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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. $ducators need to accept that students of the present
generation are technonatives who can easily navigate through new
technology on their own.
https://en.wikipedia.org/wiki/Natural_sciencehttps://en.wikipedia.org/wiki/Matterhttps://en.wikipedia.org/wiki/Matterhttps://en.wikipedia.org/wiki/Motion_(physics)https://en.wikipedia.org/wiki/Spacetimehttps://en.wikipedia.org/wiki/Energyhttps://en.wikipedia.org/wiki/Forcehttps://en.wikipedia.org/wiki/Forcehttps://en.wikipedia.org/wiki/Forcehttps://en.wikipedia.org/wiki/Matterhttps://en.wikipedia.org/wiki/Motion_(physics)https://en.wikipedia.org/wiki/Spacetimehttps://en.wikipedia.org/wiki/Energyhttps://en.wikipedia.org/wiki/Forcehttps://en.wikipedia.org/wiki/Natural_science7/26/2019 Achievement Level in Physics using E-game and traditional method in Developed Enhancement Lessons 9.docx
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Philippines is a developing country needing an attention in education
as a response to "%$"* 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.html7/26/2019 Achievement Level in Physics using E-game and traditional method in Developed Enhancement Lessons 9.docx
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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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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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+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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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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+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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Conce#tual $rame-or.
ased from the related literatures and studies, the researchers were
ale to conceptuali9e the idea that there are variales contriuting to the
achievement level of students, especially in Physics.
+his study took a closer look into the achievement level of students
with the helped of developed enhancement lessons in Physics using eame
and traditional method of teaching. +he developed enhancement lessons in
Physics using traditional method served as the first variale in the study. -t
was considered as the independent variale of the study ecause it will affect
and can cause changes in the achievement level of students.
+he second independent variale in the conceptual framework of the
study includes the developed enhancement lessons in Physics using eame.
-t was the second independent variale of the study ecause it will have also
an impact on the achievement level of students. +his is the variale that the
researcher, will manipulate to see if it makes the dependent variale change.
>inally, the achievement level in Physics served as the dependent
variale ecause it is the outcome= result of the manipulation of the
independent varialesD developed enhancement lessons in Physics using e
ame and traditional method.
+he researcher made use of the succeeding conceptual framework as
a guide on the conduct of the study. +he conceptual framework showing the
relationship etween developed enhancement lessons in Physics using e
ame app in Physics, developed enhancement lessons in Physics using
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traditional method of teaching and "chievement level in Physics in terms of
test scores (pretest 6 posttest) of students.
oth variales can affect the test scores= achievement level of Physics
students. >ig. 2 shows the conceptual framework of the study which made
use of independent and dependent variale framework.
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ped nhan$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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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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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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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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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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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.
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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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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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Plate 2D %creen apture of the $ame entitled raphing hallenge
Plate D %creen apture of the $ame entitled Polarity %hift
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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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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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>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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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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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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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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"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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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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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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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 $nglish and
AathematicsD #eterminants of Physics "chievement among Pulic High
%chool %eniors in *aga ity, revealed that the overall achievementlevel of
the students in all the areas of Physics was average. +hese results implied
that the students were average inrelating energy, technology and societyF
applying the
different propertiesoflightFidentifyingandanaly9ingtheusesofthedifferent
kinds of mirrors and lensesF descriing the differentimages formed y the use
of mirrors and lensesF eplaining the propertyofmagnetism, etc.
+hese results suggested that these areas inAathematics were needed
to develop the skills and learningcompetencies in Physics. "s such, the
students success inAathematics will directly affect the achievement in
Physics orthe students must e proficient in the different competencies
inAathematics to fully understand Physics.
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their 4P$ 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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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.
Pot Tet 0ean Score Po#ulation StandardDe&iation
$nhancement ;essonusing $ame
8 () 0.BB
$nhancement ;essonusing +raditional Aethod
.0& () 0.1
9valueNB.B
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,
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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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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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
Pot Tet 0ean Score Po#ulation StandardDe&iation
$nhancement ;essonusing $ame
() 0.B8
$nhancement ;essonusing +raditional Aethod
/./ () 1.00
9valueN ./1
KN 1 2 1
2 O 22
n1 O n2
5hereasD%ample Aean 1N 1
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%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 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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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
$games on student attitudes to learning (in the wider contet of school life or
in relation to a specific su!ect).
+ale . %ignificant difference in the achievement level aout the topic7elocity (Aotion) using eame and traditional method of teaching in thesection of rade 10 "ristotle
Pot Tet 0ean Score Po#ulation StandardDe&iation
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$nhancement ;essonusing $ame
() 0.'8
$nhancement ;essonusing +raditional Aethod
B./B () 0.&
9valueN /.1
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 is less than 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 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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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
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