Vous êtes sur la page 1sur 2

Conceptual Framework Without Laboratory Activity -Lecture/Class Demonstrations Solving Projectile Motion Problems -Board Exercises -Seatwork -Quiz

With Laboratory Activity -Lecture/Class Demonstrations -Laboratory/Hands-on Activity -Quiz Students Test Performance

Projectile motion is motion of an object travelling with or without a certain angle

upward or downward, affected by the pull of gravity. The solving of projectile motion involves a series of steps to be followed including the presentation of the given formula and its derivation. Before coming up with a solution, students undergo several mental processes such as comprehension and critical thinking. This leads to the implementation of various strategies, techniques and other means of instruction. In addition, the implementation and the selection of these kinds of activities aim to provide more knowledge and understanding to the learners, which will then be identified through the assessment of their learning task.

This study, which aims to identify the effectiveness of the implementation of the
laboratory activity to the solving of projectile motion problems, includes the following: First, the researchers will compare two of the most usual activities done during the discussion of projectile motion. The word-problem solving and board exercises will be conducted to the students who will not perform a laboratory activity. This is comprised of the class discussion proper, board exercises, seatwork and quiz. The seatwork is given as an application of the topic, Projectile Motion, depicting the use of projectile motion in real life. Then, the other students will perform the laboratory activity which requires a class discussion proper.


In exchange of the boards exercise and seatwork, these students will only perform the laboratory activity alone. Thus, their application of the discussed topic will be based through their performance task only. Moreover, this implies that the students who will perform the laboratory activity are expected to further understand the topic through their hands-on experience. Second, the group of students who will have either a laboratory or not, will be given a formative test after the completion of their varied learning tasks. The uniform quiz will be given, which aims to measure the learning of the students with the given differentiated activity. Lastly, the total performance of the students will be assessed based on the results of the conducted uniform formative quiz composed of several word problems illustrating projectile motion. Hence, the effectiveness of the laboratory activity in the solving of projectile motion problem will be identified by comparing the performance of the students who had the laboratory exercise versus the performance of the students who had the board exercises and seatwork.