STRATHREEGIEST FORMULA AND DISTINGUISHING PHYSICAL AND CHEMICAL CHANGES OF MATTER

tuyco

CHERRY O. TUYCO
Teacher I
Vedasto F. Corcuera Elementary School

Abstract

This study was conducted mainly to find out the significant difference of Strathreegiest Formula in distinguishing physical and chemical changes of matter to Grade 5 of Vedasto F. Corcuera Elementary School. The study used Descriptive-comparative design, probability sampling which involved ninety students; statistical tools like Mean and Standard Deviation, One-Way ANOVA, Tukey HSD and Eta-squared were used. Results showed that Strathreegiest Formula has significant difference in the performance in distinguishing physical and chemical changes of matter. However, it resulted to a small effect size.

Introduction
Students have difficulty distinguishing between physical and chemical change, despite formal teaching, and the distinction is somewhat arbitrary. However according to Loughran, Mulhall & Berry (2002), an understanding of the differences between purely physical processes such as melting, evaporation and boiling and the changes that take place in chemical reactions, particularly the idea that new substances are formed, is important to an understanding of chemistry and students very frequently confuse the two. A physical change is a change in which no new substance is formed, it rearranges molecules but doesn’t affect their internal structures while chemical change is any change that results in the formation of new chemical substances. Some of the steps are chemical and others are physical, so the overall process can’t cleanly be placed in either category unless delivered and taught well.
The study was anchored from the gas laws and kinetic theory of matter (particle theory) which states that atoms and molecules are in constant motion and that the higher the temperature around them, the greater their speed will be. In other words, increased heat energy will make atoms and molecules move faster. This ties in to the states or phases of matter. In the solid phase, atoms and molecules are close together and vibrate in random directions. In the liquid phase, they move around and collide with each other. Then, in the gas phase, they move around much faster and spread out or expand. Chemical change affects the type of atoms in a molecule; physical change, on the other hand, does not change the atomic makeup of a molecule according to Blauch (2014).
According to Whealton (2008) that powerpoint presentation can help learners better understand physical and chemical changes. While the Law of Conservation of Mass states that mass is conserved in physical and chemical changes which can be observed and understand through investigation and experimentation (UtahLessonPlans, 2013). Research shows that students frequently use the term chemical change to describe changes in physical state A mentioned by Driver, et al. (1994).
In the Philippines, National Statistics Office (2014) evaluation showed that the literacy level of children in learning Science ranged from 63.14 from 2010 to 66.11 in 2012 garnered lowest result compared to English and Mathematics subjects.
Moreover, Vedasto F. Corcuera Elementaary School record showed that distinguishing physical and chemical changes had been one of the least learned competencies of Grade 5 learners during third grading. Hence, this study targets Grade 5 learners to escalate their knowledge in distinguishing physical and chemical changes to reach better understanding in the competency.

The study sought to find out the following:
1. The mean score of the three groups when exposed to Strathreegiest Formula in terms of Guided Animated Audio-Visual Movie, Experimentation, and Self-learning through web-browsing.
2. The level of performance of students in understanding the skills in distinguishing physical and chemical changes when exposed to Strathreegiest Formula.
3. The significant difference in the performance of students in understanding the skills in distinguishing physical and chemical changes when exposed to Strathreegiest Formula.
4. The significant difference in the Strathreegiest Formula associated with the difference in performance of students in understanding the skills in distinguishing physical and chemical changes.
5. The effect size of Strathreegiest Formula to the performance of students in understanding the skills in distinguishing physical and chemical changes. Thus, there is no significant difference between Strathreegiest Formula in distinguishing physical and chemical changes of Grade 5 learners.

Strathreegiest Formula refers to the strategies utilized by the researcher in distinguishing physical and chemical change to students.
Guided Audio-Visual Movies refers to a strategy wherein learners were exposed to watch and listen to a lesson-related animated movie twice. First viewing would be paused and be played by the teacher to elaborate important ideas in some parts of the movie while on the second play; children would watch the movie without pausing.
Experimentation refers to a strategy wherein learners were to demonstrate and test a series of action to carefully observe and investigate the difference of physical and chemical change.
Guided self-learning through web browsing refers to a strategy wherein learners were given guide questions for them to research online and discover answers from the internet at home.
Distinguishing Physical and Chemical Changes refers to the lesson found in the competency guides in Grade 5.

Method
The researcher made use of Descriptive-Comparative Research Design. Probability sampling was used in this study which was conducted in 3 sections in Grade 5 of Vedasto F. Corcuera Elemetary School, Davao City. Only secondary data using class records were operationally used. The researcher made use of Mean, Standard Deviation, One-Way ANOVA, Tukey HSD and Eta-Squared as statistical tool applied in the study.
The researcher conducted the study after being permitted by the school head. Pre-tests were used. Then selected strategies were employed in achieving the lesson. Next, posttests were given to check the understanding of the learners in the lesson. Then, the data were encoded before the results were analyzed and interpreted.

Conclusions
Based on the foregoing findings the conclusions reached were:
1. The mean score of all groups when exposed to Strathreegiest Formula in terms of Guided Animated Audio-Visual Movie, Experimentation, and Self-learning through online browsing resulted Very high.
2. The level of performance of students in understanding the skills in distinguishing physical and chemical changes when exposed to Strathreegiest Formula interpreted Excellent.
3. There is a significant difference in the performance of students in understanding the skills in distinguishing physical and chemical changes when exposed to Strathreegiest Formula.
4. There is a significant difference in the Strathreegiest Formula associated with the difference in performance of students in understanding the skills in distinguishing physical and chemical changes.
5. There is a small effect size of Strathreegiest Formula to the performance of students in understanding the skills in distinguishing physical and chemical changes.

Recommendation
Based on the above conclusions, it is recommended that strategies used in this study may be adopted. It is further be offered that this Guided Audio-Visual Movie may utilized for it was found to be most effective among all other strategies used. Another study may be conducted to determine the effectiveness of the study in other grade levels in teaching Science.

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