ABSTRACT

THE DEVELOPMENT AND

VALIDATION OF E-GAMES IN
TITLE : TEACHING PHYSICS

AUTHOR : Gerrymar V. Guce

Larry Jr. T. Valencia

Ralph Vincent A. Tollo

Lance Aeneas A. Vidal

COURSE AND ACADEMIC YEAR : STEM - Senior High School

School Year 2018-2019

TYPE OF DOCUMENT :Senior High School Research Paper

NUMBER OF PAGES : 44

NAME AND ADDRESS OF THE

SCHOOL : Morong National High School

Morong, Rizal

EXECUTIVE SUMMARY

Traditional teaching in Physics nowadays is losing its effectiveness due to the

inability to motivate the students, captivate their attention, and engage them to

discussion.

This study aims to develop e-games in teaching Physics that covers different

topics such as; precision, accuracy and significant figures for lesson 1 and electric

potential and electric potential difference for lesson 2.

 The study seeks to answer the following questions:

1. What is the level of acceptability of e-games as a learner’s material in

teaching Physics as perceived by the experts in terms of:

1.1 Objectives;

1.2 Organization;

1.3 Usefulness?

2. What is the level of performance in Physics of the control and

experimental group as revealed by the pre-test and post test results?

3. Is there a significant difference on the performance in Physics of

control group as revealed by the pre-test and post test result?

4. Is there a significant difference on the performance in Physics of

experimental group as revealed by the pre-test and post test result?

The researchers utilized a purposive-random sampling technique among the

grade 12- STEM students of Morong National High School as their strand is highly

associated in physics. For the data collection, the researchers used a questionnaire

checklist to test the level of acceptability of e-games as a learner’s material in teaching

Physics as perceived by the experts in terms of objective, organization, and usefulness,

and a pretest and posttest for the level of performance in Physics of the control and

experimental group. To determine the significant difference between the pre-test and

post-test scores of the respondents, the researchers utilized statistical treatment. The

researchers and respondents are well informed that they will part of the study and all of

the data gathered will be treated with the utmost confidentiality.

 On the Level of acceptability of E-games in teaching physics in terms of

Objectives, Organization and Usefulness, It reveals that in terms of objective, the

average mean score of the teacher respondents is 4.36 and interpreted as VMA or Very

Much Accepted. In terms of organization and presentation, the average mean score of

the teacher respondents is 4.48 and interpreted as VMA or Very Much Accepted. And in

terms of usefulness, the average mean score of the teacher respondents is 4.48 and

interpreted as VMA or Very Much Accepted.

On the significant difference of the control group and experimental group before

and after exposure to the E-games in teaching Physics, the experimental group

obtained P or Proficient on the following lessons: precision, accuracy and significant

figure, and electric potential and electric potential difference with the mean scores of

20.45 and 19.95 respectively. On the other hand, control group obtained AP or

Approaching Proficiency on the different lessons- lesson 1- precision, accuracy and

significant figures 2- Electric potential and electric potential difference with the mean

scores of 14.85 and 13.85 respectively.

On the result of the pretest and the posttest of the experimental group before and

after exposure to the developed E-game in teaching Physics with respect to the different

competencies, it was statistically found out that there is a significant difference on the

result of the experimental group on their pretest and posttest results in the different

topics in Physics: precision, accuracy and significant figure, and electric potential and

electric potential difference , since the probability values of .000 in all lessons do not

exceed the 0.05 alpha level of significance, therefore the null hypothesis is rejected and

found to be significant.
 On the result of the pretest and the posttest of the control group before and after

exposure to the E-games in teaching Physics with respect to the different

competencies, it is statistically found out that there is a significant difference on the

pretest and posttest.