The Effect of Using "Damabond" on the Interest and Achievement of Grade 9 Students in Chemical Bonding

Abstract

INTRODUCTION

Teaching Chemistry has always been a challenge especially to teachers who do not have enough background and training on this subject. In chemistry, students find chemical bonds and chemical bonding some of the most difficult topics. They commonly have misconceptions regarding ionic and covalent bonding and the types of elements involved in chemical bonding. Several teaching techniques were proven to be effective in teaching these topics to students, which resulted in improved academic performance of the students. Aside from the acquisition of pedagogical content knowledge (PCK), it has been proven that game-based learning helps enhance students' learning. The fact that students find it more interesting to learn topics, the researcher sought ways to give more enjoyable, yet a meaningful and educational way of learning chemical bonds and bonding. And this is through the utilization of DAMABOND.

METHODS

This study was administered to Grade 9 Students of Calamba Bayside National High School from SY 2015-2016, SY 2016-2017, and SY 2017-2018, comprised of 145; 157; and 150 students, respectively. The respondents were selected through purposive sampling technique. A mixed method of research was used in this study. The quantitative analysis focused on identifying the scores and the significant difference between these scores during the pre-posttest before and after implementation of DAMABOND for three consecutive school years. On the other hand, the qualitative analysis focused on determining students' interest in learning chemical bonds and bonding through focused group discussion (FGD) and interview.

RESULTS

Based on the results of the statistical tests conducted, a notable increase in the posttests were observed for three consecutive school years. The results revealed that most students who utilized DAMABOND showed more interest in the topic of chemical bonding. The respondents also strongly agreed that they find it enjoyable to learn chemical bonding with the use of DAMABOND.

DISCUSSIONS

Through DAMABOND, students were encouraged to become more participative and more engaged in chemical bonding lessons, which implied an improved interest in the lessons. More importantly, they were trained to become more peer-oriented and the value of friendly-competition is instilled in them as well. The study found out that using DAMABOND helped Grade 9 students improve their academic achievement, particularly in chemistry by providing a more enjoyable and stress-free way of learning.