CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

This study is aimed at determining the effectiveness of tricks and games in

teaching the concept on Newton’s laws of motion.

The following findings were noted:

1. There is a significant difference between the pretest and posttest

performance of the respondents.

2. There is no significant difference between the pre-attitude and

post-attitude response of the respondents.

3. There is a significant relationship between the pre-test

performance and pre-attitude response of the respondents.

4. There is a significant relationship between the post-test

performance and post-attitude response of the respondents.

5. MSU-IIT Coop Academy’s mean for pretest performance is

different from other schools.

6. St. Therese Academy’s mean for posttest performance is

different from other schools.

7. There is no significant difference in pre-attitude response among

the schools.
 41

8. St. Therese Academy’s mean for post-attitude response is

different from other schools.

Based on the results gathered, the researchers have concluded that:

1. The developed tricks and games are effective in teaching the concept on

Newton’s laws of motion but failed at significantly improving the attitude of

the respondents towards physics as a subject.

2. The performance of the respondents is affected by their attitude response.

3. The respondents’ performances vary in terms of their schools, both in

pretest and posttest.

4. The respondents’ attitude responses vary in terms of their schools, only in

post-attitude.

The following recommendations deserve due considerations:

1. The same study should be conducted on the integration of tricks and

games in the learning of physics concepts but to a group of respondents

of known range of abilities.

2. Attitude questionnaire should have stated dimensions to attain higher

reliability or better use questionnaires with known reliability and are

already used by some researchers in the field of education and

psychology.

3. The determination of the respondents’ profile is also recommended to

deepen the subjects’ characteristics for another study.

 42

4. The use of tricks and games should aptly coincide with the student’s

learning capacity and style and to the subject matter at hand. It should be

remembered that a strategy is not always effective all of the time and for

all kinds of purposes.

5. Physics as a subject must be learned in a fun but effective way.

BIBLIOGRAPHY

BOOK SOURCE:

Brown, James W., Fred F. Harcleroad and Richard B. Lewis, 1977. Av

Instruction: Technology, Media and Methods 5th ed. USA. McGraw-Hill
Book Company. p 292,295.

Bustos, Alicia S. and Socorro C. Espiritu, 1996, Psychological, Anthropological

And Sociological Foundations of Education, Quezon City, Katha
Publishing Co., Inc., p. 5.

Freedman, Roger and Hugh D. Young, 1996, University Physics Ninth Edition,
Reading, Massachusetts, Addison-Wesley Publishing Company, Inc., pp.
viii, 1.

Mckenzie, Charles R. and Andrew J. Pica. 1999, Study Guide with Selected
Solutions: Physics 2nd Ed. New York. John Wiley and Sons, Inc., pp. 208-
210.

Rivera, Filomena V. and Guillerma E. Sambrano, 1992, Toward Effective

Teaching, Quezon City, Kalayaan Press, Mktg. Ent., Inc., pp. 112-113.

JOURNAL:
 43

Butcher, Felicity, “Two Personal Reviews of the European Physics Education

Conference in Bonn”, Physics Education, Vol. 40, No. 5, pp. 399-400.

UNPUBLISHED UNDERGRADUATE THESIS:

Birad, Anecito A. and Stephen V. Tabal, “Physics Tricks As A Teaching Strategy

for Understanding of the Concepts of Magnetism”. Undergraduate BSE
Physics Thesis. College of Education, Mindanao State University-Iligan
Institute of Technology, March 2003.

INTERNET SOURCE:

Blundell, Barry, 2006, http://sprott.physics.wisc.edu/demobook/review2.htm,

Retrieved on September 13, 2007.

Fowles, G. R. and G. L. Cassiday, 1999, Analytical Mechanics Sixth Ed,

Saunders College Publishing, Microsoft ® Encarta ® Premium Suite 2005.
© 1993-2004 Microsoft Corporation.

Marion, Jerry and Stephen Thornton, 1995, Classical Dynamics of Particles and
Systems. Harcourt College Publishers, ISBN 0-03-097302-3, Microsoft ®
Encarta ® Premium Suite 2005. © 1993-2004 Microsoft Corporation.

http://en.wikipedia.org/wiki/Newton's_laws_of_motion, Retrieved on October 2,

2007.

http://en.wikipedia.org/wiki/Game, Retrieved on July 23, 2007.

http://web.utk.edu/~mccay/apdm/selusing/selusing_d.html, Retrieved on July 23,

2007.

http://csep10.phys.utk.edu/astr161/lect/history/newton3laws.html, Retrieved on
October 2, 2007.

http://www.glenbrook.k12.il.us, Retrieved on October 3, 2007.

 44

Oseroff, Saul, 2005,

http://van.physics.uiuc.edu/van/ShowDirectory/PhysicsMagic.html,
Retrieved on July 10, 2007.

Sprott, Julien Clinton, 1996, http://sprott.physics.wisc.edu/demobook/Intro.html,

Retrieved on July 13, 2007.

APPENDIX A

Mindanao State University

Iligan Institute of Technology
College of Education
Department of Science and Mathematics Education

October 2008

The Principal

Dear Sir/ Madam:

Warm Greetings!

We are third year BSE Physics students of the College of

Education, MSU-Iligan Institute of Technology.

We are presently conducting a research study entitled, “Tricks and

Games to Learn Concepts on Newton’s Laws of Motion” which is a requirement
for our EdSci 199N (Thesis Writing) subject.
 45

In connection with this, we would like to ask your good office to

grant us permission to conduct a test and a teaching demonstration using the
tricks and games to the fourth year students of your school.

We are hoping for your favorable action on this request.

Thank you. May God bless us all!

Respectfully yours,

REINA KAREN M. CELESTINO

Noted by: CRISTINE JEAN L. CASTILLA

MANUEL A. BARQUILLA, Ph.D. Researchers
Adviser
APPENDIX B

Mindanao State University

Iligan Institute of Technology
College of Education
Department of Science and Mathematics Education

January 2007

Dear Respondent,

Good Day!

We are conducting a research study entitled, “Tricks and Games to

Learn Concepts on Newton’s Laws of Motion” which is a requirement for our
EdSci 199N (Thesis Writing) subject.

With this, we would like to ask for your cooperation in the activities
laid out for you. We also hope that you will fill in the needed information in the
survey questionnaires truthfully. Your score in the test to be given will not affect
 46

your grades, in any way. This will be a great help to the success of this study
which will later on, students of your age in the future will benefit from this.

We look forward to your support and for the time you will spare to us.
Thank you!

Sincerely yours,

Reina Karen M. Celestino

Cristine Jean Castilla

Researchers

APPENDIX C

List of Tricks and Games

A. Newton’s First Law of Motion

Title: Getting the Tack in the Cup Trick

Materials Needed:
1 nail
1 big scotch tape
1 bottle

What To Do:
Balance the scotch tape on top of the bottle.
Balance the thumbtack on top of the scotch tape.
Pull the scotch tape off the bottle and see if the thumbtack falls into
the bottle.

Title: Chalk Stand Trick

Materials Needed:
A strip of paper
3 chalks
 47

What To Do:
Place a strip of paper on the edge of a table.
Balance the chalks on the strip.
Swiftly pull the paper away from the table.
Make sure the three chalks remain upright.

B. Newton’s Second Law of Motion

Title: Coin Transfer Game

Description: There will be five participating groups of 8-10 members each.

A paper boat will be given for every group, which will be used in
transferring the 5-centavo coin to a distance of one ruler by merely
blowing the boat with coin (s). The members per group should line up in
whatever arrangements. The first member is tasked to transfer only one
coin while the second and third members should transfer two and three
coins respectively. This sequence will continue until the last member
could no longer transfer the number of coins intended for him. The group
with the highest number of coins will be recognized as the winning team.

Title: Newton’s Second Law in a Box Trick

Materials Needed:
1 empty paper box
3 elastic rubber bands
String
30 marbles
1 ruler

What to Do:
Tie a piece of string tightly around the box.
Attach one of the elastic bands to the string. Now attach the other two
elastic bands to the first one in a chain. Put the box on a level surface
such as the carpet. Straighten out the chain of the elastic bands but do
not stretch them yet out. Put 15 marbles into the box. Slowly pull the
end of the elastic band chains. Make a note of the distance the rubber
bands have stretched at the moment the box begins to move and
measure this using a ruler. Put the other 15 marbles into the box and
pull the end of the elastic band chain again. Make a note of how far the
elastic bands have stretched.

C. Newton’s Third Law of Motion

Title: Arm Wrestling Game

 48

All students will choose their opponent for this game.

The competitor’s shoulders must not be less than a fist distance away
from their hands at the start. To make a winning pin, a participant must
touch his or her opponent to the touch pad. There will be no parallel
pin calls; one must be touched to lose. They may touch any part of
your opponent’s fingers, wrist or forearm to the pad to constitute a pin.
But, everyone should not, at any time, touch his or her opponent’s
body to his/her hand. If this will happen, the match will be awarded to
his opponent.

Title: Upside Down Trick

Materials:
1 plastic cup
cardboard

What to do:
Fill the glass completely with water.
Cover the glass with the cardboard.
Press and hold the cardboard as the glass is quickly inverted.
 49

APPENDIX D

RUBRIC
 50

APPENDIX E

Table of Specification

Content Recitation Knowledge Comprehension Application Test Percentage

Areas or No. of Item
Minutes
Newton’s 10 1 2 2 5 33.33%
First Law
Newton’s 10 1 2 2 5 33.33%
Second
Law
Newton’s 10 1 2 2 5 33.33%
Third
Law
TOTAL 30 3 6 6 15 100%
 51

Appendix F
Test Questionnaire

Name: ___________________________Year and Section: _______________

School: ______________________________ Date: ______________________

Directions: Encircle the letter of your choice. If there are words you don’t
understand, please ASK us, not your seatmates.

1. Which statement correctly defines Newton’s First Law of Motion?

a.) A body at rest will remain at rest when there is external force acting
on it.
b.) A body at rest will remain at rest when there is no external force
acting on it.
c.) A body in motion naturally comes to rest and that a force is required
to sustain its motion.
d.) A body in motion will remain in motion when a force is given to
sustain its motion.

2. When Newton’s Second Law of Motion is mentioned, you should

immediately think of
a.) inertia
b.) action-and-reaction pair
 52

c.) speed
d.) mass and acceleration

3. A person sitting in a car tends to move backwards when the car suddenly
starts. This only illustrates Newton’s ________ law.
a.) First
b.) Second
c.) Third
d.) Both a and b

4. Which is not implied in Newton’s Second Law of Motion?

a.) A body accelerates if a net external force acts on a body.
b.) When the net external force is doubled, acceleration also doubles
given that mass is constant.
c.) The acceleration of a body is proportional to the net force acting on
it.
d.) The direction of acceleration is opposite to the direction of the net
force.

5. How is the law of inertia used when riding a bicycle to your advantage?
a.) You must peddle harder when going uphill.
b.) You must peddle to start moving
c.) You can stop peddling and you will continue moving forward when
going downhill
d.) Bicycles do not have inertia.

6. While driving down the road, a firefly strikes the windshield of a bus and
makes a quite obvious mess in front of the driver. This is a clear case of
Newton’s Third Law of Motion, the firefly hits the bus and the bus hits the
firefly. Which of the two forces is greater: the forces on the firefly or the
force on the bus?
a.) Force on the firefly>Force on the bus
b.) Neither the force on the firefly nor the force on the bus is greater.
This can only be determined when their speeds are given.
c.) Force on the firefly<Force on the bus
d.) Both forces are equal in quantity.

7. Which vehicle would be the easiest to accelerate?

a.) Garbage Truck
b.) Volkswagen car
c.) School bus
d.) Ten-wheeler truck
 53

8. What could possibly happen to a person involved in a car crash, who was
not able to wear seatbelt and was sitting in the backseat? The person
inside the car would…
a.) remain still
b.) be thrown forward thus hitting the seat in front of him and receiving
injuries in his face
c.) fly up and his head will hit the roof of the car, causing extreme
injuries in his head
d.) be thrown backward hitting the backseat, causing a break in his
spine

9. A woman whose weight is 500 N is standing on the ground. The force the
ground exerts on her is
a.) more than 500 N
b.) equal to 500 N
c.) less than 500 N
d.) any of the above choices, depending on her location on the Earth

10. Which law says that heavier objects require more force than lighter objects
to move or accelerate them?
a.) First Law of Motion
b.) Second Law of Motion
c.) Third Law of Motion
d.) None of the above
e.)
11. If the net force applied in the direction of motion to a certain object on a
horizontal frictionless surface is doubled, the acceleration of the object is
a.) halved
b.) doubled
c.) unchanged
d.) quadrupled

12. A gunpowder explosion creates hot gases which expand outward allowing
the rifle to push forward on the bullet. Consistent with Newton’s third law
of motion, the bullet pushes backwards upon the rifle. But the
acceleration of the recoiling rifle …….
a.) is greater than the acceleration of the bullet
b.) is smaller than the acceleration of the bullet
c.) is the same size as the acceleration of the bullet
d.) cannot be determined
 54

13. According to Newton’s Third Law, when a hammer strikes and exerts a
force on the nail, the nail
a.) creates a balanced force
b.) disappears into wood
c.) moves at a constant speed
d.) exerts an equal but opposite force back on the hammer

14. Jasmine and Julian are arguing in the cafeteria. Jasmine says that if she
flings the Jelly Ace with a greater speed it will have a greater inertia. Julian
argues that inertia does not depend upon speed, but rather upon mass.
Who has explained correctly the concept on Newton’s law of Inertia?

a.) Both of them

b.) Neither of the two
c.) Julian
d.) Jasmine

15. Forces always occur _____________________.

a.) as single quantity
b.) by themselves
c.) in pairs
d.) in triplets

Appendix G
Answer Key

1. b.
2. d.
3. a.
4. d.
5. c.
6. d.
7. b.
8. b.
9. b.
10. b.
11. b.
 55

12. b.
13. d.
14. c.
15. c.

Appendix H
Attitude Test

Name: ______________________________Year and Section: _____________

School: ______________________________ Date: ______________________

Directions: Encircle the number that represents your choice from the list below.

1- Strongly Disagree
2- Disagree
3- Neutral
4- Agree
5- Strongly Agree
 56

1. I find physics interesting and worthwhile. 1 2 3 4 5

2. I see a connection between physics and me as a person. 1 2 3 4 5
3. I see relevance of physics in my everyday life. 1 2 3 4 5
4. I find physics as a difficult subject. 1 2 3 4 5
5. I consider physics as a tough but challenging subject. 1 2 3 4 5
6. I understand most of the concepts in physics. 1 2 3 4 5
7. I believe that mathematical calculations are always involved in 1 2 3 4 5
physics.
8. I find physics fun and exciting. 1 2 3 4 5
9. I find physics as having less relation to what I experience in the 1 2 3 4 5
real world.
10. I believe that I learn Physics more when I am actively involved 1 2 3 4 5
in classroom activities.

Appendix I
Reliability Result

Reliability Statistics
Cronbach's Cronbach's Alpha Based on
Alpha Standardized Items N of Items
.666 .688 10

Item-Total Statistics
Scale Mean Scale Corrected Squared Cronbach's
if Item Variance if Item-Total Multiple Alpha if Item
Deleted Item Deleted Correlation Correlation Deleted
AQ1 31.32 20.682 .529 .349 .606
AQ2 31.34 21.139 .445 .278 .620
AQ3 31.20 21.568 .334 .241 .640
AQ4 32.45 23.674 .083 .087 .691
AQ5 30.88 20.874 .429 .247 .622
AQ6 31.73 20.903 .480 .290 .614
AQ7 30.95 21.086 .354 .228 .636
AQ8 31.40 20.675 .453 .313 .617
AQ9 31.95 23.806 .036 .125 .708
AQ10 31.41 21.924 .305 .205 .646
 57

AQ = Attitude Question

Pre-Test Score
Attitude 1-3 4-6 7-9 10-12 Row Total
Response
42-52 3 (3.19) 4 (7.74) 2 (1.44) 4 (0.62) 13
31-41 22 (23.13) 62 (55.95) 9 (10.44) 1 (4.48) 94
20-30 6 (4.67) 9 (11.31) 3 (2.11) 1 (0.90) 19
Column Total 31 75 14 6 126 (grand
total)

Appendix J
Sample Computation
Degree of Freedom v = (3-1)(4-1) = 6

χ2com = (3-3.19)2/3.19 + (22-23.13)2/23.13 + (6-4.67)2/4.67 + (4-7.74)2/7.74 +

(62-55.95)2/55.95 + (9-11.31)2/11.31 + (2-1.44)2/1.44 + (9-10.44)2/10.44

+ (3-2.11)2/2.11 + (4-0.62)2/0.62 + (1-4.48)2/4.48 + (1-0.90)2/0.90

χ2com = 0.0113+0.0552+0.379+1.807+0.654+0.472+0.22+0.1986+0.375+

18.43+2.70+0.011

χ2com =25.31

Posttest Score
Attitude 1-5 6-10 11-15 Row Total
Response
42-52 7 (9.90) 19 (18.18) 3 (0.92) 29
31-41 32 (30.03) 55 (55.17) 1 (2.79) 88
20-30 4 (3.07) 5 (5.64) 0 (0.29) 9
Column Total 43 79 4 126 (grand total)

Degree of Freedom v = (3-1)(3-1) = 4

 58

χ2com = (7-9.90)2/9.90+(32-30.03)2/30.03+(4-3.07)2/3.07+(19-18.18)2/18.18+

(55-55.17)2/55.17+(5-5.64)2/5.64+(3-0.92)2/0.92+(1-2.79)2/2.79+(0-

0.29)2/0.29

χ2com =8.41+0.129+0.282+0.037+0.00052+0.073+4.70+1.16+0.29

χ2com =15.08

APPENDIX K

A Brief Lesson Plan in Physics for

Fourth Year High School

I. OBJECTIVES:

At the end of a 50-minute period, the Fourth High School students

will be able to:
a. retain the specific facts in Newton’s Laws of Motion,
b. interpret the principles of Newton’s Laws of Motion,
c. apply the ideas in the three laws of motion in practical situations.

II. SUBJECT MATTER:

NEWTON’S LAWS OF MOTION
A. References:
Mckenzie, Charles R. and Andrew J. Pica. 1999, Study
Guide with Selected Solutions: Physics 2nd Ed. New
York. John Wiley and Sons, Inc., pp. 208-210.
Fowles, G. R. and G. L. Cassiday, 1999, Analytical
Mechanics Sixth Ed, Saunders College Publishing,
Microsoft ® Encarta ® Premium Suite 2005. © 1993-
2004 Microsoft Corporation.
http://en.wikipedia.org/wiki/Newton's_laws_of_motion,
Retrieved on October 2, 2007.
http://en.wikipedia.org/wiki/Game, Retrieved on July 23, 2007.
 59

http://csep10.phys.utk.edu/astr161/lect/history/newton3law
s.html, Retrieved on October 2, 2007.
B. Materials:
Thumb tack, scotch tape, bottle, chalk, strip of paper, 3x5
cardboard, meter stick, books, any heavy things, mug, food
coloring, oil, glass, water, 2 rulers, coins, double-sided tape
or modeling clay and table.

C. Ideas:
Newton’s Laws of Motion are three physical laws which
provide relationships between the forces acting on a body
and motion of the body, first compiled by Sir Isaac Newton.
The laws form from the basis for classical mechanics and
used by Newton to explain many results concerning the
motion of physical objects.

D. Process:
Demonstrating, playing

III. PROCEDURE:

First day (60-minute):

1. Have an opening prayer and check the attendance.
2. Introduce to the class the teacher’s name
(researchers).
3. Give the class a pre-test.
4. Demonstrate the tricks in the first law entitled “Getting
the Tack in the Cup” and “An Applause-Winning
Inertia Trick”.
5. Explain what happen to the tricks regarding the Law
of Inertia.
6. Demonstrate the trick in second law entitled “Newton
Second Law in a Box”.
7. Explain what happen to the tricks regarding the Law
of Acceleration.
8. Demonstrate the trick in third law entitled “Upside-
down”.
9. Explain what happen to the tricks regarding the Law
of Action-Reaction.
10. Recapitulate some important points.

Second day (60-minute):

1. Have an opening prayer and check the attendance.
 60

2. Conduct a game related to the second law of motion

which is entitled “Coin Transfer”.
5. Discuss the rules and the goal of the game coin
transfer.
6. Conduct the game regarding Newton’s Third Law of
Motion entitled “Arm Wrestling”.
7. Give the rules and explain the goal of this game.
8. Discuss briefly the relevance of those games in the
concepts of Newton’s Laws of Motion.
9. Give the class a post-test.

IV. GENERALIZATION:
Newton’s Laws of Motion may occur or present in our day to day
experiences. It will answer some of our questions why such thing
happened.

V. ASSIGNMENT:

Answer the following questions briefly.

1. What are some other day to day experiences that
involve the concepts of Newton’s Laws? Give at least
2 examples in each law.
2. Are Newton’s Laws of Motion significant to you? Why
or why not?
 61

APPENDIX L

CURRICULUM VITAE

Personal Data:

Name: Reina Karen M. Celestino

Home Address: Block 7 Lot 10 Emerald Homes Subdivision, Lambagohon, Iligan

City

Place of Birth: Surigao City

Date of Birth: July 27, 1988

Civil Status: Single

Mother’s Name: Carmelita M. Celestino

Father’s Name: Vicente F. Celestino Jr.

Educational Attainment:
 62

Elementary: Iligan City East Central School

Tambo, Iligan City
2000-2001

Secondary: Iligan City National High School

Generalwood Street, Mahayahay,Iligan City
2004-2005

Collegiate: MSU-Iligan Institute of Technology

Tibanga, Iligan City

Course/ Major: BSE Physics

CURRICULUM VITAE

Personal Data:

Name: Cristine Jean L. Castilla

Home Address: Zone 1 - Balagatasa, Maigo, Lanao del Norte

Place of Birth: Maigo, Lanao del Norte

Date of Birth: June 23, 1988

Civil Status: Single

Mother’s Name: Bernadeth L. Castilla

Father’s Name: Atwel A. Castilla

Educational Attainment:

Elementary: Balagatasa Elementary School

Balagatasa, Maigo, Lanao del Norte
2000-2001
 63

Secondary: Holy Cross High School

Kolambugan, Lanao del Norte
2004-2005

Collegiate: MSU-Iligan Institute of Technology

Tibanga, Iligan City

Course/ Major: BSE Physics