Comparative Study on the Effectiveness of Using “Do-It-Yourself Instrument” and

PowerPoint Presentation in Teaching Chemistry

____________________________________

A Thesis Proposal Presented to the

Department of Science and Mathematics Education
College of Education
Mindanao State University–Iligan City

In Partial Fulfillment of the Requirement

For the Degree of
Bachelor of Science in Secondary Education Major in Chemistry

Annabelle C. Autentico
Elmer E. Sabino Jr.
March 2007
 APPROVAL SHEET

In partial fulfillment of the requirements for the Degree Bachelor of

Secondary Education Major in Chemistry, this undergraduate thesis entitled
“Comparative Study on the Effectiveness of Using “Do-It-Yourself
Instrument” and PowerPoint Presentation in Teaching Chemistry”, prepared
and submitted by Annabelle C. Autentico and Elmer E. Sabino Jr., hereby
recommended for approval.

___________________ Prof. Esmar Sedurifa

Date Adviser

Approved in partial fulfillment of the requirements for the Degree of

Bachelor of Secondary Education Major in Chemistry by the panel members with
the grade of____________

Prof. Diamer Capilitan Prof. Virginia Sombilon

Member Member

Accepted and approved in partial fulfillment of the requirements for the

Degree of Bachelor of Secondary Education Major in Chemistry.

Prof. Myrna Lahoylahoy Prof. Lydie Paderanga

Chairman, DSME Dean, CED

_____________________ _____________________
Date Date
 ACKNOWLEDGMENT

The researchers would like to extend there heartfelt gratitude to the

following persons who have part for the success of this proposal.

To PROF. VIRGINIA SOMBILON and PROF. DIAMER CAPILITAN for

patiently entertaining us during consultation hours, and for sharing her expertise

in editing our papers.

To our thesis adviser, PROF. ESMAR SEDURIFA for her wholehearted

support, for her motherly advice, the encouragements, and for the constructive

criticisms that she has done to our work.

To PROF. ELLEN JARANTILLA for sharing us her knowledge and for her

support in letting us borrowed her questionnaires.

To the CED-NSTIC SUB-OFFICE PERSONNEL for there great support in

leading the apparatuses needed in this thesis proposal.

To the CED and CSM LIBRARIANS for letting us borrowed the books and

other materials that we needed.

To our LOVING PARENTS, for there financial, emotional, spiritual support

that they have give, for there care and encouragement, and especially for

bringing us in this wonderful world.

To Daryll Cabico, Nai Navarro, Aicy Eltagonde, and Cheryl Sepada for

letting us borrowed their personnal computers and USB in our encoding

activities.
 To our dear friends Tolitz, Atoy, Mutya, Papay, Jing, Wing, Hazel, and

Randy, for the support, prayers, encouragement, and jokes that make us smile.

To our blessed mother, MAMA MARY for her constant prayer and

intercession.

Above all, to our ALMIGHTY FATHER for the unconditional love and

graces that HE had showered upon us, for the wisdom, and the strength that

make this proposal successful one. To THEE I give back all the glory and honor

and may THY name be shouted across the heaven and earth forever and ever.

For all there names that have not listed in this acknowledgment, thank you

very much for your supports and prayers. You’ll always part of the success and in

our hearts.

To all of you thank you very much…

Anne and Elmer

 ABSTRACT

Annabelle C. Autentico and Elmer E. Sabino Jr., BSE–Chemistry, College

of Education, Mindanao State University–Iligan Institute of Technology, Tibanga,

Iligan City, March 2007, “Comparative Study on the Effectiveness of Using “Do-It-

Yourself Instrument” and PowerPoint Presentation in Teaching Chemistry”.

Adviser: Prof. Esmar Sedurifa

 TABLE OF CONTENTS

Page

TITLE PAGE

APPROAL SHEET

AKNOWLEDGMENT

ABSTRACT

TABKE OF CONTENTS

LIST OF TABLES

LIST OF APPENDICES

1. INTRODUCTION

1.1 Statement of the Problem

1.2 Null Hypothesis

1.3 Significance of the Study

1.4 Scope and Limitation

1.5 Definition of Terms

2. REVIEW OF RELATED LITERATURE

3. RESEARCH METHODOLOGY

3.1 Subject of the Study

3.2 Research Design

3.3 Data Gathering Procedure

3.4 Research Instrument

3.5 Statistical Tools

4. RESULTS AND DISCUSSIONS

5. CONCLUSION

RECOMMENDATION

LITERATURE SITED
 CHAPTER I

INTRODUCTION

The deterioration of the quality of education is a global problem and the

Philippines is no exception. To improve students’ performance and quality

education as a whole, sufficient supply of textbook and good curriculum

organization should be provided as well as competent teachers. The art of

teaching has had to change as the details of the subject change

(Lagowski,1998). Chemistry, as the science that deals with matter, cannot do

away with laboratory activities as a means of gaining qualitative and quantitative

knowledge (Kapucinski, 1981). Laboratory activities provide personal experience

that would improve students learning. To be deprived of it is a handicapped to

learning; the learner is like a deaf person in a music course (Bradley, 1999).

Chemistry is an experimental science that is what everyone says. Yet,

chemistry is taught in many classrooms without experiments. When you ask the

teacher why this is so, several reasons are given like; there is no; laboratory

apparatus, no chemicals available, no laboratory classrooms.

Improvising across the borders brings a new point of dignity to a creative

activity. Improvisation is a key process for creating problem solving and the

expansion of mind that is needed to meet the challenges of the machine

intelligence that we are creating. Improvisation is creative problem solving and is

a portal to quantum thinking- thinking in more than one state simultaneously.

 To be an effective teacher, one has to be creative in making the lesson

interesting to the students. Teacher should find ways to catch the attention of the

students. Finding the effective ways in transmitting information and ideas to the

learners is one of the important tasks of the teacher.

Education in the secondary level is the foundation of chemistry student in

pursuing to the tertiary level. Students must have a good foundation of

knowledge in chemistry so that it will be easy for them to understand and pursue

college. It is very important that the students will clearly understand the concept

of chemistry at the beginning of the study. To promote and enhance the learning

system of the students, invented instruments are known and used in teaching

secondary chemistry or even other sciences.

The Do-It-Yourself Science Equipment is another program developed by

DepED- National Science and Technology Instrumentation Center (NSTIC) to

address the lack of science equipment in government schools. As the name

suggests, these equipment are the kind that teachers will have to make

themselves. The teachers will be trained and provided with a complete guide on

how to construct the equipment.

The Do-It-Yourself Science Equipment design utilizes the blue PVC pipe

and fittings and aluminum curtain rail for the main parts. Bulldog clips replaces

the expensive laboratory clamps. Other parts use common household items such

as drinking straws, party cups, empty soda cans, empty mineral water bottles,

etc.
 Today, the rise of new technology in education has paved the way to new

technologies in all levels of educational system. One of the most recent

breakouts in the field is the used of computers in the classroom. This enables the

students to learn in the different perspective. (Wilburg, K. 1996)

Teaching with technology, presents teachers with opportunities to design

learning experience for the students that differ substantially from the traditional

product approach. Educators need to recognize that technology has the

potentials to be more than sophisticated drill and practice machines. They are

also much more that system for managing and planning instruction. Instead,

technology can offer educator the potential for introducing the students to new

learning experience. Computers have became more powerful tools of instructions

and will play important roles in the future of the students education. (Norton and

Sprague, 2001)

STATEMENT OF THE PROBLEM

Major obstacle in teaching chemistry includes the lack of instruments and

equipments in the laboratory. A problem usually exists in the public school of

remote areas. Even though highly competent and knowledgeable teachers are

assigned in public schools they are not enough to have efficient and effective

learning of the students.

The use of Do-It-Yourself Instrument in teaching chemistry may be helpful

to the students in understanding chemistry concepts.

This study aimed to determine the effectiveness of using Do-It-Yourself

Instrument in teaching chemistry.

 Thus study will answer the following questions;

1. What are the performance of the students in the pretest on the topics

Air Expansion, Boiling Point and Pressure, Distillation, Filtration, and

Tyndall Effect?

2. What are the performances of the students taught using

a. Teaching with the use of Do-It-Yourself Instrument

b. Teaching with the use of PowerPoint Presentation

in the post test?

3. Is there a significant difference between the performance of the

respondents in teaching using “Do-It-Yourself Instrument” and

PowerPoint Presentation in the pretest and posttest?

NULL HYPOTHESIS

Ho: There is no significant difference in the performance of the students using

“Do-It-Yourself Instrument” and PowerPoint Presentation in teaching Air
Expansion, Boiling Point and Pressure, Distillation, Filtration, and Tyndall Effect.

SIGNIFICANCE OF THE STUDY

Life in the world of science is so complex that is why it typically includes

group activity in which students perform activity that illustrate the scientific

principle introduced in the subject. Group activities usually inculcate lecture and

discussion. Group activity has been used to help teachers and learners realize its

effectiveness as an important part in teaching chemistry.

 With the advent of modernization, secondary science teachers trying to

cope with the advances of chemistry in order to effectively deliver the instruction

in the classroom. Chemistry teachers on secondary schools especially in public

schools of remote areas really have a hard time on applying what they’ve taught

in the lecture through group activity using “Do-It-Yourself Instruments” to balance

and meet the requirement of obtaining an effective learning process. To lessen

the occurrence of such problem and utilization of available materials/equipment

and simple practical activity should be incorporated to effectively teach chemistry

in secondary level. Some teachers used PowerPoint Presentation to catch the

attentions o the student.

Using “Do-It-Yourself Instruments” and PowerPoint Presentation in

teaching the topics in chemistry lessens the expenses and developed the

creativity of individual and lead to a better innovation.

SCOPE AND LIMITATION

This study will focus on the performances of the students specifically

taught using “Do-It-Yourself Instruments” and PowerPoint Presentation in

teaching chemistry.

This research is limited only to determine the performance of the students

thereby determining the effectiveness of using “Do-It-Yourself Instrument” and

PowerPoint Presentation in teaching air expansion, boiling point and pressure,

distillation, filtration, and Tyndall Effect to the third year students, and determine

the perception of the students towards the instrument use.

DEFINITION OF TERMS

1. Effectiveness – refers to the results of the students pretest and posttest

using PowerPoint Presentation and Do-it-Yourself Instrument. This can be

measured by getting the difference of the scores of the pretest and

posttest.

2. Do-It-Yourself Instruments – the instrument developed by DepEd-NSTIC

to address the lack of science equipment in government schools.

3. Laboratory Activity – an activity involving students interact with materials

and apparatuses in verifying concepts like Air Expansion, Boiling Point

and Pressure, Distillation, Filtration, and Tyndall Effect.

4. Performance – refers to the results of the respondents in the pretest and

posttest.

5. PowerPoint Presentation –refers to the instrument that uses computer

software.

6. Respondents – refers to the third year students of Iligan City National High

School, Iligan City.

 CHAPTER III

RESEARCH METHODOLOGY

Subject of the Study

The respondents of the study will be the third year students of Iligan City

National High School, Iligan City.

Research Design

The study will be using experimental method of research which will

employ single pretest and post test design. The researchers will be using simple

random method in selecting the respondents.

The respondents will be divided into two groups, Group A and Group B,

each of which will be given pretest. In conducting the lesson, Group A will be

exposed to PowerPoint Presentation and Group B which will be exposed to “Do-

It-Yourself Instrument”. Each member of the Group A will have their

corresponding pair on Group B base on their sex and their grades in the first

grading period in the subjects Mathematics, Science, and MAPEH. Then, a post

test will be administered to the groups.

The study will be analyzing the data based on the results of the pretest

and post test through a statistical formula.

Data Gathering Procedure

The researchers will be using five apparatus for five topics using “Do-It-

Yourself Instrument” and PowerPoint Presentation. Lesson plans and

questionnaires on Air Expansion, Boiling Point and Pressure, Distillation,

Filtration, and Tyndall Effect will be submitted for face validation by the panel

members.

A letter will be presented to the principal as well as the advisers of the

third year students of Iligan City National High School for their approval to

conduct the study.

After the approval will be granted for the said study, on the first day of

conducting the research, the researchers will take up Air Expansion. The pretest

will be given to the two groups. After the pretest, the lesson will be conducted

using PowerPoint Presentation in the Group A and Do-it-Yourself Instrument in

the Group B. And post test will be administered. Assessment questionnaire will

be given to know their perception and opinions regarding to the instrument used.

The same procedure to be followed on the second day with the topic Boiling

Point and Pressure, on the third day with the topic Distillation, on the fourth day

Filtration, and on the fifth day Tyndall Effect.

The researchers will tally and tabulate the results after checking the test

papers to get the desired output.

Instrument Used

A cloze test shall be used to test the readability of the activities.

 The researchers constructed questionnaires in order to gather information

and data to the respondents which are the pretest and post test. The pretest and

the post test will help to determine the change of student performance before and

after the lessons.

A perception questionnaire will be used to obtain the perception of the

students on the use of PowerPoint Presentation and “Do-it-Yourself Instrument”.

Statistical Technique Used

The test questionnaires were checked by the researchers and used the

percentage analysis after the result of the evaluation questionnaire was obtained.

1. Percentage (%). This is used to determine the number of the students

each item according to each equivalent rating skills.

The formula used to compute percentage is,

Percentage (%) = f/N *100

Where,

f = frequency of respondents

N = total number of respondents

100 = constant used to convert decimal number to percent.

 2. Mean. This is used to determine if the designed activity are applicable to

third year students of Iligan City National High School.

The formula used to compute the weighted mean is

n
Σ xi
i=1
Weighted mean (x) =
N

Where,

X = weighted mean
nn
Σxi
Σxi = sum of the responses
i=1
i=1

N = total number of respondents

Standard Deviation Formula:

√Σ(x-x) 2
SD =
N

The T- Test. To determine the difference between the performance of the

respondents in the pretest and post in the test, T-test for two independent

samples was used with the formula;

X1 –X2
T = 2
(S1)2 (S2)
+
N1 N2
 Where,

d = Sd/d (summation of D) = mean of differences

D = V1-V2
s
d = square root of summation of d2 – (Sd)/n all over n (n-1)

d = Sd/n

3. Scoring and interpretation of the cloze test.

First, count all that are contextually appropriate to the missing word,

spelling is not counted. Second, compute the percentage correct score in

the test by using.

actual
- score obtained
% correct answer = ____________________
___
total score of the test

Third, categorize % correct answers and interpret using the following:

Independent level = more than 50% correct

Instructional level = 35 – 45 % correct

Frustration level = below 35%

 LITERATURE CITED

BOOKS

Anderson, Lorin W. 1990. The Effective Teacher: A Guide and Reading, McGraw
– Hill, New York, Pp. 17

Beach, David P. et al. 1980. Handbook for Scientific and Technical. New York.
Prentice – Hall Inc.

Escalabanan, Corazon G. 1986. Teaching the High School Subjects. Alemar –

Phoenix Publishing House Inc., Quezon City, pp. 71-72.

Gesser, Hyman D. Kinetic Molecular Theory of Gases, Descriptive Principles of

Chemistry 1994, 133, 644 – 645.

Lardizabal, Amparo S., Alicia S. Bustos, Luz C. Buco, Maura G. Tangco, 1991,
Principles and Methods of Teaching, 3rd Ed., Phoenix Publishing House
Inc., Quezon City, Pp. 111 – 112, 133.

Mortimer, Charles E. Boiling Point and Pressure. General Chemistry 1985, 272 –
273.

Salandalan, Gloria G. 2000; Teaching Approaches Strategies, Katha Publishing

Company Inc. Quezon City Pp. 85 – 87.

Walton, John. 1966. Toward Better Teaching in Secondary Schools. Boston. Allyn
and Bacon Inc.

Weiss, Gerald S. et al. 1985. Experiments in General Chemistry. New York.

Macmillan Publishing House Inc.,
JOURNALS
Johnstone, A. H and El-Banna. 1986. “Capacities, Demands and Process, A
Predictive Model for Science Education”, Education in Chemistry. pp. 80.

Kapucinski, B. P. 1998. “The Purpose of Laboratory Instruction in High School

Chemistry”, The Journal of Chemical Education, vol. 75, No. 4, pp 425-
435.

Lagowski, JJ. 1994. “Chemical Education: Past and Future”, Journal of Chemical
Education, vol. 58 No. 2, pp. 194-197.

Markow, Peter G. et al. 1993. “Usefulness of Concept Maps in College Chemistry

Laboratories: Students Perception and Effects on Achievements” Journal
of Research in Science Teaching. pp. 1149

Nakhleh, Mary B. 1994. “Chemical Education Research in the Laboratory

Environment”, The Journal of Chemical Education. Vol. 71, no. 3 pp. 201-
205.

UNPUBLISHED MATERIALS
Acuba, Carina P. et al. BSE-Chemistry. “The Laboratory Performance in Acid-
Base Chemistry Using Litmus Paper And The Experimental pH Paper of
the Third Year High School Students, IDS, MSU-IIT, SY 1998-1999”
College of Education, MSU-IIT, 1999.

Cabreza, S.B. et al, M.S. “Effectiveness of Lecture and Laboratory Methods in

Teaching Electrolysis of Water to Third Year Science Curriculum Students,
IDS, MSU-IIT”, Undergraduate Thesis, BSE- Chemistry, College of
Education, MSU-IIT, 1999.
Calvo, A.B. et al. “ The Secondary Schools Laboratory Facilities in Iligan City as
Perceived by the Chemistry Teachers, 1991-1992, Undergraduate Thesis,
MSU-IIT, Mar. 1993
WEBSITES

[1] http://www.nstic.net.ph/

[2] http://silver-lightning.com/tyndall/

[3] http://www.nstic.net.ph/chemistry.htm
 Republic of the Philippines
Mindanao State University
Iligan City
Department of Science and Mathematics Education

Date: _____________________

NOMINATION OF GUIDANCE/THESIS COMMITTEE

The following are recommended to compose the Thesis Guidance Committee of

_____________________________________ in the undergraduate program leading to
the Degree of _________________________.

Name Signature

1. _______________________ _____________________ Thesis Adviser

2. _______________________ _____________________ Member

3. _______________________ _____________________ Member

The members of the above-mentioned Thesis Guidance Committee shall perform

their function in accordance with the department policies on undergraduate thesis writing
(EDSC 199). The Adviser shall be entitled to honorarium in accordance with the Scheme
Honoraria approved by the Board of Regents, subject to the usual accounting and
auditing rules and regulations.

This committee shall be in force until the student has submitted a bound copy of
the thesis to the Dean of the College of Education.

RECOMMENDING APPROVAL: APPROVED:

___________________________ _____________________________
Program Adviser Chairman, DSME

Distribution:
All committee members
Program Adviser
Chairman, DSME