9 1 1 0 9 4 4 121

D=

1.7

SD= 2.04264872 T= 4.558436008

Table 5: Table of Critical Values for T


Two Tailed Significance
dF 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 0.2 1.89 1.64 1.53 1.48 1.44 1.41 1.40 1.38 1.37 1.36 1.36 1.35 1.35 1.34 1.34 1.33 1.33 1.33 1.33 1.32 1.32 1.32 1.32 1.32 1.31 1.31 1.31 1.31 1.31 0.1 2.92 2.35 2.13 2.02 1.94 1.89 1.86 1.83 1.81 1.80 1.78 1.77 1.76 1.75 1.75 1.74 1.73 1.73 1.72 1.72 1.72 1.71 1.71 1.71 1.71 1.70 1.70 1.70 1.70 0.05 4.30 3.18 2.78 2.57 2.45 2.36 2.31 2.26 2.23 2.20 2.18 2.16 2.14 2.13 2.12 2.11 2.10 2.09 2.09 2.08 2.07 2.07 2.06 2.06 2.06 2.05 2.05 2.05 2.04 0.01 9.92 5.84 4.60 4.03 3.71 3.50 3.36 3.25 3.17 3.11 3.05 3.01 2.98 2.95 2.92 2.90 2.88 2.86 2.85 2.83 2.82 2.81 2.80 2.79 2.78 2.77 2.76 2.76 2.75 0.005 14.09 7.45 5.60 4.77 4.32 4.03 3.83 3.69 3.58 3.50 3.43 3.37 3.33 3.29 3.25 3.22 3.20 3.17 3.15 3.14 3.12 3.10 3.09 3.08 3.07 3.06 3.05 3.04 3.03 0.001 31.60 12.92 8.61 6.87 5.96 5.41 5.04 4.78 4.59 4.44 4.32 4.22 4.14 4.07 4.01 3.97 3.92 3.88 3.85 3.82 3.79 3.77 3.75 3.73 3.71 3.69 3.67 3.66 3.65 0.0005 44.70 16.33 10.31 7.98 6.79 6.08 5.62 5.29 5.05 4.86 4.72 4.60 4.50 4.42 4.35 4.29 4.23 4.19 4.15 4.11 4.08 4.05 4.02 4.00 3.97 3.95 3.93 3.92 3.90 0.0001 100.14 28.01 15.53 11.18 9.08 7.89 7.12 6.59 6.21 5.92 5.70 5.51 5.36 5.24 5.13 5.04 4.97 4.90 4.84 4.78 4.74 4.69 4.65 4.62 4.59 4.56 4.53 4.51 4.48

Division of City Schools, Las Pias LAS PIAS EAST NATIONAL HIGH SCHOOL LAS PIAS CITY

The Effect of Strategic Intervention Materials in the Understanding of Third Year Students in the Concept of Charless Law

Presented by: ANGELA FRANCISCA B. VELOSO Science Teacher

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