The Effect Or Ray Diagram String Tool on Students Performance in Geometric Optics

Abstract

INTRODUCTION

Teaching and learning Ray Diagramming is challenging for instructors and students (Galili & Hazan, 2000). In fact, for the past 3 consecutive school years (2014-2015, 2015-2016, 2016-2017) at Pulo National High School, the least learned contents are a reflection of light in mirrors and refraction of light in lenses. The main objective of the study investigated the effect of the developed ray diagram string tool kit on the performance of Grade 10 students in Geometric Optics specifically on the image formed by concave and convex mirrors.

METHODS

This study utilized a quasi-experimental design. Specifically, the nonequivalent pre-test and post-test contest control-group design were employed in carrying out the investigation. Two sections of Grade 10 students enrolled for the SY 2017-2018 with comparable performance were the respondents of the study. Both groups were pre-tested and post-tested. The experimental group were allowed to determine the characteristics of an image using the ray diagram string tool kit while the control group was taught using the traditional method of constructing ray diagrams through pencil and ruler

RESULTS

The result of the pre-test indicates the level of understanding of the experimental and control groups are low (X=4.355; X=4.516). On the other hand, the post-test result indicates that the level of understanding of the experimental and control groups are average (X=9.1299; X=8.903). Using two-tailed t-test to determine the decision in accepting or rejecting the null hypothesis, the critical value α is set at 0.05 with degrees of freedom of 60, where in the level of significance is 2.00. Since the computed t (.05) =0.39, use of ray diagram kit made no significant difference in the level of understanding between groups.

DISCUSSIONS

The use of aray diagram kit as an intervention material increases students’ performance but cannot cause a significant effect compared to the group who undergo the traditional method. Hands-on activities truly increase students’ performance by helping them learn the scientific concept. There are several conventional strategies use in teaching scientific concepts, stills teachers should continue to search and develop more effective strategies. In regards to this, the Department of Education must create training workshops in improvisation, especially for Science teachers. This will widen the teacher’s knowledge in implementing interventions that will aid fruitful learning.