A comparative study of two methods of teaching high school physics
Date of Publication
1987
Document Type
Master's Thesis
Degree Name
Master of Science in Teaching Major in Physics
Subject Categories
Bilingual, Multilingual, and Multicultural Education | Secondary Education and Teaching
College
Br. Andrew Gonzalez FSC College of Education
Department/Unit
Science Education
Thesis Adviser
Melecio Deauna
Defense Panel Chair
Bee Ching U. Ong
Defense Panel Member
Ma. Lourdes S. Bautista
Flordeliza C. Reyes
Abstract/Summary
This study investigates the comparative effectiveness of concurrent bilingual approach and the conventional pure English approach in the teaching of High School Physics. The investigative procedure used in the study was the experimental method. It utilized the non-equivalent control group design by Campbell and Stanley (1967). The population consisted of three sections of fourth year high school students of Our Lady Of Caysasay Academy and five sections of fourth year high school students of Rizal College. Each section consisted of 48 students. Two groups, the experimental group and the control group were formed. Each group consisted of one section from Rizal College and one section from Our Lady of Caysasay Academy. The experimental group was taught in the concurrent bilingual approach and the control group was taught in the pure English approach. Both groups were given mental ability tests. Their first periodic rating and mental ability test scores were used as covariates. At the end of the grading period, both groups were given the same achievement test in Physics. All the data used in this study were taken from the physics achievement test, the mental ability test and the first periodic rating in physics. The statistical technique employed in the analysis of data was the analysis of covariance through stepwise regression. All the variables, one dependent (achievement test in physics) and two independent (mental ability and first periodic rating in physics) were included in the regression analysis. In testing the hypothesis, the significance of the F-ratios were evaluated at the .05 probability level.
This study showed no statistical significant difference in the performance of students taught in concurrent bilingual approach and in pure English approach. Since mental ability is one of the best predictors of physics achievement, every teacher should know the mental ability of the students for a more effective learning situation to take place. Better learning output may be achieved through proper adjustment of one's methodology to the needs of the learner. Also, since majority of the students prefer the concurrent bilingual approach, more instructional materials or modules for the concurrent bilingual approach should be prepared in answer to the students' needs. An equivalent test in concurrent bilingual approach should likewise be administered to both groups.
Abstract Format
html
Language
English
Format
Accession Number
TG01522
Shelf Location
Archives, The Learning Commons, 12F Henry Sy Sr. Hall
Physical Description
115+ leaves ; 28 cm.
Keywords
Physics -- Study and teaching; Education (Bilingual)
Recommended Citation
Macaraig, V. D. (1987). A comparative study of two methods of teaching high school physics. Retrieved from https://animorepository.dlsu.edu.ph/etd_masteral/35