Holy Child College of Information Technology Inc.

ii
Orchid St., Brgy. Libertad, Surallah, South Cotabato

APPROVAL SHEET
Approved by the PANEL OF EXAMINERS on Oral defense with a grade of

Researchers: Tomarong, Jed A.

Carbon, Ven Acyl G,
Coloyan, Llannier Ysidore P.

Research Title: Computer - Assisted Simulation on Selected Topics in

Teaching Electric Circuits for High School Students

JED A. TOMARONG, LPT

Chair, Examiner

(NAME OF EXAMINER) (NAME OF EXAMINER)_

Examiner Examiner

Accepted and approved in partial fulfillment of the requirements for the

degree of Bachelor of Science in Secondary Education Major in Physical
Sciences (BSED – Physical Sciences)

ESTELA I. ARCALLO
School Principal

APRIL 21, 2018

Date of Oral Defense
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Orchid St., Brgy. Libertad, Surallah, South Cotabato

To all Science Teachers…

who sheds light to the lives of the students
on their journey to the world of Science.
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ACKNOWLEDGEMENT

Ms. Ella Alyssa G. Aguirre, our thesis advisor, who was been with us in

the journey of making this study. Our words of gratitude will never be enough for

all the effort, time, encouragement, and guidance you had given us from the start

of our thesis;

Dr. Marzokie M. Mocsir, the chair of the panel, Dr. Noemi B. Silva, and

Dr. Susan Joji V. Rolluqui, our panelists, who provided us valuable criticisms

and suggestions for the enhancement of our thesis;

Dr. Lynou R. Zacal, Dean of the College of Education, for his unending

support and words of encouragement in doing this study;

Mrs. Leann Jester D. Rosali, MST, for her perpetual assistance in

helping us check and analyze our data and results. We also thank her for

allowing us to conduct our pilot testing to one of the classes in the NDMU –

Senior High School Department;

Dr. Susana V. Dorado, Mrs. Leann Jester D. Rosali, MST, Mr. Angelo

Freidrich Ambalong, Mrs. Shirly B. Ambalong, Mrs. Gayle Grace S.

Electores, Ms. Princess Joy F. Dicto, Mrs. Ana Liza D. Polido, Ms. Janelle

Montes, Ms. Princess Bless Jamero, Ms. Johana Paula Jimenez, Mr. Ricky

John Rizaldo, Mr. Mark Cagurol, Ms. Dely Valdez, Ms. Kyna Mariz M.

Lenantud, Mr. Alvin Larida, Ms. Andrea Azores and Mr. Ian Garde who are
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expert in the field of Science for evaluating our teaching materials and computer-

assisted simulation.

Ms. Princess Joy F. Dicto and the Grade 12 STEM – 5 who accepted

and allowed us to conduct our pilot testing of our test questionnaires;

Mr. Enrique U. Dela Cruz, Jr. who allowed us to conduct our study at

Libertad National High School;

Mrs. Gayle Grace S. Electores, our cooperating teacher, for allowing us

to use her class time in the implementation of our thesis;

Grade 12 STEM Batch 1 and Batch 2 of Libertad National High

School, our respondents, for their active, cooperative participation during the
conduct of our study.
To our friends who never stopped encouraging us to finish our study. We
thank them for the constant moral support and prayers throughout the making of
this thesis.
Mr. and Mrs. Alex Carbon, Mr. and Mrs. Jerson Carbon, Mr. Rebecco
C. Pamplona, Jr., Mrs. Nenita C. Pamplona, Mrs. Niery P. Coloyan, and Mr.
and Mrs. Eddie S. Tomarong, our parents and guardians, for their continuous
support financially, emotionally, spiritually, and for their constant understanding
and unconditional love and care they give us which served as our motivation and
inspiration for us.
And above all else, to our Almighty God, for all the blessings, His
overwhelming grace, heavenly knowledge and wisdom, guidance, strength He
has showered and provided us to attain the accomplishment of this study. All
praises and honor belong to Him.

The Researcher
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ABSTRACT

This study was conducted to develop teaching materials with the adopted

computer – assisted simulation developed by University of Colorado, Boulder

and to assess the effectiveness of computer assisted simulation in teaching

electric circuits, specifically on the topics: 1) Ohm’s Law, 2) Series and Parallel

Circuits, and 3) Kirchhoff’s Laws. A quasi-experimental, Pretest/Posttest Non

Equivalent Groups design, was applied in this study. The researchers developed

teaching materials with adopted simulation. These were evaluated by seventeen

(17) Science teachers. General ratings of 4.32, 4.25, and 4.30 for the content,

instructional and technical quality of the lesson plan, 4.36 and 4.35 for the

content and design of the PowerPoint Presentations, and 4.34, 4.48, and 4.53 for

content, technical and instructional quality of the simulation, were obtained. Thus,

these teaching materials possess very good qualities. To assess the

effectiveness of the computer – assisted simulation, two classes of Grade 12

STEM students of Libertad National High School were used. The pretest/posttest

questionnaire was used. It was pilot tested to a class of Grade 12 STEM students

of Notre Dame of Marbel University, Senior High School Department. Based on

the results, there was an increase in the performance of the two groups based on

their posttest score. However, there is no significant difference in the posttest

scores of the two groups. Also, there is no significant difference in the posttest

scores of the two groups in each topic. Therefore, it can be concluded that both

the conventional method and the use of simulation are effective in improving the
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performance level of students in learning electric circuits. Furthermore, the

researchers recommend that similar studies should be conducted to other fields

and areas of Physics. The teaching materials developed with the simulation

should be used as supplemental tools in teaching.

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TABLE OF CONTENTS

Page

Title Page i

Approval Sheet ii

Dedication iii

Acknowledgement iv

Abstract vi

Table of Contents viii

List of Tables vii

List of Figures ix

List of Appendices x

CHAPTER

I THE PROBLEM 1

Introduction 1

Statement of the Problem 4

Significance of the Study 5

Scope of the Study 6

II REVIEW OF RELATED LITERATURE 9

Conceptual Framework 9

Related Literature 10

Definition of Terms 38
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III METHODOLOGY 39

Research Design 39

Localeof the Study 41

Respondents of the Study 45

Research Instrument 46

Computer – Assisted Simulation 48

Data Gathering Procedures 51

Data Analyses 53

IV PRESENTATION, ANALYSIS, AND INTEPRETATION

OF THE DATA 57

Development of the Lesson Plan and PowerPoint

Presentation 57

Evaluation of Lesson Plans 58

Evaluation of PowerPoint Presentations 62

Evaluation of Computer – Assisted Simulation 64

Difference in the Pretest Scores of the Control

and Experimental Group 67

Difference in the Posttest Scores of the Control

and Experimental Group 68

Comparison of Topics Based on the Posttest Scores 70

V FINDINGS, CONCLUSION, AND RECOMMENDATION 74

Summary of Findings 74

Conclusion 76

Recommendation 77
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REFERENCES 79
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LIST OF TABLES

Table Title Page

1 Interpreting Teachers’ Assessment on the

Qualities of the Lesson Plans 53

2 Interpreting Teachers’ Assessment on the

Qualities of PowerPoint Presentations
and Computer – Assisted Simulation 54

3 Index of Difficulty 55

4 Index of Discrimination 55

5 Decision Table 56

6 Mean Responses on Content of the Lesson Plan 59

7 Mean Responses on Technical Quality of the Lesson Plan 60

8 Mean Responses on Instructional Quality

of the Lesson Plan 61

9 Mean Responses on Content of the

PowerPoint Presentation 62

10 Mean Responses on Design of the

PowerPoint Presentation 63

11 Mean Responses on Content of the

Computer – Assisted Simulation 64

12 Mean Responses on Technical Quality of

the Computer – Assisted Simulation 65

13 Mean Responses on Instructional Quality of

the Computer – Assisted Simulation 66

14 Descriptive Statistics of the Pretest Scores

of the Control and Experimental Groups 67

15 Independent Samples T-test for Pretest

Score Comparison 68
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16 Descriptive Statistics of the Posttest Scores

of the Control and Experimental Groups 69

17 Analysis of Covariance Results of the Posttest

Performance of Students with their Pretest Scores
as the Covariate 69

18 Summary of the Posttest Mean Scores of the

Experimental and Control Groups 71

19 Independent Samples T-test for Posttest Score

Comparison in Ohm’s Law 72

20 Independent Samples T-test for Posttest Score

Comparison in Series and Parallel Circuits 73

21 Independent Samples T-test for Posttest Score

Comparison in Ohm’s Law 73

22 Table of Specification for the

Pretest/Posttest Assessment 159

23 Item Analysis for the Pretest/Posttest Assessment 161

24 Scores in the Pretest and Posttest of the Control Group 164

25 Scores in the Pretest and Posttest of the

Experimental Group 166

26 Descriptive Statistics for the Control Group 168

27 Descriptive Statistics for the Experimental Group 168

28 Test for Normality of the Control Group 168

29 Test for Normality of the Experimental Group 169

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LIST OF FIGURES

Figure Title Page

1 Conceptual Framework 9

2 Research Paradigm for Computer – Assisted

Simulation on Selected Topics in Teaching Electric
Circuits for High School Students 42

3 Screenshot of the Homepage of the

Computer – Assisted Simulation 48

4 Screenshot of the Sample Circuit in Ohm’s Law 49

5 Sample Series Circuit in Series and Parallel Circuits 49

6 Screenshot of the Sample Parallel Circuit in

Series and Parallel Circuits 50

7 Screenshot of the Sample Circuit in Kirchhoff’s

Circuit Laws 50
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LIST OF APPENDICES

Appendix Title Page

A Curriculum Objectives 89

B Lesson Plan for Ohm’s Law 90

C Lesson Plan for Series and Parallel Circuits 106

D Lesson Plan for Kirchhoff’s Rules 121

E Letter for the Cooperating Teacher 134

F Letter of Permission for the Pilot Testing 135

G Letter of Permission to the School 136

H Letter for the Validators 137

I Location Map of the Locale 154

J Pretest/Posttest Assessment 155

K Table of Specification 159

L Answer Key 160

M Item Analysis for Pretest/Posttest Assessment 161

N Scores of the Students in the Pretest and Posttest 164

O Data Analysis of the Control and Experimental Groups 168

P Evaluation Form for Simulation 170

Q Evaluation Form for Lesson Plan 172

R Evaluation Form for PowerPoint Presentation 174

S Frequency of Evaluators’ Responses on

Computer – Assisted Simulation 176

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T Frequency of Evaluators’ Responses on Lesson Plan 177

U Frequency of Evaluators’ Responses on PowerPoint

Presentation 178