achievement level in physics using e-game and traditional method in developed enhancement lessons...

7/26/2019 Achievement Level in Physics using E-game and traditional method in Developed Enhancement Lessons 9.docx

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CHAPTER I

INTRODUCTION

Physics is thenatural sciencethat involves the study ofmatterand

itsmotionthroughspace and time, along with related concepts such

asenergyandforce(Pickover, 2010). However, some students perceived this

su!ect as one of the difficult and complicated su!ects in high school.

"ccording to #ep$d, %cience otained the lowest percentage of &0.' as

compared with other core su!ects in the high school in the *ational

"chievement +est in 20112012. -t shows that students indeed encounter

difficulties in this su!ect area resulting to a very low achievement level as far

as their academic performance is concerned.

%ome teachers thought of variety of strategies in order to cope up with

this kind of prolem which is very alarming. +hey use the traditional methods

of teaching, cultureased teaching, teaching with the use of -+ materials

and even cominations of traditional and modern methods of teaching which

are incorporated in their developed enhancement lessons in order to ad!ust

with the needs of the 21st century learners. +an (200/) suggests that today s

learners prefer activities where they can interact epress themselves and get

immediate feedack. $ducators need to accept that students of the present

generation are technonatives who can easily navigate through new

technology on their own.
https://en.wikipedia.org/wiki/Natural_sciencehttps://en.wikipedia.org/wiki/Matterhttps://en.wikipedia.org/wiki/Matterhttps://en.wikipedia.org/wiki/Motion_(physics)https://en.wikipedia.org/wiki/Spacetimehttps://en.wikipedia.org/wiki/Energyhttps://en.wikipedia.org/wiki/Forcehttps://en.wikipedia.org/wiki/Forcehttps://en.wikipedia.org/wiki/Forcehttps://en.wikipedia.org/wiki/Matterhttps://en.wikipedia.org/wiki/Motion_(physics)https://en.wikipedia.org/wiki/Spacetimehttps://en.wikipedia.org/wiki/Energyhttps://en.wikipedia.org/wiki/Forcehttps://en.wikipedia.org/wiki/Natural_science


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Philippines is a developing country needing an attention in education

as a response to "%$"* integration. $ven though we have the skills in some

fields and aspects, we are still lacking of proper knowledge on how to use this

strengths especially in the field of education.

ontinuing to provide the same types of education to students as the

world continues to change will not serve them as well. "s ill ates (200')

noted in his address at the National Educational Summit on High Schools,

+raining the workforce of tomorrow with the high schools of today is like

trying to teach kids aout todays computers on a '0yearold mainframe. -ts

the wrong tool for the times.

3ne area of significant promise in this regard is a movement toward

the use of educational video games as learning tools in schools. -n response

to this movement, several commercial and custom made video games have

een used in 412 classrooms across the world to enhance students learning

eperience (5astiau, 4earney, 6 7an den erghe, 2008). +he 2011 Hori9on

report suggests that augmented reality and gameased learning will gain

widespread use in two to three years (:ohnson, %mith, 5illis, ;evine, 6

Haywood, 2011). "dvocates of gameased learning in higher education cite

the aility of eame application to teach and reinforce skills important for

future !os such as collaoration, prolemsolving, and communication. 5hile

in the past educators have een reluctant to use video games or computer

games in the classroom, there is an increasing interest across road and


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varied parts of the educational estalishment to look at the use of digital

games as serious learning and assessment tools.

+he assumption many are making is that digital eame "pplication

are well suited to improve instruction and differentiate learning while also

providing more effective and less intrusive measurement than traditional

assessments offer. or eample,

in a weased simulation program, learners can encounter several prolems

where the program provides them with feedack. Here, while the computer

finds out the improvement in the student performance, it provides the

instructor with performance assessment data as well.

+eaching with the use of eame is now eing regarded y other

nations to raise the achievement level of students across su!ect areas like

%cience. %ome studies have proven that the use of eame in class

discussions= lessons can serve as an aide in increasing the achievement level

of the students in their su!ects like Physics.

However, according to a research on traditional way of teaching, halk

and talk teaching might e the est way afterall. %eventy teachers from the

?4 were sent to %hanghai to study classroom methods to investigate why


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hinese students perform so well. ?pon their return, the teachers reported

thatmuch of hina@s success came from teaching methods the ?4 has een

moving away from for the past &0 years.

"nchored on these scenarios, the researchers wanted to determine on

what is the ideal method of teaching Physics. +hus, the conduct of this study

at Aamulo *uevo High %chool %chool year 201'201B.

Statement of the Problem

+his study aimed to determine the achievement level in Physics using

eame application and traditional method in developed enhancement

lessons.

%pecifically, it sought to answer the following CuestionsD

1.5hat enhancement lessons may e developed using eame and

traditional method of teachingE

2.5hat is the achievement level in Physics efore and after the

enhancement lessons using eameE

.5hat is the achievement level in Physics efore and after the

enhancement lessons using traditional methodE

&.-s there significant difference in the achievement level in Physics using

eame and traditional method of teachingE
http://www.dailymail.co.uk/news/article-2836240/Minister-tells-schools-copy-China-ditch-trendy-teaching-chalk-talk-Teachers-speaking-class-effective-independent-learning.htmlhttp://www.dailymail.co.uk/news/article-2836240/Minister-tells-schools-copy-China-ditch-trendy-teaching-chalk-talk-Teachers-speaking-class-effective-independent-learning.html


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Significance of the Study

+he result of this study would e eneficial to the followingD

Student! +he students will ecome more participative in class

discussions ecause of learning while having fun atmosphere. #ue to the

advancement of technology, e ame "pplication was made in order to make

the discussions freely, easy and understandale. -t makes the discussion

lively and conducive ecause of the active interaction happening etween the

teachers and students. -t avoids too much pressure and oredom to the

students during the discussions ecause of the good graphics and

presentation that makes it more attractive in learning.

Teacher! +hey will e more knowledgeale enough in their field of

speciali9ation, especially in the 21stcentury skills. -t makes the teacher more

innovative and creative in making his=her lessons interesting using eame

application in teaching %cience su!ects. Having this new type or tool in

teaching %cience su!ects will make the teacher more competitive in -+

ased education needed now the 21stcentury.

Parent! +he parents and children can uild strong relationships

ecause eame "pplication will serve as their onding moments using their

gadgets or other devices. Parents are now more comfortale with their

children to work on their studies while playing. "s a result, it will e easier for

the parents to handle their children to e safe and secure.

School" Coo#erating School! +he results of the study would give

aseline information to use eames in teaching Physics, thus, if adopted in


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the cooperating school, students and teachers will oth en!oy the teaching

learning process.

$uture Reearcher! +he results of this study will e useful for other

researchers especially to those who would like to eplore the methods of

instruction that are used y teachers in %cience su!ects.


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Sco#e and 'imitation of the Study

+his study focused on determining the achievement level using e

ame and traditional method of teaching Physics. +his study involved the two

sections of rade 10 of Aamulo *uevo *ational High %chool, namelyD

rade 10%ocrates and "ristotle handled y the researchers during their

practice teaching.

*ot all topics for the +hird Guarter were considered in the study. 3nly

chosen topics like electrostatics, properties of waves and velocity were the

focused of the study. +he topics were chosen not only due to the availaility of

the eames in the we ut also due to its compleity.


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CHAPTER (

RE)IE* O$ RE'ATED 'ITERATURE

+his chapter presents the literature and studies which provided the

foundation of the recent study. +hese literature and studies are culled from

ooks, wesites, !ournals and other references.

Related 'iterature

+amification in Education! Gamification is the integration of game

dynamics into your site, community, service, content or campaign in order to

drive participation. ased on this definition our research will focus only to the

Cuestion How can we use eame "pplication in Physics in order to attain

High "cademic "chievementsE

%ince the 0s, video game use has risen to the point where B0 of

children etween and 1 years old now play them (oerh, 6


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advisale to adopt goals and encourage learning activities that are meaningful

and motivating for students.

%everal theorists claim that there is insufficient scientific evidence

regarding the relationship etween gaming and learning. +here is not

enough research to determine the relationship etween video games and

learning (lunt, 200/, p. 2). +here is limited evidence regarding how

educational games can e used to solve the prolems inherent in the

structure of traditional 412 schooling and academia (Ioung, %lota, utter,

:alette, Aullin, ;ai, %imeoni, +ran, 6 Iukhymenko, 2012).

%urahmanyan and reenfield (188&) mentioned that there has een

recent research focused on the use of games for reasons other than pure

entertainment. +his research was conducted first into the usefulness of

gamification and secondly into more specific concept of games in the learning

process.

$ducational video games reCuire a greater foundation in the evaluation

processes. "lthough a numer of frameworks eist that are intended to guide

and support the evaluation of educational software, few have een designed

that consider eplicitly the use of games or simulations in education (de

>reitas 6 3liver, 200B, p. 2B2).

%everal studies highlight the advantages of gameased learning as

environments that promote student motivation and engagement (lunt, 200/F

ee, 200/F reenfield, 2010)F therefore, it is important to confirm advantages

related to this approach in educational settings though educational research.

%ome institutions, such as the %weden educational system, are considering


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including Ainecraft as an essential tool across the curriculum, even as a

mandatory class (httpD==www.edudemic.com=thisswedishschoolnowhasa

mandatoryminecraftclass=).

+here are lots of similarities especially the software used in conducting

that research in $ducation amification wherein the main material used is

ame "pplication ut $ducation amification is general research focus on the

eneral %ciences su!ects. -n our way we will !ust focus on the improvement

of this application in Physics since (?niverse and Aorse) start this research in

amridge ?niversity and theyve got it correctly. ecause of that

achievement and uniCue type of research we are inspired to start this

research as first step in order to change and enlighten the mind of >ilipino s

that we are left ehind in -+ ased $ducation or in the 21 stcentury skills.

%ince we are involved now in "%$"* -ntegration we must focus on the things

that we are lacking now and that is +echnological -ntegration in $ducation

which is the modern type of -nstructional Aaterials in teaching.

+eaching is currently most instructor ased, meaning someone is eing

taught y someone else. +his way of teaching allows for realtime feedack to

the person learning. +he main downside of this type of teaching is that it

depends upon the knowledge and skill of the person teaching. onversely,

computerased teaching has the same level of knowledge no matter which

computer learner uses. However, realtime feedack cannot e provided.

-nstructor and omputer ased teaching can e comined with

aming "pplication. -f a ame is created to teach, you get accurate

knowledge and if a gamified layer is added, the learner can get instant


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feedack as they will only e ale to progress through the game if they are

correctly completing specific tasks (amification 5iki).

"ccording to (amification 5iki), if the teacher can teach using a

simple materials having this kind of feed acking if you are an effective

teacher or not. 5hy not to comine +eacher and omputer ased materials in

teachingE -t is possileE

Ies, definitely ecause computer is considered as est -nstructional

Aaterial and if we are taking seriously those hard su!ects also our students

will taking that seriously and they may suffer difficulties in understanding the

concepts of that particular su!ects. ut if we comine ames and +eaching,

what will happenE ;ets see

e,+ame A##lication in Phyic! Physics can e a difficult su!ect for

people to learn. aming application can e used as learning tool for many

su!ects including physics ( 201). ?sing games in teaching physics

allows players view many eperiments that cannot e easily demonstrated in

the classroom. >or eample, pupils would not e allowed to attach a all to a

rocket to see how thrust works in a classroom setting. However, through

gaming application this sort of eperiment can e easily simulated.

"ccording to the $ntertainment %oftware "ssociations ($%"), &' of

game players are female and B of games are played on smart phones.

$%" statistics shows that females are increasingly playing games and more

smart phone games are eing sold. +his means that girls will e ale to

access a fun game on the go or in the school learn valuale physics lesson. -f


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girls start playing early in their lives it may spark an interest for them to take

further and study physics.

-n that situation there is a great possiility that gaming application is the

key in order for us to avoid wrong reasoning aout the su!ect physics. 5e

are starting this research in order to engage our teachers and students in

more easy way of living. ;earning while having fun is the est atmosphere

for a teacher and students to have great interactions in the discussion ut if

the atmosphere is very serious the tendency of the students is to nap and it

will cause them to feel ored.

y means of eame "pplication in teaching we can now start and

engage our students freely and lively ecause if they hear ames they are

more attracted rather than saying studying Physics. 5e will remove this

confusions and wrong eliefs of everyody that Physics, Ies it is ut y the

aide of eame "pplication in Physics we will make it easier than you know.

Academic achie&ement in Phyic! %tudents academic self concept

and its relation with other factors have een the focus of education and have

attracted much attention over the past two decades.

"ccording to ("uHilal 6 ahri, 2000), "cademic selfconcept refers to

the individual evaluating and !udging his=her performance in school

(%havelson, Huner, 6 %tanton, 18/B). +he notion of academic selfconcept

has ecome increasingly ecause it recogni9ed as a crucial component of

"cademic literacy.


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"cademic achievement in particular su!ect or field is very important

especially in Physics students ecause the researchers elieve that if you can

master physics you can easily cope up in different su!ects related to it, like

mathematics and other filed in science. Physics is very interesting and one of

the est science in the world. +here is no gain saying aout the fact that

physics occupies a very sensitive position in physical science and related

discipline. +his informs several efforts geared toward studying physics at

higher secondary level of education. Hence, it is one of the science su!ects

one must pass so as to Cualify to offer some science courses at tertiary level

of education. -t is however, very disheartening and heartreaking that despite

the key role and much emphasis, eing laid on physics, students at higher

secondary school level of education are still performing woefully in this su!ect

has eing an issue of great concern to stake holders in education, most

especially those in the field of science.

"ccording to %hamim (201), it was revealed on their study that the

role of professionally Cualified=trained teachers is an important teacher Cuality

which enhances students academic achievement in physics, teaching

methods adopted y the teachers significantly influence achievement of the

ehavior o!ectives. %everal schools in the population of the study lacked

modern instructional materials without which effective teaching and learning

cannot e utili9ed and teachers eperience significantly influence students

academic performanceF capacity uilding programes a ma!or aspect of

teachers eperience that is yet to e given adeCuate attention. -ts importance

cannot e over emphasi9ed in view of senior secondary school students poor

performance in oth internal and eternal eaminations. Aekonnen (201&)


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also argues that Physics as one of the %cience su!ects remains one of the

most difficult su!ects in the school curriculum according to the *igeria

$ducational urthermore, the data show that the achievement gap was


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narrowed etween oys and girls and etween students with different

attitudes toward physics. "dditionally teachers who received inservice

instruction on how to implement "ctive Physics narrowed the gap etween

students with different views of their classroom involvement.

"ccording to aylon (201&) on his study aout $nglish and

AathematicsD #eterminants of Physics "chievement among Pulic High

%chool %eniors in *aga ity, revealed that the overall achievementlevel of

the students in all the areas of Physics was average. +hese results implied

that the students were average inrelating energy, technology and societyF

applying the

different propertiesoflightFidentifyingandanaly9ingtheusesofthedifferent

kinds of mirrors and lensesF descriing the differentimages formed y the use

of mirrors and lensesF eplaining the propertyofmagnetism, etc.

+hese results suggested that these areas inAathematics were needed

to develop the skills and learningcompetencies in Physics. "s such, the

students success inAathematics will directly affect the achievement in

Physics orthe students must e proficient in the different competencies

inAathematics to fully understand Physics.


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apparatus that resulted into higher achievement in science. %tudents who

were freCuently given homework and got it marked promptly, given continuous

assessment tests regularly and eposed more to practical performed etter in

physics and chemistry than those who were given less or none of these

learning practices. "lso, the students with positive attitudes towards Physics

and hemistry performed etter in the su!ects. >inally, the su!ects, greater

than those taught y noninCuiry=lecture techniCue. -t is apparent that students

who learn Physics and hemistry in an entirely investigative manner acCuire a

greater understanding of the su!ects, greater than those taught y lecture

method.

However, unlike other studies, Ioung (2012) stressed that it is essential

to research educational video games already in use. %ome teachers utili9e

educational video games in their daily practiceF therefore, analy9ing their

current application would provide more valuale information regarding how

video games influence student performance.

Aeasuring academic achievement is very hard specifically if you have

no ackground in the su!ects that you are referring to. ut ecause of e

ame "pplication we can easily asses the student attitude and ehavior in a

way of making them inspire using gaming application. atering them to a

good environment with proper assessing of learning that is the est need and

wish of our students. +hus, this study would try to determine of what would e

the academic achievement in Physics of students with the help of the eame

application.


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Related Studie

+o guide the researchers in the conduct of the study, several studies

were referred to and reviewed.

"ccording to *acario (201&) on his study entitled, ;essons in %cience

and +echnology --- integrating ?*$%3 -+ased instructional Aaterials, it

was revealed that the students ecame more motivated and interested in

learning the different topics in hemistry and the lessons were student

centered and entailed competence and fleiility in computer use on the part

of the teacher.

$dutainment defined in the 180Js as the use of entertainment devices

or activities to teach schoolased and education su!ects or concepts . e

ame "pplication is classified as an edutainment ecause we are imposing

learning while having fun environment in a classroom settings.

eame "pplication is important in education in two ways. >irst they are

important ecause games are a very popular and widespread leisure time

activity for the age groups whom these systems seek to educate.

+hrough gaming during their leisure time, youngsters informally and

inevitaly acCuire certain skills, knowledge and values. 5ith digital games

increasing in popularity to such a great etent, it would not e wise for

education systems and teachers to ignore them.

%econdly, digital games are possile vehicles for learning processes of

a different nature. Providing schools with information and communication


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technologies (-+) in the form of computers, software, internet access and

digital content, and providing teacher training programmes for these

technologies, have not proved sufficient for the teaching process to e

transformed. Personali9ations of teaching and learning, +rans disciplinary

approaches, metacognitive development and learner empowerment, have

not een systematically implemented y ringing -+ into the classroom.

#igital games have the potential to contriute to this renewal, through the

resources and knowhow invested in their design to challenge players and

keep them interested.

"ccording to -nteractive %oftware >ederation of $urope (-%>$),

commissioned $uropean %chool net to produce an overview of the use of

digital games in schools in $urope, it was seen as an opportunity for the

education systems it represents to identify and etter understand what is

happening on the ground. $uropean %chool net was, however, not new to the

topic, having already acted as a partner in a pro!ect called eAapps.com,

funded under the $uropean ommissions Bth >ramework Programme for


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conceptions for their useD support for pupils in difficulty, moderni9ation of the

system, the development of advanced skills, and the preparation of future

citi9ens who will live in a society increasingly involved in virtual worlds.

+he researcher wants to ring this type of new classroom atmosphere

using eame "pplication in teaching Physics su!ect. 5e are concern for the

level of education that we have right nowF we are left ehind y those

countries that are continually progressing in their $ducational "chievement

ecause we are letting the opportunity to escape from us.

e ame "pplication is now on the process of enlightening the minds of

the readers on how can we change the status or the level of competency in

the area of Physics. +his eample of an instructional material is leading to the

cycle of generation that totally changes the concept of $ducation. "ccording

to *acario (201&) the use of instructional materials that relate to technology is

a great help to improve the learning of students ecause they find it more

creative, interesting and easy to recall unlike the traditional way of chalk and

talk.

"ccording to or eample,

in a weased simulation program, learners can encounter several prolems

where the program provides them with feedack. Here, while the computer


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finds out the improvement in the student performance, it provides the

instructor with performance assessment data as well.

+odays learners prefer activities where they can interact, epress

themselves and get immediate feedack. $ducators need to accept that

students of the present generation are technonatives who can easily navigate

through new technology. +hey have een highly eposed to various forms of

media and technological tools, multisensorial stimulation, multitasking,

instant processes, instant products and a arrage of information from

various sourcesoth accurate and inaccurate (+an, 200/).

+his is the evidences according to the past researchers aout the

integration of technology in teaching and the application part like e ame

"pplication in teaching Physics will serve as a great help in molding and

changing the perception of students in Physics su!ects. +he researchers

elieves that

the reater -nteraction, the greater the participation and the

greater the en!oyment the greater the retention of learning. "s of now

"cademic "chievements in Physics of >ilipinos citi9en is Cuite good ut we

are achieving more for the net generation that this research will e

implemented and use as an -nstructional Aaterial for teaching science

su!ects.

+eachers must e prepared to empower students with the advantages

technology can ring. %chools and classrooms, oth real and virtual, must

have teachers who are eCuipped with technology resources and skills and

who can effectively teach the necessary su!ect matter content while

incorporating technology concepts and skills.


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a few of the resources that enale teachers to provide heretofore

unimaginale opportunities for conceptual understanding.

+raditional educational practices no longer provide prospective

teachers with all the necessary skills for teaching students, who must e ale

to survive economically in todayJs workplace. +eachers must teach students to

apply strategies for solving prolems and to use appropriate tools for learning,

collaorating, and communicating.

+he prolem is not necessarily lack of funds, ut lack of adeCuate

training and lack of understanding of how computers can e used to enrich

the learning eperience.

-n the Philippine setting, the effective use of -+s in alternative learning

systems is ased on the need to maimi9e reach despite limited resources,

and the need to standardi9e educational content given the presence of

multiple and diverse education providers.

$ffectiveness of -+ use for planning and management of education

institutions refers to the etent to which -+ use supports and enhances the

speed, accuracy, and completeness of collection, analysis, and dissemination

of data on which education stakeholders ase their decisions. -f used

effectively, -+s enale datadriven decisionmaking. -t minimi9es the

guesswork, opinion, and emotions in the decisionmaking process, and

replaces these with Cuantifiale proof ("merican "ssociation of %chool

"dministrators, no date). -t also enales educators and decisionmakers to

gain informed and thoughtful perspectives of current situations, options, and

considerations efore formulating plans of action. (reighton, 2000) $ffective

use of -+s in education planning and management presupposes that


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education administrators and nonteaching staff are skilled -+ users. "t the

minimum, they should e ale to use a computer to create and process

documents, perform computations, communicate, and make presentations,

following norms for acceptale use. (ommission on -nformation and

ommunications +echnology, 200') >urthermore, education administrators

and nonteaching staff need speciali9ed competencies that enale them to

use -+ hardware and software optimally in fulfillment of their !o functions.

Iucel (200/) studied the factors affecting the students@ achievement in

hemistry lessons and found that certain factors affect the student

achievement in hemistry. +he study of Iucel is related to the present study

ecause oth focused on the students@ achievement level. +he two studies

differ on the su!ect matter (Physics vs hemistry) and on the methodology

used in determining the achievement level of students including socio

economic factors while this study used developed enhancement lesson

integrating eame to gauge the achievement of students in Physics.

Aendevil (200&) comined practical work approach and cooperative

learning to enhance conceptual understanding of the students on topic aout

electricity. Aendevils work is similar on the present study ecause oth

focused on the su!ect $lectricity which is one of the developed lessons used

in eame.

-n the study of


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taught using concept mapping had significantly higher post test mean than

those students who were taught using the traditional lecture method. +he

present study relates with the study of


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students in the eperimental group that was eposed to 3*%+$; was

significantly higher than those that were not. +he work of Hatid is related to

this study ecause oth worked on the achievement level of fourth year

students in Physics (rade 10) and the significant difference on the

achievement level of the two groups (eperimental and control). +hat of Hatid

integrated 3*%+$; while this study used developed enhancement lessons

integrating eame application and traditional method of teaching.

emale PupilsD #oes agnes

+heory Have "ny $ffectiveness in #eveloping +heir "chievement of


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AathematicsE


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respondents which were composed of Preschool pupils compared to the

present study which composed of rade 10 students in the secondary level.

;ope9, et. al (201') conducted a study on $ploring "pplication,

"ttitudes and -ntegration of 7ideo amesD Ainecraft$du in Aiddle %chool

which revealed that they did not noticed significant improvements in academic

results after using Ainecraft$du from the tests applied and the resulting value

of the %tudent ttest. Aost of the participants thought that Ainecraft$du

enhanced creativity (8B.1), improved learning (.&), was fun (8.' ),

enaled discovery (8B.B) and facilitated learning of historical content

(8/.1). "lthough there are no significant improvements regarding academic

outcomes and some parents hold negative attitudes, it is noteworthy that the

ma!ority of the sample considered that Ainecraft$du is fun, enhances

creativity, develops discovery and is a good application for creating and

eploring immersive historical environments. +he work of ;ope9 is related to

the study ecause it also utili9ed the Cuasieperimental approach as the

research method, compared the significant differences on control and

eperimental groups and compared eame (Ainecraft$du) to traditional

teaching methods. +he difference lies on the respondents, the kind of eame

application used, statistical tools and attitudes of teachers, students and

parents regarding the implementation of video games. +he present study

focused on rade 10 students only, +he ?niverse and Aore app was used

and Ktest as the statistical tool. Aeanwhile, the work of ;ope9 focused on

Aiddle %chool students, Ainecraft$du was used as the eame app and it

utili9ed +test to determine the significant improvements regarding academic

outcomes.


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+he studies reviewed emphasi9ed the ig importance of utili9ing variety

of teaching methods, strategies, assessment techniCues and instructional

materials to intensify and continuously improved %cience and other su!ects

to achieve ecellence and sustain development.

Aa!ority of the researches cited were those that determined the effect of

a particular teaching strategy or use of varied instructional materials like the

integration of eames to the level of achievement of students. +hus, it is

noteworthy that these various studies and literature underscored the

importance of educational interventions suited to students ailities and

interests proven to improve the academic achievement of students particularly

in Physics.


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28

Theoretical $rame-or.

+he theoretical framework is the guide for the researchers in the

conceptuali9ation of the study. +his study is anchored on ognitive theory of

Aultimedia learning, #igital ameased learning theory (#;), 3nline

7ocaulary #igital ames learning and e;earning theory.

"ccording to %weller (2001), e,learning theorydescries

theognitive %cience principles of effective multimedia learning using

electroniceducational technology.ognitive research and theory suggest that

selection of appropriate concurrentmultimediamodalities may

enhancelearning, as application of several other principles.

eginning with ognitive ;oad +heory

as their motivating scientific

premise, researchers such as


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29

+his theory serves as asis of the study to support the use of effective

instructional materials, specifically the integration of eame or -+

(electroniceducational technology) which is suitale to the needs of the 21st

century learners.


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30

ame application which enhanced and improved language learning and

acCuisition.

+he 3nline 7ocaulary #igital ames ;earningsupports the dependent

variale of the study which is the achievement level in Physics. +he use of

3nline 7ocaulary #igital ames ;earning among "raic students helped a

lot in their language acCuisition, especially their achievement level. +his

theory supports the claim of the study that the use of eame can help in the

achievement level of students.

;astly is the Digital +ame,1aed 'earning Theory 2D+1') which is

the most popular among those two. #; integrates games in class

discussions wherein a certain game like mine craft applies a certain lesson in

Physics (e.g., gravity)F games that have a social education component

(:ohnson, 2011).

#;started out as an instructional strategy that can e emodied

through computerased applications. +hrough the advancement of

learningtechnologies over the years,#;now can e considered a stand

alonelearning environment that can address to various levels of

learningneeds.

ased on the pro!ected primary learning outcomes, three types of #;

can e distinguished aiming at knowledge transfer (cognitive learning

outcomes), skill acCuisition (skillased learning outcomes) or attitudinal=

ehavioral change (affective learning outcomes). ames that primarily aim at

knowledge transfer are typically implemented in education, in order to teach

math or language for eample.


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31

+hese four related principles interact with one another and will result to

en!oyment, content, and social interaction which will help in increasing

achievement level according to %ahrir (2012).

>urthermore, students are ale to gain confidence and interest in

learning. -n short, it also influences their emotional perspective. $motional

perspectivefocuses on the emotional aspects of learning, like motivation,

engagement, fun, etc., which is manifested in the use of eame applications

and simulations.

+he use of simulations and digital games in learning and assessment is

epected to increase over the net several years. "lthough there is much

theoretical support for the enefits of digital games in learning and education,

there is mied empirical support. "ccording to a research report, it provided

an overview of the theoretical and empirical evidence ehind five key claims

aout the use of digital games in education. +he claims are that digital games

(1) are uilt on sound learning principles, (2) provide more engagement for

the learner, () provide personali9ed learning opportunities, (&) teach 21st

century skills, and (') provide an environment for authentic and relevant

assessment. >ig. 1 shows the theoretical framework of the study which serves

as asis for the researchers in this study.


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Cognitive Theory of Multimedia Learning (CTML)

It is built on the philosophy that "the desin o! elea#nin $ou#ses should be based on a $oniti%e theo#y o! ho& people lea#n'

(R.E. Mayer, 2001)

me% Learning

uae by the use o! an e)a*e appli$ation &hi$h enhan$ed and i*p#o%ed lanuae lea#nin and a$+uisition'

($hie%e*ent

,e%el in -hysi$s

e' Learning theory

.es$#ibes the /oniti%e $ien$e p#in$iples o! e!!e$ti%e *ulti*edia lea#nin usin ele$t#oni$ edu$ational te$hnoloy'

(.&eller, 2001)

32

$igure 34 +heoretical framework of the study

#igital

$ame

'*a%edLearning

Theory

(#$*L)

Integratesgames in class

discussionswherein a

certain gamelike mine craft

applies a certainlesson in

Physics.

(+ren%y, 2001)


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33

Conce#tual $rame-or.

ased from the related literatures and studies, the researchers were

ale to conceptuali9e the idea that there are variales contriuting to the

achievement level of students, especially in Physics.

+his study took a closer look into the achievement level of students

with the helped of developed enhancement lessons in Physics using eame

and traditional method of teaching. +he developed enhancement lessons in

Physics using traditional method served as the first variale in the study. -t

was considered as the independent variale of the study ecause it will affect

and can cause changes in the achievement level of students.

+he second independent variale in the conceptual framework of the

study includes the developed enhancement lessons in Physics using eame.

-t was the second independent variale of the study ecause it will have also

an impact on the achievement level of students. +his is the variale that the

researcher, will manipulate to see if it makes the dependent variale change.

>inally, the achievement level in Physics served as the dependent

variale ecause it is the outcome= result of the manipulation of the

independent varialesD developed enhancement lessons in Physics using e

ame and traditional method.

+he researcher made use of the succeeding conceptual framework as

a guide on the conduct of the study. +he conceptual framework showing the

relationship etween developed enhancement lessons in Physics using e

ame app in Physics, developed enhancement lessons in Physics using


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34

traditional method of teaching and "chievement level in Physics in terms of

test scores (pretest 6 posttest) of students.

oth variales can affect the test scores= achievement level of Physics

students. >ig. 2 shows the conceptual framework of the study which made

use of independent and dependent variale framework.


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ped nhan$e*ent ,essons in -hysi$s usin #aditional ethod

($hie%e*ent ,e%el in -hysi

e%eloped nhan$e*ent ,essons in -hysi$s usin e)a*e

35

$igure (4 onceptual framework of the study.


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36

Definition of Term

>or the purpose of clarity, the following terms are defined as they were

operationally and conceptually used in the studyD

Achie&ement 'e&el!


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37

E,+ame A##! -s a softwareprogram that runson a moile device, esp. a

thirdparty program for a smart phone! -tis a game that employs electronics to

create an interactive system with which one or more players can play

(5ikipedia 2011). +he most usual type of electronic game is the video game in

which a display device is used for interaction with players.

"n eame application on Physics refers to the game which comes from

the internet (we) which will e used that is related to the lesson.

Traditional method of teaching! -s also known asackto

asics,chalktalk, conventional educationorcustomary educationF refers to

longestalished customs found in schools that society traditionally used. -n

the eyes of reformers, traditional teachercentered methods focused on rote

learning and memori9ation must e aandoned in favor of studentcentered

and taskased approaches to learning. However, many parents and

conservative citi9ens are concerned with the maintenance of o!ective

educational standards ased on testing, which favors a more traditional

approach. (httpsD==en.wikipedia.org=wiki=+raditionalMeducation)

-t is the common use of visual aids like the Aanila paper and chalk for

class discussion. +here is no use of media technology and it is teachers

centered.


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38

CHAPTER 5

0ETHODO'O+6

+his chapter presents the overall methodology that the researchers

used in the conduct of the study.

Reearch Deign

+he developmental, descriptive and comparative methods were utili9ed

in this study. #evelopmental method was used in developing enhancement

lessons in Physics using the eame application covering one grading period

which included three ma!or topics, namelyD electrostatics, properties of waves

and velocity.

#escriptive method was used to determine the achievement level in

Physics efore and after enhancement using the traditional method of

teaching and teaching with the use of eame application.

Aeanwhile, comparative method was used to determine the significant

difference= relationship in the achievement level in Physics etween traditional

method of teaching and teaching with the aid of eame app in Physics on

the three ma!or topics.

The 'ocale

+he researchers conducted the study in the assigned cooperating

school at the Aamulo *uevo High %chool, Aamulo, ;imanan, amarines

%ur during the practice teaching from #ecemer 201' to >eruary 201B.


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39

Aamulo *uevo High %chool offered grades seventh to tenth or the

:unior high school program.

Re#ondent of the Study

+he respondents of this study were the rade 10 Physics students

from the two sections of %ocrates and "ristotle of the cooperating school.

+he respondents were eposed to two methods of teachingsD

traditional method of teaching and teaching with the aid of eame

application. +hey were given pretests and posttests which determined their

achievement level in Physics.

Sam#ling Techni7ue

+his study utili9ed total sampling techniCue which included all students

in rade 10.

Intrumentation

+est Cuestions for pretest and posttest were researchersmade (see

"ppendi) and were evaluated y eperts professors=instructors in Physics.

+hese test Cuestions were used to determine the achievement level of

students in Physics for oth traditional method and teaching with the aid of e

ame application. +he test Cuestions for each topic used the multiple choice

type of test.

+he lesson plans were also researchersmade and evaluated y

eperts professors=instructors in Physics. +he lesson plans were ased on

the three ma!or topics in the +hird Guarter, namelyD electrostatics, properties

of waves and velocity. +he lesson plans were evaluated y eperts


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40

professors=instructors in Physics using a criterion= ruric on making lesson

plans in which they can add feedacks and recommendations as well.

Data +athering Procedure

Prior to the conduct of the study, the researchers downloaded the e

ame application in Physics from httpD==theuniverseandmore.com= (+he

?niverse and Aore) or !ust looked for a specific eame app in Physics which

was related to the three ma!or topics, namelyD $lectrostatics, Properties of

5aves and 7elocity. #eveloped enhancement lessons were made for the

traditional method of teaching and teaching using the eame app in Physics.

+he lessons that were developed in the enhancement covered at least three

ma!or topics for the third grading period. +hese lessons were checked and

evaluated y at least five Physics teachers=professors=instructors for

recommendations and feedacks using theMMM instrument (%ee "ppendiMM).

?pon checking, test Cuestions were made y the researchers that were used

in the pretest and posttest, respectively.

+he researchers taught the lessons in the two sections, namelyD rade

10%ocrates and rade 10"ristotle at the assigned cooperating school at

Aamulo *uevo High %chool using traditional method and eame app in

Physics. Pretests and posttests were administered to the students to

determine the achievement level of students in Physics and the significant

difference etween the different methods of teaching.
http://theuniverseandmore.com/http://theuniverseandmore.com/http://theuniverseandmore.com/


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41

Statitical Tool

#escriptive statistics was used to determine the achievement level in

Physics efore and after the enhancement using the traditional method of

teaching and teaching with the use of eame application. -t made use of the

weighted mean to determine the achievement level in Physics of students.

orrelation statistics was used to determine the significant difference in

the achievement level in Physics (posttests scores) using traditional method

of teaching and teaching with the aid of eame app in Physics in the three

ma!or lessons in Physics using the formula elowD

1 21

2+ 2

2

n1 n2

he#e

1 a*ple ean 1

2 a*ple ean 2

12 -opulation tanda#d .e%iation 1

22 -opulation tanda#d .e%iation 2

n1 a*ple ie 1

n2 a*ple ie 2


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42

CHAPTER 8

RESU'TS AND DISCUSSION

+his chapter deals with the presentation, analysis, and interpretation of

data gathered in order to provide the answers to the prolems. >our prolems

of the study were given answers and eplanations.

Enhancement 'eon De&elo#ed Uing E,+ame and

Traditional 0ethod in Teaching Phyic

+he researcher developed three ma!or lessons, alongD 7elocity,

Properties of 5aves and $lectrostatic. %ince the study covered the third

Cuarter of school year 201'201B, the researcher chose to develop lessons

along these topics. +hese topics were part and given emphasis in ?niverse

and Aorse, a wesite that gives emphasis on Physics $ducational ames or

$ ame. +hese topics were chosen ased on the availale $ ame

application in the ?niverse and Aorse wesite. ;esson plans and instructional

materials were developed considering the use of $ame.


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+he development of lessons along these areas is in response to the

gloal call of enhancing the teachinglearning process through the use of

technology, particularly, -+. +he field of education has een affected y -+s,

which have undoutedly affected teaching, learning and research (Iusuf,

200'). " great deal of research has proven the enefits to the Cuality of

education ("l"nsari, 200B). -+s have the potential to innovate, accelerate,

enrich, and deepen skills, to motivate and engage students, to help relate

school eperience to work practices, create economic viaility for tomorrow s

workers, as well as strengthening teaching and helping schools change

(#avis and +earle, 1888F ;emke and oughlin, 188F cited y Iusuf, 200').


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+he ?niverse and Aorse is a wesite helping Physics teacher to

engage their students in learning while having fun atmosphere classroom

discussion. +he materials have many features that can catch the attention of

the students and ensure that the learning is achieved to its full etent. -t

contains the following resourcesD Gui99es and +est, which assess the learning

and understanding of the students in various formats, ames, which shows

the actual animation or process through graphics that can e used y the

students while learning while having fun, 7ideo lips for additional information

aout the topicF %imulation, inputs data to change the variales and oserve

changesF +eacher +ools, which assist the students on how they will perform

some work and +utorial Programmes, which teach concepts and test.

Plate 1D %creen capture of the ?niverse and Aorse 5esite.


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45

Plate 2D %creen apture of the $ame entitled raphing hallenge

Plate D %creen apture of the $ame entitled Polarity %hift


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46

Plate &D %creen apture of the $ame entitled Polarity %hift that introduces$lectrostatic.

Plate 'D %creen apture of $ame entitled 5ave maker showing theProperties of 5aves.

Plates 2, &, and ' shows the screen capture of the following $ame

"pplication as found in the ?niverse and Aorse. Plate 2 illustrates the velocity

of a certain o!ect y following the graph to find out what is the initial velocity


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47

and initial position of the o!ect. -t enhances the aility of the students to

analy9e carefully the data efore dragging the slides in order to find out the

initial velocity and initial position of an o!ect ased on the data given y the

graph. -t can also track the motion of an o!ect. Plate & clearly illustrates the

$lectrostatic charges with an interactive game and downloadale worksheets

in pdf format file that can e used as Cui9, homework or seatwork. Plate '

shows two pulses those are left and right pulses that can e used to create

different forms of waves at different amplitude.

+he $ame was integrated in the eplore phase of ;esson 1. -t was

on the eplore part of the lesson where specific concepts ought to e learned

y the students were fied and highlighted. Aore time was likewise spent in

this part as compared to other parts of the lesson to ensure accurate

understanding of the concept and ideas. +he lesson covered descriing

velocity, discuss the following factors affecting velocity, solve word prolems

involving velocity and cites application of velocity. +he science process skills

that were developed in the lesson includeD oserving, predicting and

analy9ing.

-n ;esson 2, the $ame was integrated also in the eplore phase of

the lesson. +he lesson covered defining a wave, discuss the different

properties of a wave and cite applications of waves in our daily lives. -t makes

easier to the students to think and create different types of wave s and at the

same time measuring the amplitude, pulses and grid lines of a wave. -t looks

like a music or video player that you will select what type of waves you want

to play with.


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48

>inally, ;esson is on $lectrostatic charges. +he integration of the $

ame was also in the eplore phase of the lesson. -t also offers worksheets

that will guide the learning of the students after which they play the game.

+hey can choose any type of player it can e an arcade mode, professor

mode or two players at the same time. Iou will witness how charges interact

with each other. Iou will protect your walls in order for you to win the game. -t

has different stages with different levels and characters. ;ikewise, it spent

more time in this part as compared to other parts of the lesson to ensure

accurate understanding of the concept and ideas aout the topic.

+hese topics were prereCuisite to the students to e ale to understand

the succeeding lessons in the grading period. +he progression in the

development of the lessons follows '$s, which include $ngage, $plore,

$plain $laorate and $valuation phases respectively. "ccording to *acario

(201&) each of the elements of the lessons represents a dimension into which

one can delve in to develop their enthusiasm and interest in the su!ect

matter. +he students can inCuire with the teacher or among themselves into

whether or not they have relevant data and information needed to perform

and complete the activity. %tudents are also provided with an opportunity toD

consider alternative interpretations of the data and informationF analy9e key

concepts and ideasF and Cuestion assumptions eing made. 3n the other

hand, the teacher can ask students to trace out the implication and

conseCuences of the students responses and consider alternative point of

views.

"s a tactic and approach, this allows the development of the critical

thinking ailities of the students. +he contriutions from the memer of the


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49

class are like many thoughts in the mind. "ll of the thoughts must to deal with

and they must e dealt with care and fairness. y following up all answers

with further Cuestions, and y selecting Cuestions which advance the

discussion, the lesson leads the class to think in a disciplined way,

intellectually responsile manner, while continually aiding the students y

posing facilitating Cuestions.

+he $ngage phase starts to link the topic to the students. -t aims to get

the attention of the students and test their prior knowledge aout the topic y

posting hanging Cuestions using art of Cuestioning, presenting a video

presentation related to the su!ect matter and performing simple activity that

will engage the students and oost their emotions how the topic will start and

will end. +his phase allows the introduction of the topic, it makes the

discussion interested and lively.

+he $plore phase allows the students to eperience and perform the

$ ame. +he teacher eplained the plan for the students in order to attain

the o!ective se for such lesson. +his phase of the lesson provides the

students an avenue to participate in the class. -t promotes cooperation,

teamwork and the development of the critical thinking aility to perform and

achieve the o!ective of the lesson. %antillan (2002) conclude that the

comined strategies were effective ased on the sustantially higher

performance on concept understanding and thinking process of students in

Physics. +his is where the integration of the $ame mostly done.

+he $plain phase allows the teacher to clean and answer hanging

Cuestions. -t promotes interaction etween teachers to students. -t makes the

discussion healthy ecause of the echange of ideas from oth students and


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50

teachers. ?sing "rt of Guestioning, it promotes H3+% to the students or

Higher 3rder +hinking %kills as well as it promotes thinking eyond thinking or

Aetacognition to the students. 5hich help them to analy9e and think

creatively and productive. "ccording to the


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51

the academic achievement of the students in the eperimental group as

compared to the control group without eposure to computer simulation. -t

further enhanced the students interest and attitude towards science. +his

shows that computer simulation like $ ame is a good and promising

instructional material that can e used y the teachers.

"ccording to Hollingworth (2002), the rapid advances recently made in

-+, particularly in the internet, have very important implications to educators.

"s the 21stcentury egins, it is almost impossile to imagine what -+ will e

likely y the end of the century. "dvances in -+ will mean an enormous

increase in the amount of information availale to our students as they study

their courses and as they move into the workplace, ut this must not e the

limit our epectations. -f we wish to provide our students with a Cuality

education in Physics, we must consider more than mere transmission of

information and facts. 5e must take account of what the educational research

tells us aout learningF namely that students learn est yD uilding on pre

eisting knowledgeF active learningF learning with understandingF and adopting

a metacognitive approach.

Achie&ement le&el in Phyic before and after

enhancement uing e,+ame

" teacher made test was administered to the students and their scores

were analy9ed to determine the achievement level in Physics efore and after

enhancement using $ame.

Achie&ement 'e&el


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52

"n achievement level indicates the teachers determination of the

degree to which a student has attained a key learning outcome. +o make this

determination, teachers collect assessment evidence in a variety of forms,

including notes, oservations, checklists, rating scales, marks, and samples of

student work. +eachers use the est evidence rather than an average

when determining a students achievement level.

+ale 1. "chievement level in Physics efore and after enhancement using eame

To#ic 1efore

7elocity '.'1

Properties of 5aves /.20

$lectrostatic '.B

3verall 1.8

To#ic After 7elocity 8.00

Properties of 5aves 8.00

$lectrostatic .00

3verall 2B.00

;egendD Pre+est ;egendD 3verall.0110.00N7ery High (7H) 2&.010.00N 7ery High (7H)B.01.00NHigh (H) 1.012&.00NHigh (H)&.01B.00N"verage (") 12.011.00N"verage (")2.01&.00N;ow (;) B.0112.00N;ow (;)02.00N7ery ;ow (7;) 0B.00N7ery ;ow (7;)

+ale 1 shows the "chievement ;evel in Physics efore and after

enhancement using $ame, respectively. -t can e gleaned from tale 1 that


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53

the students had a High achievement level in the overall rating among the

aforementioned topics, as reflected y an overall rating of 1.8. 3n the other

hand, it was further shown in tale 2 that the "chievement ;evel in Physics of

the students after enhancement using $ame was 7ery High, with an

overall rating of 2B.0.

Auch research has focused on student views aout physics concepts,

with an emphasis on the identification of alternative conceptions, and how

curricula and professional development may ameliorate the situation.

However, there has een little work on determining the etent of, and in

separating, the student and teacher=classroom level variales that may impact

student physics achievement. +he study of ;awren9 (2008) eamined the

effect of different student and teacher=classroom level variales on student

understanding of physics concepts using hierarchical linear modeling (H;A),

a regression ased techniCue. +he data were collected from B different

teachers and ,118 students who were using a reform curriculum, "ctive

Physics. +eachers and students completed surveys asking aout their eliefs,

their classes and their personal characteristics. %tudents also completed a

physics achievement test. +he data show that students of teachers who used

"ctive Physics for a greater portion of the year scored higher on the

achievement test than did students of teachers who did not use the curriculum

as much. >urthermore, the data show that the achievement gap was

narrowed etween oys and girls and etween students with different

attitudes toward physics. "dditionally teachers who received inservice

instruction on how to implement "ctive Physics narrowed the gap etween

students with different views of their classroom involvement.


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54

Achie&ement le&el in Phyic before and after enhancement

uing traditional method

" teacher made test was administered to the students and their scores

were analy9ed to determine the achievement level in Physics efore and after

enhancement using +raditional Aethod.

+ale 2. "chievement level in Physics efore and after enhancement usingtraditional method

To#ic 1efore I

7elocity './

Properties of 5aves &.&'

$lectrostatic '.2B

3verall 1'.0

To#ic After I

7elocity B./B

Properties of 5aves B.00

$lectrostatic B./&

3verall 18.'

;egendD Pre+est ;egendD 3verall.0110.00N7ery High (7H) 2&.010.00N 7ery High (7H)B.01.00NHigh (H) 1.012&.00NHigh (H)&.01B.00N"verage (") 12.011.00N"verage (")2.01&.00N;ow (;) B.0112.00N;ow (;)


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55

02.00N7ery ;ow (7;) 0B.00N7ery ;ow (7;)

+ale 2 shows the "chievement ;evel in Physics efore and after

enhancement using +raditional Aethod, respectively. -t can e gleaned from

tale that the students had an "verage achievement level in the overall

rating among the aove mentioned topics. However, tale & revealed that the

"chievement ;evel in Physics after enhancement using +raditional Aethod of

the students was High, with an overall rating of 18.'.

"ccording to aylon (201&) on his study aout $nglish and

AathematicsD #eterminants of Physics "chievement among Pulic High

%chool %eniors in *aga ity, revealed that the overall achievementlevel of

the students in all the areas of Physics was average. +hese results implied

that the students were average inrelating energy, technology and societyF

applying the

different propertiesoflightFidentifyingandanaly9ingtheusesofthedifferent

kinds of mirrors and lensesF descriing the differentimages formed y the use

of mirrors and lensesF eplaining the propertyofmagnetism, etc.

+hese results suggested that these areas inAathematics were needed

to develop the skills and learningcompetencies in Physics. "s such, the

students success inAathematics will directly affect the achievement in

Physics orthe students must e proficient in the different competencies

inAathematics to fully understand Physics.


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56

their 4P$ Aathematics grades performed etter in Physics and the Pro!ect

than girls. +he study also estalished that it was more of the effective use

made of learning resources such as tetooks, laoratory eCuipment and

apparatus that resulted into higher achievement in science. %tudents who

were freCuently given homework and got it marked promptly, given continuous

assessment tests regularly and eposed more to practicals performed etter

in physics and chemistry than those who were given less or none of these

learning practices. "lso, the students with positive attitudes towards Physics

and hemistry performed etter in the su!ects. >inally, the su!ects, greater

than those taught y noninCuiry=lecture techniCue. -t is apparent that students

who learn Physics and hemistry in an entirely investigative manner acCuire a

greater understanding of the su!ects, greater than those taught y lecture

method.

Significant difference in the achie&ement le&el in Phyic uing

e,+ame and traditional method of teaching

+he significant difference in the "chievement ;evel in Physics using $

game and +raditional Aethod in teaching was determined using K+est.

+ale '. %ignificant difference in the achievement level aout the topic7elocity (Aotion) using eame and traditional method of +eaching in thesection of rade 10 %ocrates

Pot Tet 0ean Score Po#ulation StandardDe&iation

$nhancement ;essonusing $ame

8 () 0.BB

$nhancement ;essonusing +raditional Aethod

/ () 0.//


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57

9value N 1&.28

>ormula for K+est

KN 1 2 1

2 O 22

n1 O n2

5hereasD

%ample Aean 1N 1%ample Aean 2N 2Population %tandard #eviation 1N1

2

Population %tandard #eviation 2N22

%ample %i9e 1N n1%ample %i9e 2N n2

+he computed Ktest which is 9N 1&.28 is less than at 0.0' level of

significance. %ince that is the case, we will accept H"and re!ect H3. +hus,

+here is significant difference in the "chievement ;evel in Physics with the

topic aout 7elocity (Aotion) using $ame and +raditional Aethod of

+eaching in the section of rade 10 %ocrates. -n tale ', it suggests that the

"chievement ;evel in Physics with the topic aout 7elocity (Aotion) using $

ame is more effective than using the +raditional Aethod of +eaching.

+hus, it increased the post tests of the students. Perrotta (201) once

said that the studies consistently found that $games can impact positively on

prolem solving skills, roader knowledge acCuisition motivation and

engagement. "ll five studies that specifically focused on prolem solving skills

found some degree of improvement, and the ma!ority of the studies eamining

the impact of $games on student motivation and engagement found positive

results.

%imilarly, a metaanalysis found that significantly etter attitudes

towards learning were yielded for su!ects using interactive games or


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simulations, compared to those using traditional methods for instruction

(Perrotta, 201).

" similar, and eCually popular, theme is that $games provide virtual

worlds which are effective contets for learning, ecause acting in such

worlds allows learners to develop social practices and take on the identities of

actual professional communities. +hese soft learning outcomes are seen y

many commentators as more useful and worthy than the outdated forms of

knowledge acCuired through traditional schooling (%haffer, 200).

5e also found the work of ogost (2011) particularly useful to eplore a

definition of game ased learning. ogost is concerned with understanding

the distinctive properties of video games ($games) as a medium, in order to

eamine the implications in a range of social contets, including education

and learning. He stresses that games are first and foremost representations

that simulate certain ehavious and eperiences, and use rulesets, role

playing and reward mechanisms to motivate and engage. +hey offer learners

a way to more fully engage with topics or ideas than they might e ale to in

the real world. +hey can eercise choice and control over (virtual) reality,

without incurring any real conseCuences. +his means that a video game

allows, at least in theory, learners to eperience a certain school su!ect

through interaction and simulation, rather than through the conventional

materials and formats of schoolingD tetooks, lessons, assignments and so

forth. ogost contends that $games treat topics and ideas not as content to

e communicated or assimilated, ut as rules, actions, decisions and

conseCuences that is, gameplay.

+ale B. %ignificant difference in the achievement level aout the topic


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Properties of 5aves using eame and traditional Aethod of +eaching inthe section of rade 10 %ocrates.



8 () 0.BB


.0& () 0.1

9valueNB.B

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%ample %i9e 1N n1

%ample %i9e 2N n2

+he computed Ktest which is 9N 1&.28 is less than at 0.0' level of


there is significant difference in the "chievement ;evel in Physics with the

topic aout Properties of 5aves using $ame and +raditional Aethod of

+eaching in the section of rade 10 %ocrates.

-n tale B, it also suggests that using $game in teaching can improve

the "chievement ;evel of students in Physics. -t also indicates that students

are eager to learn and more interested in the topic. Perrotta (201) suggests

that in this gamified reality, rules and principles like those used y successful

game designers could make children and young people eager to engage in


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60

educational activities they used to find oring, unrewarding or too difficult. >or

teachers, this raises the possiility of using gamification as a strategy to

improve teaching, learning and assessment. "t its simplest, this could mean

using gameased techniCues to encourage competition and self

improvement in the classroomD adges, high scores, leaderoards and so

forth. %imilarly, it could mean employing video game language to reframe

traditional school activities for instance, assignments could ecome

missions or Cuests.

+aking into account all of the reviewed literature, we could further

descrie gameased learning as a form of eperiential engagement in which

people learn y trial and error, y roleplaying and y treating a certain topic

not as content ut as a a set of rules, or a system of choices and

conseCuences.

-n curricular terms, this means translating an element of a su!ect

(such as a law of physics or the law of supply and demand) into the

mechanics of a game, which operates within a selfcontained system ased

on choices and conseCuences. >or instance, in the popular series of

simulation games %imity, players are tasked with running a virtual city,

managing a numer of concurrent activities and priorities to keep the

population happy. "ccording to the creator of the series (Pearce, 2002), the

gameplay in %imity reflects a specific logic (a model) of citywide

management. +his could e likened to gardening.

if you really think about playing the game, its more like gardening. So youre

kind of tilling the soil, and fertilizing it, and then things pop up and they


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61

surprise you, and occasionally you have to go in and weed the garden, and

then you maybe think about epanding it, and so on !"#. $%&'.

-n "ction raphing, which is one of the $games that was used in the

study players act according to the rules determined y this internal logic,

which means that each choice you make in the game has a specific effect. "s

such, learning through gameplay in "ction raphing means eploring the

possiilities and the limits that are offered y the underlying modelD if you

didnt analyse the graph and the motion of the o!ect, you will not e Cualified

on the net level. "ll this is performed in a safe environment where failure is

not only contemplated ut actively encouraged. -n fact, part of the fun is the

awareness that mistakes have no lasting or real conseCuences, ut are

simply necessary to improve performance and achievement level (Perrotta

201)

+ale /. %ignificant difference in the achievement level aout the topic$lectrostatic ($lectricity) using eame and traditional method of teachingin the section of rade 10 %ocrates



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62/75

62

%ample Aean 2N 2Population %tandard #eviation 1N1

2



+he computed Ktest which is 9N ./1 is less than the 0.1&B8 at 0.0'

level of significance. %ince that is the case, we will accept H"and re!ect H3.

+hus, there is significant difference in the "chievement ;evel in Physics with

the topic aout $lectrostatic ($lectricity) using $ame and +raditional

Aethod of +eaching in the section of rade 10 %ocrates.

+ale / shows that using $ame with the topic aout $lectrostatic

($lectricity) is also more effective compared to the +raditional Aethod of

+eaching. -t means that it will e a great help not only for the students learning

and achievement level ut also for the teachers method of teaching. Perrotta

(201) reiterated that while teachers are generally positive aout the use of

video games in the classroom, they would reCuire very strong evidence of

their impact efore they replaced more traditional learning styles. ?ntil this

time, they are more likely to use video games to supplement eisting practice.

-n terms of teacher attitudes to gaming, 4enny and Ac#aniel (2011)

found that there is a relationship etween what teachers elieve and their

ehavioural patterns in the classroom. +he study argues that teachers can e

reluctant to spend efforts learning the gaming medium when they are not

convinced of its impact. +he authors elieve that a more convincing argument

needs to e constructed efore teachers will change their views towards video

games and integrate them into eisting classroom practice. "n eploratory

study y 5illiamson (2008), found that ' per cent of teachers (in $nglish


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63

state primary and secondary schools) had already used computer games in

their teaching and B0 per cent would consider using games in the future. +he

most commonly cited reason was to enhance motivation and engagement.

+he ma!ority of teachers also elieved that gaming could help support

childrens cognitive development, their -+ development, and their higher

order thinking skills. However, the results also suggested that teachers are

more interested in the pragmatic enefits of gaming, for eample, to assist

teachers in relating formal schooling to everyday lives and creating social

interaction in the classroom rather than for pursuing educational ig ideas.

+he studies were wide ranging in their focus and aimed to test a variety of

hypotheses. Aost commonly, however, the studies sought to test the impact of

gaming on learning outcomes as measured y academic

achievement=achievement level, cognitive performance, knowledge gain or

skills and performance, such as capacity for prolem solving or critical

thinking (Perrotta 201).

" numer of the studies also eplored the impact of $games on motivation

and engagement in classroom activity. " few studies eamined the impact of

$games on student attitudes to learning (in the wider contet of school life or

in relation to a specific su!ect).

+ale . %ignificant difference in the achievement level aout the topic7elocity (Aotion) using eame and traditional method of teaching in thesection of rade 10 "ristotle



64/75

64


() 0.'8


B./B () 0.&

9valueN /.1

KN 1 2 1

2 O 22

n1 O n2

5hereasD


2



+he computed Ktest which is 9N /.1 is less than at 0.0' level of


there is significant difference in the "chievement ;evel in Physics with the

topic aout 7elocity (Aotion) using $ame and +raditional Aethod of

+eaching in the section of rade 10 "ristotle.

+ale suggests that there is a great impact on the achievement level

of students integrating $game in the lesson compared to the +raditional

Aethod. -n addition to the primary evidence considered aove, a meta

analysis was also pertinent to our consideration of the impact of gaming on

learning outcomes. (7ogel et al., 200B) oserved significant cognitive gains

across studies utilising games versus traditional teaching methods. +his is


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65

elieved to support student engagement in learning tasks. However, despite

the assumption implicit in much of the literature that motivation and

engagement created y gaming directly impacts on learning outcomes, this

was one dies that actually eamined oth factors. 3nly this and two other

studies (Papastergiou, 2008F Ia+ing, 2012) reported oth an overall

improvement in motivation or engagement and skills acCuisition (such as

prolem solving).

However, 7ogel et als (200B) metaanalysis found that significantly

etter attitudes towards learning were yielded for su!ects utili9ing interactive

$games or simulations compared to those using traditional methods for

instruction. +his metaanalysis is also widely cited ecause it oserved higher

cognitive gains in the interactive games scenario. iven this finding was

ased on a numer of studies, the authors conclude that this makes the

finding unlikely to e due to chance. -t also suggests a possile correlation

etween oth attitudes to learning and learning outcomes. 5e should,

however, reiterate that 7ogel et al. make no attempt to define cognitive gains

or how this measure has een measured across the studies they included in

their metaanalysis. +here was also some evidence that the ty#e of game

can have an impact on outcomes or achievement level. Aost commonly,

computer simulation games were compared to simpler drill and practice

games. >engfeng (200) found, for instance, that games are more

motivating and engaging than drills. Aeaningful and engaging games, in

which lear

achievement level in physics using e-game and traditional method in developed enhancement lessons...

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