“THE IMPACT OF THE EXCESSIVE USE OF CELLPHONE IN THE

ACADEMIC PERFORMANCE OF THE IN CALMAY INTEGRATED SCHOOL

2018-2019”

I. INTRODUCTION

A. The Problem and Its Background

Technology is a blessing for man. With technology, there is a lot that we can do

which we could not do then (Corpuz and Lucido 2008, Educational Technology 1). In

fact, using technology has been the trend here in the Philippines. Many forms of modern

technologies such as computer gadgets, laptops, tablets, flash drives, printers, scanners,

tablets, interactive whiteboards, mobile phones,internet technology and the likes

phones have affected today’s schools in several different ways, creating a summit

moment in educational history across the globe. With these, changes have been served

in schools.

There is no doubt that modern technology specifically the cellphone has a great

impact in our life. It plays an important role in human life from various ways. It helps us

to operate many critical and complex processes easily and effectively especially in the

education sector wherein it strongly influenced majorly and changes the way of learning.

However, despite of the positive trends that technologies offer in Education, when not

used properly, technology becomes detriment to learning development. The abuse and

misuse of the technologies can destroy relationships and one’s life.

 Mobile phones have become an almost essential part of daily life since their rapid

growth in popularity in the late 1990s. A nationwide survey conducted in 2010 shows

that mobile phones are the most necessary medium of communication for adolescents.

It has virtually affected the society’s accessibility, security, safety and coordination of

business and social activities and has hence become a part of culture of the whole

world.

As the new curriculum rise, methodologies in teaching also progress, the

manifestation of this is the use of mobile phones as tool in the teaching-learning process

inside the classroom. Surprisingly, research on the influence of mobile phone on our

school today has not been given much attention. There is the conflicting priority of

young people, parents and teachers in relation to the mobile phone device, with

teachers more concerned about issues such as discipline in the classroom and parents

worried about means of contacting their children at every point in time.

According to majority of research done so far, it was discovered that the

use of mobile phone in schools is problematic. As Ling and Helmersen states, the

mobile phone is ―at cross purpose with the mission of the school. While in school

students are supposed take on their prescribed roles as student with full

concentration on their studies and free from contact with the outside world.

However, the mobile phone gives room to blending students’ roles with other

roles thus distracting and disrupting the students’ academic work. In the past

when fixed telephones were the norm in schools, there were minimum

distractions and disruptions but presently with the invasion of mobile phone and the

eagerness of parents to maintain contact with their wards, the device is becoming

part of the classroom. Thus, the mobile phone has the power to undermine the
schools’ authority and weaken their control over students as well as affects their level

of academic performances.

In the school where the researcher teaches, students had been observed to

spend more time in using their cellphone rather than scanning their books. During break

time, almost all students use their phones in different purposes. They prefer mobile

phones more than books. Most students have a mobile device, even though they’re not

permitted to have one in most schools. Research shows that nearly 90% of students

have their mobile devices with them during the school day. The presence of cell phones

presents both opportunities and challenges for today's students. Mobile phones can be a

helpful academic tool, or a hurtful academic disruption depending upon the attitude and

use pattern of the students and the policies of the schools they attend.

Anything excessive is not good and unhealthy thus, this study therefore,

attempts to find out “The Impact of the Excessive Use of Mobile Phones in the Academic

Performance of the High School Students in Calmay Integrated School.

B. Statement of the Problem

In the past one decade, Mobile phone was not as rampant among users

compared to how it is now being used; especially among secondary Schools’ students.

Recently, mobile phone which comes in different types/models each for specific

tasks/functions is one of the basic essential gadgets possessed by an average school

student which relatively might certainly influence such students’ academic performance.

This study therefore, seeks to address the impact of mobile phones on student

performance in secondary Schools

 1.) Determine the positive and negative effects of the following modern

technologies among the students (Grade 7, 8, 9).

a. Cellphones
b. Computer gadgets
c. Internet
2.) Obtain the consequences of excessive use of gadgets to those students and;
3.) Give the students advices on how to control using these gadgets.

This study dealt on the utilization of puzzles in solving problem exercises in Grade 10

Science in Calmay Integrated School.

Specifically, it sought to answer the following questions:

1. What is the performance of students in Grade 10 Science when puzzles

are used in solving problem exercises?

2. What is the performance of students in Grade 10 Science when

exposed to the conventional way of solving problem exercises?

3. Is there any significant difference between the performance of

students in Grade 10 Science when using puzzles in solving

problem exercises and the performance of students when

exposed to conventional way of solving problem exercises?

Null hypothesis:

There is no significant difference between the performance of students in Grade

10 Science when puzzles are used in solving problem exercises and the performance of

students when exposed to conventional way of solving problem exercises.

C. Significance of the Study:

The completion of this research will benefit the following:

Teachers: It will help the teachers’ choose appropriate teaching technique to use in the

classroom for the improvement of the learners in Science. Also this study will serve as

eye opening for the teachers to improve and to innovate more classroom activities for

the total learning of the students.

Students: It will help them discover their strengths and weaknesses in learning. This

study will also help them increase their level of confidence and develop higher order

thinking skills while elevating their interpersonal relationship.

School/Division: It will serve as reference material to design and use future

curriculum. It will also use as guide for the development of the teaching-learning

process in the country.

D. Scope and Delimitation of Study

This study will include only Grade 10 students in Calmay

Integrated School, Calmay,Laoac, Pangasinan who are low performers in Science

particularly in solving problem exercises for the S.Y. 2018- 2019. This study was

conducted from October to December 2018 at Laoac Integrated School, Laoac,

Pangasinan for the SY. 2018- 2019.

Definition of Terms

Conventional - traditional; following the usual practice of the past/ based on or

in accordance with what is generally done or believed

Deductive -relating to logical deduction/ involving inferences from general principles

Dilemma -a situation in which a difficult choice has to be made between two or

more alternatives, especially equally undesirable one

Diversity - the condition of having or being composed of differing elements :

variety especially : the inclusion of different types of people (such as

people of different races or cultures) in a group or organization

programs intended to promote diversity in schools

Innovation -can be simply defined as a "new idea, creative thoughts, new

imaginations in form of device or method". It can also viewed as the

application of better solutions that meet new requirements and

unarticulated needs

Utilization - The action of making practical and effective use of something. 'steps to

increase the utilization of resources' 'efficient storage utilization'

II. REVIEW OF RELATED LITERATURE AND STUDIES

A puzzle is a game, problem, or toy that tests a person's ingenuity or knowledge.

In a puzzle, one is required to put pieces together in a logical way, in order to arrive at
the correct solution of the puzzle. There are different types of puzzles for different ages,

such as crossword puzzles, word-search puzzles, number puzzles, or logic puzzles.

Puzzles are often devised as a form of entertainment but they can also arise

from serious mathematical or logistical problems. In such cases, their solution may be a

significant contribution to mathematical research.

Solutions of puzzles often require the recognition of patterns and the creation of

a particular kind of order. Sometimes not because of how complicated and diagonal the

pattern can get. People with a high level of inductive reasoning aptitude may be better

at solving such puzzles than others. But puzzles based upon inquiry and discovery may

be solved more easily by those with good deduction skills. Deductive reasoning improves

with practice.

Math is an interesting subject to talk about, particularly when it comes to

younger kids – I’m thinking any age below college, when Math is usually mandatory

every year. Those of you who, like me, remember your high school days well probably

remember

that a good percentage of the school population self-described as “just not good at

Math”. I always found that interesting, probably because Math came naturally to me.

There seems to be a perception that Math skills are intrinsic to some people – you’re

either born good at it, or you’re not.

Rather than having two groups of people, or in these case children that are;

‘good at math’ and ‘not good at math’, we really have groups that could be labeled;

‘anxious about math’, ‘not anxious about math’. According to Stanford Medicine’s article,

“Even if they are good at math, many children feel anxious about doing math problems.

For some, the anxiety persists throughout life, discouraging them from pursuing
advanced math and science classes as well as careers that rely on mathematical

expertise.”

Games have been a widely utilized form of study by students and teachers alike,

across all age groups and areas of study. These methods are a desirable learning

method, as they can make studying more enjoyable (Franklin et al., 2003; Weisskirch,

2006; Crossman & Crossman, 1983). Haun (1985) reports a number of benefits to using

games in the classroom, including teaching students alternative techniques to studying,

impacting cognitive development, motivating students to learn instead of simply

memorizing, and boosting students’ confidence when they get a correct response.

Due to the fact that games are a useful tool, it is not surprising how many

different types of games are used for test review and classroom teaching at the school

level. BINGO (Klepper, 2003), simulation games and role playing (Childers, 1996),

games formatted like the Olympics (Clark, 1997), Jeopardy-type games (Rotter, 2004),

web-based quizzing (Gurung& Daniel, 2006), discussion games (Franklin et al., 2003),

and crossword puzzles (Weisskirch, 2006; Franklin et al., 2003; Crossman & Crossman,

1983; Childers, 1996) have all been used by instructors to review course material. Using

these different approaches to learning can be helpful in several ways. Games can relieve

the tedium of lecture and traditional teaching methods, as well as create a more relaxed

and friendly classroom atmosphere (Dorn, 1989). Reinforcement of critical information

can be done through the novel use of games instead of rote practice (Rotter, 2004).

This can increase the amount of attention students give to the material, thus increasing

retention (Klepper, 2003). Another positive outcome of using games in the classroom is

that participation in them makes learning a matter of direct experience (Dorn, 1989),

and research has shown that students prefer hands-on learning such as this (Moore
&Dettlaff, 2005). Making students’ interaction with material active rather than passive is

important as “the mind is an instrument to develop rather than a receptacle to be filled”

(Dorn, 1989, p. 5). With these benefits in mind, the puzzle stands out from the rest as a

classroom tool. Puzzles have been used successfully in many different disciplines

(Childers, 1996), showing their versatility and flexibility. They are also a useful tool as

most people are already familiar with them, which reduce the need to explain directions,

saving class time (Crossman & Crossman, 1983; Weisskirch, 2006). Additionally, these

puzzles are often perceived as being a recreational activity, therefore making them more

enjoyable and less threatening than traditional teaching techniques (Crossman &

Crossman, 1983; Childers, 1996).

A good puzzle should demand the exercise of our best wit and ingenuity, and

although a knowledge of mathematics and a certain familiarity with the methods of logic

are often of great service in the solution of these things, yet it sometimes happens that

a kind of natural cunning and sagacity is of considerable value. For many of the best

problems cannot be solved by any familiar scholastic methods, but must be attacked on

entirely original lines. This is why, after a long and wide experience, one finds that

particular puzzles will sometimes be solved more readily by persons possessing only

naturally alert faculties than by the better educated. The best players of such puzzle

games as chess and draughts are not mathematicians, though it is just possible that

often they may have undeveloped mathematical minds.

It is extraordinary what fascination a good puzzle has for a great many people.

We know the thing to be of trivial importance, yet we are impelled to master it, and

when we have succeeded there is a pleasure and a sense of satisfaction that are a quite

sufficient reward for our trouble, even when there is no prize to be won. What is this
mysterious charm that many find irresistible? Why do we like to be puzzled? The curious

thing is that directly the enigma is solved the interest generally vanishes. We have done

it, and that is enough. But why did we ever attempt to do it?

The answer is simply that it gave us pleasure to seek the solution - that the

pleasure was all in the seeking and finding for their own sakes. A good puzzle, like

virtue, is its own reward. Man loves to be confronted by a mystery - and he is not

entirely happy until he has solved it. We never like to feel our mental inferiority to those

around us. The spirit of rivalry is innate in man; it stimulates the smallest child, in play

or education, to keep level with his fellows, and in later life it turns men into great

discoverers, inventors, orators, heroes, artists and (if they have more material aims)

perhaps millionaires.

Puzzles can be made out of almost anything, in the hands of the ingenious

person with an idea. Coins, matches, cards, counters, bits of wire or string, all come in

useful. An immense

number of puzzles have been made out of the letters of the alphabet, and from those

nine little digits and cipher, 1, 2, 3, 4, 5, 6, 7, 8, 9, and 0.

Children learn best when they are engaged in games. It makes them excited and

makes them want to practice and learn. (Ann Brunner, Math Teacher at St. Stephens)

THORETICAL AND CONCEPTUAL FRAMEWORK

The model of classroom action research used in this study is based on

the model developed by Kemmis and McTaggart (1988) in Burns (1999:32) who state

that action research is a form of collective self-reflective inquiry undertaken by

participants in social situations in order to improve the rationality and justice of their
own social or educational practices, as well as their understanding of these practices and

the situations in which these practices are carried out. This occurs through a dynamic

and complementary process which consists of four fundamental steps in a spiraling

process. They are as follow: Planning, Action, Observation and Reflection.

II. RESEARCH METHODOLOGY

Research Design

This research was a classroom action research. As stated by Burn (2010), action

research is to be self-reflective in critical and systematic approach to look at how

teaching works and to see parts of teaching that could have been better improved. The
 teaching parts could be the teacher, the students and the teaching and learning

technique. This research was focused on

The Utilization of Puzzles in the Problem Solving Skills of Students in Grade 10 Science in

Calmay Integrated School”.

PLAN OF ACTION

A. Objectives

General Objective:

This study aimed to enhance the performance of students in solving

problem exercises in Grade 10 Science.

Specific Objectives:

1. To be able for the students to solve problem exercises in Grade 10

Science with high performance.

2. To make students in Grade 10 Science be motivated in solving problem

exercises with the use of puzzles.

3. To make students develop critical thinking skills in understanding the

applications of mathematical equations used in Grade 10 Science in solving

problem solving exercises.

B. Time Frame

This study was conducted from November to December 2018 at Calmay

Integrated School, Laoac, Pangasinan for the SY. 2018-2019.

C. Target Participants
 The subject of this study were all the Grade 10 students from Grade 10-

Jasper and Grade 10- Garnet in Calmay Integrated School, Laoac, Pangasinan

who are low performers in Science particularly in solving problem exercises for

the S.Y. 2018-2019.

D. Activities Undertaken

The researcher sought permission from the concern school and division

authorities to conduct the said study. The following steps and procedures were

done: the researcher determined the students who are low performers in solving

problem exercises. They were taught the same concepts and procedures in

solving problem exercises but they were exposed in two different problem

solving strategies in their quizzes. First, students were given quizzes on problem

solving with the use of conventional way of solving problem exercises. Then, the

results of their quizzes served as the pretest. After that, they were given the

same type of quiz but puzzle was used in their quizzes. The results of their

quizzes served as the posttest. (See Appendix A).

E. Evaluation Criteria
The main tool in gathering pertinent information on the effect on

student’s performance in Grade 10- Science were the test questions in their

quizzes in Science involving problem solving exercises. The results of their

quizzes will be recorded, tabulated and analyzed according to the problems of

the study.
 The following statistical tools were used to answer the problems of the

study: mean and standard deviation. The t- test will be used to determine the

significant difference on the mean score of the students.

F. Research Design
The single group experimental design was used to compare which of the

two strategies improved the problem solving skills of students in Grade 10

Science. This design involves a single treatment with two or more levels.

Experimental method is used to determine whether or not there is a relationship

that exists between two or more quantifiable variables. The main objective of this

study is to describe the nature of the situation as it exists at the time of the study

and to explore the causes of particular phenomena.

IV. PRESENTATION, ANALYSIS and INTERPRETATION OF DATA

Presentation of Data

This study aimed to enhance the performance of students in solving

problem exercises in Grade 10 Science. The data gathered were recorded,

tabulated, organized, computed, analyzed, and interpreted in accordance with

the stated problems of the study. The statistical tools used were average

weighted means, and t-test. All data were encoded using the MS Excel Program

and computed using the Statistical Package for the Social Sciences (SPSS),

version
 Table 1. Quiz Results of G10- Jasper Students When Exposed to Conventional

Way of Solving Problem Exercises in Grade 10- Science

Respondent Quiz Quiz Quiz Total Descriptive

No. 1(20) 2(20) 3(20) 60 Rating
1 12 11 13 36 P
2 10 12 14 36 P
3 15 16 14 45 F
4 10 16 15 41 P
5 10 10 12 32 P
6 12 14 16 42 P
7 8 13 11 32 P
8 7 8 13 28 P
AWM 36.5 P
Raw Score Descriptive Rating
54- 60 Outstanding
51- 53 Very Good
48- 50 Good
45- 47 Fair
44 below Poor

Table 1 shows that the average weighted mean of G10- Jasper when exposed to

conventional way of solving problem exercises is 36.5 with an equivalent rating of poor.

Table 2. Quiz Results of G10- Jasper Students When Exposed to Unconventional Way
(With the use of Puzzles) of Solving Problem Exercises in Grade 10- Science

Raw Score Descriptive Rating

 Table 2 shows that when the G10- Jasper students were exposed to puzzles in solving
problem exercises their average weighted mean is 55.00 with an equivalent rating of
outstanding.

Posttest
Respondent No. Pretest
Unconventional
(Jasper) (Conventional)
(Puzzles)
Table 1 57 36 3.
Pretest 2 54 36 and
3 54 45
4 56 41
5 57 32
6 55 42
7 53 32
8 54 28
SD 1.511857892 5.806400409
Posttest Results of 10- Jasper Students on the use of Conventional and Unconventional
way of Solving Problem exercises in Grade 10 Science

Respondent Quiz Quiz Quiz Total Descriptive

No. 1(20) 2(20) 3(20) 60 Rating
1 17 20 20 57 O
2 17 17 20 54 O
3 17 17 20 54 O
4 16 20 20 56 O
5 17 20 20 57 O
6 15 20 20 55 O
7 16 17 20 53 VG
8 17 17 20 54 O
AWM 55.00 O

54- 60 Outstanding
51- 53 Very Good
48- 50 Good
45- 47 Fair
44 below Poor

There are two tests shown in the table, the pretest and posttest. The mean

performance score reflected the knowledge of the students before and after the

exposure in the problem solving strategy which was the used of puzzles in solving
problem solving exercises in Grade 10 Science. The t-test for correlated means is

presented below to test the significant difference on the scores of 10- Jasper students

before and after exposure to puzzles.

t-Test: Paired Two Sample for Means

Unconventional(Puzzles Conventiona
) l
Mean 55 36.5
Variance 2.285714286 33.71428571
Observations 8 8
Pearson Correlation 0.065094455
Hypothesized Mean
Difference 0
Df 7
t Stat 8.862797545
P(T<=t) one-tail 2.35672E-05
t Critical one-tail 1.894578604
P(T<=t) two-tail 4.71343E-05
t Critical two-tail 2.364624251

The means were compared, analyzed and interpreted. The mean of the pretest

was 36.5 and posttest was 55.0 with a mean difference of 18.5 with a 50.68% mean

percentage increase. Since the computed t-value is greater than the tabulated value at

0.05 level of alpha and the p-value is less than 0.5 level of significance, results revealed

that the mean difference between the pretest and posttest really differ with each other

at both levels of significance.

Thus, the used puzzles in solving problem exercises in Grade 10 Science

remarkably improved the problem solving skills of Grade 10 Jasper students in Science

Table 4. Quiz Results of G10- Garnet Students When Exposed to Conventional

Way of Solving Problem Exercises in Grade 10- Science
 Respondent Quiz Quiz Quiz Total Descriptive
No. 1(20) 2(20) 3(20) 60 Rating
1 8 10 12 30 P
2 10 11 13 34 P
3 15 16 14 45 F
4 15 16 15 46 F
5 10 15 10 35 P
6 10 16 16 42 P
7 12 14 15 41 P
8 10 14 13 37 P
AWM 38.38 P

Raw Score Descriptive Rating

54- 60 Outstanding
51- 53 Very Good
48- 50 Good
45- 47 Fair
44 below Poor

Table 4 shows that the average weighted mean of G10- Garnet when exposed to

conventional way of solving problem exercises is 38.38 with an equivalent rating of

poor.

Table 5. Quiz Results of G10- Garnet Students When Exposed to Unconventional Way
(With the use of Puzzles) of Solving Problem Exercises in Grade 10- Science

Responden Quiz Quiz Quiz Total Descriptive

t No. 1(20) 2(20) 3(20) 60 Rating
1 17 17 20 54 O
2 17 20 17 54 O
3 17 20 20 57 O
4 20 20 20 60 O
5 17 20 20 57 O
6 16 17 20 53 VG
7 17 17 20 54 O
8 17 20 20 57 O
AWM 55.7 O
5
Raw Score Descriptive Rating
54- 60 Outstanding
51- 53 Very Good
 48- 50 Good
45- 47 Fair
44 below Poor
Table 5 shows that when the G10- Garnet students were exposed to puzzles in

solving problem exercises their average weighted mean is 55.75 with an equivalent

rating of outstanding.

Table 6. Respondent Posttest Pretest and

Pretest
Posttest No. Unconventional Results of 10-
(Conventional)
Garnet on the (Garnet) (Puzzles) use of
Conventional 1 54 30 and
Unconvention 2 54 34 al way of
Solving 3 57 45 Problem
exercises in Grade 10
4 60 46
Science
5 57 35
6 53 42
7 54 41
8 57 37
SD 2.375469878 5.650537269

There are two tests shown in the table, the pretest and posttest. The mean

performance score reflected the knowledge of the students before and after the

exposure

in the problem solving strategy which was the used of puzzles in solving problem solving

exercises in Grade 10 Science. The t-test for correlated means is presented below to test
the significant difference on the scores of 10- Garnet students before and after exposure

to puzzles.

t-Test: Paired Two Sample for Means

Unconventional(Puzzles Conventiona
) l
Mean 55.75 38.75
Variance 5.642857143 31.92857143
Observations 8 8
Pearson Correlation 0.452326069
Hypothesized Mean Difference 0
Df 7
t Stat 9.535268655
P(T<=t) one-tail 1.4626E-05
t Critical one-tail 1.894578604
P(T<=t) two-tail 2.9252E-05
t Critical two-tail 2.364624251

The means were compared, analyzed and interpreted. The mean of the pretest

was 38.75 and posttest was 55.75 with a mean difference of 17.0 with a 43.87% mean

percentage increase. Since the computed t-value is greater than the tabulated value at

0.05 level of alpha and the p-value is less than 0.5 level of significance, results revealed

that the mean difference between the pretest and posttest really differ with each other

at both levels of significance.

 Thus, the used puzzles in solving problem exercises in Grade 10 Science

remarkably improved the problem solving skills of Grade 10 Garnet students in Science.

V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

A. Conclusions:
1. Problem solving skills and critical thinking skills of students are enhanced

when exposed to puzzles.

2. Using appropriate teaching strategies will help enhance the performance of

students in Grade 10 science particularly in solving problem exercises.

3. There is a significant difference between the performance of the Grade 10

students when puzzles in solving problem exercises were utilize and the

performance of students when exposed to conventional way of solving

problem exercises
B. Recommendations:
This study recommends the following:
1. The teacher should constantly find alternative ways in improving the

performance of students in Grade 10 Science particularly in solving problem

exercises.
2. Try other types of puzzles in developing the problem solving skills and critical

thinking skills of students.

3. Let the Grade 10 Science teachers from all levels to employ this kind of

strategy in enhancing the problem solving skills of students in Grade 10

Science.

IX. BIBLIOGRAPHY
A. Unpublished Thesis

Corona, Leonilyn M. (June 2004). Laboratory Behaviors and Management Approaches of

Science Teachers in Relationship to Science Attitude and Achievements of
Students. Pangasinan State University- Graduate School, Urdaneta City.

Dizon, Armida V. (March 2005). The Teaching of Integrated Science Process Skills
Among Private Schools in Tarlac City. Pangasinan State University- Graduate
School, Urdanneta City.

B. Manuals

Research Monograph: Guidelines and Stanndards for Research. (2001). College

Research Council. PSU- Bayambang.

Research I: A compilation of Instructional Enrichment Materials Special Science Classes

of S & T Oriented High Schools. Compiled by Science Education Institute,
DOST, Engineering and Science Education (ESEP).

C. Books

Calderon, Jose F., Ed. D. (2006). Methods of Research and Thesis Writing.
National Bookstote.

Mclaughin, Charles W., et. al. (1997). Glencoe Physical Science. McGraw Hill
Companies Inc.

Sevilla, Consuelo, et. al. (1998). Research Methods. Rex Bookstore. Manila

D. Internet

https://en.wikipedia.org/wiki/Puzzle

http://info.thinkfun.com/stem-education/how-can-you-address-your-childs-math-anxiety

http://www.puzzles.com/PuzzleClub/Articles/Loyd-Dudeney-GTO.htm

http://www.puzzles.com/PuzzleClub/Articles/CanterburyPuzzles.htm

http://www.puzzles.com/PuzzleClub/Articles/AhaInsight.htm

APPENDICES
Appendix A
ACTIVITIES UNDERTAKEN FROM AUGUST 15, 2013
 UP TO NOVEMBER 25, 2013

Activities August September October November

1. Preparation of Permit and Proposal 15

2. Submission of Permit and Proposal in 27

the Division Office

3. Identifying and grouping of low 2

performer students in physics

4. Administering quizzes after 6,13,20,27 4,11,18,25

discussing topics in physics involving
problem solving exercises.

5. Checking of quizzes 4 4-6

6. Tallying of scores 11 4-6

7. Analysis and computation of data 18 7-8

8. Computation of mean score, standard 25 11

deviation and t- value at .05 level of
significance

9. Analysis and interpretation of the 4

data

10. Consolidation of evaluation sheets, 5-6

pictures, etc. as appendices

11. Re- checking and finalizing the 7-8

research

12. Passing of certificate of completion 11

in the Division Office.

Appendix B.1
Quiz 1. Conventional Way of Solving Problem Exercises

Name: ___________________________ Year & Sec.: ____________________ Score:

_________
 Quiz 1
Problem Solving on Electromagnetic Waves ( c= λ f) where c= speed of light in vacuum,
3 x 108 m/s; E = hf ( h= Planck’s constant, 6.63 x 10-34 J.s)

Solve the following problem exercises with solutions (2 points each). For additional 2
points, you should be able to solve all the problem exercises correctly.

A. Find the wavelength of a radio wave traveling at 3.0 x 10 8 m/s with a frequency
of 5.40 x 105 Hertz.
B. The colors of the spectrum can be measured in units of wavelength, frequency,
or energy, which are alternative ways of describing colors of light waves. The
human eye is sensitive to light with a wavelength of 5.60 x 10 -7 m, which is a
yellow green color. What is the frequency of this wavelength?
C. The wavelength of a monochromatic light source is measured to be 6 x 10 -7 m in
a diffraction experiment. What is the frequency
D. A light wave has a frequency of 4.90 x 10 14 cycles per second. What is the
wavelength?
E. What is the energy of the gamma ray photon of frequency 5 x 10 20 Hz?
F. What is the energy of a microwave photon of wavelength 1.00 mm?
G. A monochromatic light source used in a diffraction experiment has a wavelength
of 4.60 x 10-7 m. What is the energy of a photon of this light?
H. What is the energy of a photon of violet light with a frequency of 7.00 x
1014Hertz?
An electromagnetic wave with a frequency of 20.0 MHz propagates with a speed
of 1.90 x 108 m/s in a certain piece of glass. Find the wavelength of t

22
Appendix B.2
Quiz 1. Solving Problem Exercises with the Use of Puzzle (Unconventional)
Name: __________________________ Year & Sec.: ___________________Score:
__________

THE GREAT ENCHANTED BOX PUZZLE

From the answer list below, choose the correct answer that best completes each problem exercises below. Use
the equations: c = λ x f; E = hf for your solution. Write the number of the answer in the proper space of the Great Box
below. If you choose the correct answers, the sum of the numbers in each row across and down, and in the diagonal
boxes will be the same. You will use all the answers from the answer list. Each problem will be given 2 points and if you
got all the problem exercises, you will be given additional 2 points. Show your solutions.

Quiz 1
Problem Solving on Electromagnetic Waves ( c= λ f) where c= speed of light
in vacuum, 3 x 108 m/s; E = hf ( h= Planck’s constant, 6.63 x 10-34 J.s)
A. Find the wavelength of a radio wave traveling at 3.0 x 10 8 m/s with a frequency
of 5.40 x 105 Hertz.
B. The colors of the spectrum can be measured in units of wavelength, frequency,
or energy, which are alternative ways of describing colors of light waves. The
human eye is sensitive to light with a wavelength of 5.60 x 10 -7 m, which is a
yellow green color. What is the frequency of this wavelength?
C. The wavelength of a monochromatic light source is measured to be 6 x 10 -7 m in
a diffraction experiment. What is the frequency
D. A light wave has a frequency of 4.90 x 10 14 cycles per second. What is the
wavelength?
E. What is the energy of the gamma ray photon of frequency 5 x 10 20 Hz?
F. What is the energy of a microwave photon of wavelength 1.00 mm?
G. A monochromatic light source used in a diffraction experiment has a wavelength
of 4.60 x 10-7 m. What is the energy of a photon of this light?
H. What is the energy of a photon of violet light with a frequency of 7.00 x
1014Hertz?
I. An electromagnetic wave with a frequency of 20.0 MHz propagates with a speed
of 1.90 x 108 m/s in a certain piece of glass. Find the wavelength of the wave in
the glass.

ANSWER LIST
1.) f= 5.36 x 1014 2.) 9.5 m 3.) 6.12 x 10-7 m
Hertz
4.) E= 4. 3 x 10-19 J 5.) E= 3.32 x 6.) f= 5 x 1014
10-13 J Hertz
7.) E= 1.99 x 10-22 J 8.) 2.41 x 103 m 9.)E = 4.64 x 10-
19
J

A B C

D E F
 G H I

THE GREAT ANSWER BOX

TOTAL: _________________
23
Appendix C.1
Quiz 2. Conventional Way of Solving Problem Exercises

Name: ___________________________ Year & Sec.: ____________________ Score:

_________

QUIZ 2
Problem Solving on Concave and Convex Mirrors. Use the equations: 1/f = 1/p +1/q;
h’/h = p/q

Solve the following problem exercises with solutions (2 points each). For additional 2
points, you should be able to solve all the problem exercises correctly.

A. What is the image distance if a 7.00 cm tall object is placed 30.0 cm from a concave
mirror having a focal length of 10.0 cm?
B. What is the image height of an object in problem A?
C. A man 1.30- m tall stands 5.20 meters from a concave mirror. If the image could be
formed on a screen 15.0 cm from the mirror. What is the size of the image?
D. What is the focal length of the concave mirror in problem C?
E. An object is kept at a distance of 15 cm from a concave mirror with a radius of
curvature of 60 cm. Find the image distance.
F. An object placed 5 cm from a concave mirror produces a real image of 20cm. find
the radius of curvature of the mirror.
G. An object is placed 33.7 cm from the convex mirror with a focal length of 10.7 cm.
Determine the image distance.
H. A 7.0 cm tall light bulb is placed a distance of 37.5 cm from a convex mirror having a
focal length of -12.5 cm. Determine the image distance
I. Determine the image size of an object in problem H.
 24
Appendix C.2
Quiz 2. Solving Problem Exercises with the Use of Puzzle (Unconventional)

Name: ___________________________ Year & Sec.: ____________________ Score:

________

THE GREAT ENCHANTED BOX PUZZLE

From the answer list below, choose the correct answer that best completes each problem exercises below. Use
the equations: 1/f = 1/p +1/q; h’/h = p/q for your solution. Write the number of the answer in the proper space of the
Great Box below. If you choose the correct answers, the sum of the numbers in each row across and down, and in the
diagonal boxes will be the same. You will use all the answers from the answer list. Each problem will be given 2 points and
if you got all the problem exercises, you will be given additional 2 points. Show your solutions.

QUIZ 2
Problem Solving on Concave and Convex Mirrors
A. What is the image distance if a 7.00 cm tall object is placed 30.0 cm from a concave
mirror having a focal length of 10.0 cm?
B. What is the image height of an object in problem A?
C. A man 1.30- m tall stands 5.20 meters from a concave mirror. If the image could be
formed on a screen 15.0 cm from the mirror. What is the size of the image?
D. What is the focal length of the concave mirror in problem C?
E. An object is kept at a distance of 15 cm from a concave mirror with a radius of
curvature of 60 cm. Find the image distance.
F. An object placed 5 cm from a concave mirror produces a real image of 20cm. find
the radius of curvature of the mirror.
G. An object is placed 33.7 cm from the convex mirror with a focal length of 10.7 cm.
Determine the image distance.
H. A 7.0 cm tall light bulb is placed a distance of 37.5 cm from a convex mirror having a
focal length of -12.5 cm. Determine the image distance
I. Determine the image size of an object in problem H.

ANSWER LIST
1.) .) h’= 1.75 cm 2.) h’= -3.75 cm 3.) f= 7.96 cm
4.) q = 15 cm 5.) q = -15 cm 6.) q= - 9.38 cm
7.) f = 6.67 cm 8.) q = -8.12 cm 9.) h’= -3.5 cm

A B C
 D E F

G H I

THE GREAT ANSWER BOX

TOTAL: _________________
25
Appendix D.1
Quiz 3. Conventional Way of Solving Problem Exercises

Name: __________________________ Year & Sec.: _____________________ Score:

_________

Quiz 3
Problem Solving on Convex and Concave lens. Use the equations: 1/f = 1/p +1/q; h’/h
= p/q

Solve the following problem exercises with solutions (2 points each). For additional 2
points, you should be able to solve all the problem exercises correctly.

A. An object is kept at a distance of 80.0 cm from a convex lens of focal length 25.0
cm. Find the distance of its image.
B. A coin is placed a distance of 25.0 cm from a concave lens that has a focal length of
-11.0 cm. Determine the image distance.
C. A converging lens with a focal length of 10.0 cm forms a real image 1.0 cm tall, 14.0
cm to the right of the lens. Determine the position of the object.
D. Determine the size of the object in problem C.
E. An object is 10.0 cm to the left of a lens. The lens forms an image 20.0 cm to the
right of the lens. What is the focal length of the lens?
F. A diverging lens forms an image of an object. The object is 20.0 cm from the lens.
The image is 5.00 cm from the lens o the same side as the object. What is the focal
length of the lens?
G. If the object is 2.00 cm tall, how tall is the image in problem F?
H. A diverging lens of focal length 4.00 cm is placed 18.0 cm to the left of the lens.
What is the position of the image?
I. An object is placed 12.5 cm to the left of the diverging lens and the image is formed
25.0 cm to the left of the lens. What is the focal length of the diverging lens?
 26
Appendix D.2
Quiz 3. Solving Problem Exercises with the Use of Puzzle (Unconventional)

Name: _________________________ Year & Sec.: _____________________ Score:

__________

THE GREAT ENCHANTED BOX PUZZLE

From the answer list below, choose the correct answer that best completes each problem exercises below. Use
the equations: 1/f = 1/p +1/q; h’/h = p/q for your solution. Write the number of the answer in the proper space of the
Great Box below. If you choose the correct answers, the sum of the numbers in each row across and down, and in the
diagonal boxes will be the same. You will use all the answers from the answer list. Each problem will be given 2 points and
if you got all the problem exercises, you will be given additional 2 points. Show your solutions.

Quiz 3
Problem Solving on Convex and Concave lens
A. An object is kept at a distance of 80.0 cm from a convex lens of focal length 25.0
cm. Find the distance of its image.
B. A coin is placed a distance of 25.0 cm from a concave lens that has a focal
length of -11.0 cm. Determine the image distance.
C. A converging lens with a focal length of 10.0 cm forms a real image 1.0 cm tall,
14.0 cm to the right of the lens. Determine the position of the object.
D. Determine the size of the object in problem C.
E. An object is 10.0 cm to the left of a lens. The lens forms an image 20.0 cm to
the right of the lens. What is the focal length of the lens?
F. A diverging lens forms an image of an object. The object is 20.0 cm from the
lens. The image is 5.00 cm from the lens o the same side as the object. What is
the focal length of the lens?
G. If the object is 2.00 cm tall, how tall is the image in problem F?
H. A diverging lens of focal length 4.00 cm is placed 18.0 cm to the left of the lens.
What is the position of the image?
I. An object is placed 12.5 cm to the left of the diverging lens and the image is
formed 25.0 cm to the left of the lens. What is the focal length of the diverging
lens?
 ANSWER LIST
1.) q = -7.64 cm 2.) h’ = 0.5 cm 3.) f = -6.67 cm
4.) f = -25 cm 5.) f= 6.67 cm 6.) q = 36.36 cm
7.) h = 2.5 cm 8.) p = 35 cm 9.) q = -5.14 cm

A B C

D E F

G H I

THE GREAT ANSWER BOX

TOTAL: _________________
27
CURRICULUM VITAE

MACARIO F. DE VERA, JR.

278 SAPANG, MANAOAG, PANGASINAN
cole_benj0509@yahoo.com.ph; 09499096907
Personal Information:
Nickname ……………………………………… MACKY
Date of Birth …………………………………. January 5, 1982
Age ……………………………………………….. 34
Place of Birth ………………………………… Manaoag, Pangasinan
Civil Status ……………………………………. Single
Nationality ……………………………………. Filipino
Gender …………………………………………. Male
Religion ………………………………………… Roman Catholic
Language ……………………………………… English, Tagalog, Pangasinense
Father ………………………………………….. Macario Carbonel De Vera, Sr. (deceased)
Mother ………………………………………… Rosita Ordoña Ferrer (deceased)

Educational Attainment:

Graduate Studies ………………………….. Lyceum Northwestern University

Institute of Graduate and Professional Studies,
Dagupan City, Pangasinan
Doctor of Education- Major in Educational
Management
2014
 Panpacific University North Philippines
Urdaneta City Campus, Urdaneta City, Panagasinan
Master in Education- Major in Biology
2011

Pangasinan State University

Urdaneta City Campus, Urdaneta City, Pangasinan
Master of Arts in Education- Major in Science
Education (Academic Requirements)
2004- 2007

College ………………………………………… Pangasinan State University

Bayambang Campus, Bayambang, Pangasinan
Bachelor of Secondary Education- Major in Physics
2003
Certificate of Merit- Student Teaching
28
Secondary ………………………………….. Manaoag National High School
Manaoag, Pangasinan
1999
With Honors

Elementary ………………………………… Manaoag Central School

Manaoag, Pangasinan
1995

Eligibility ……………………………………. Licensure Examination for Teachers (LET)

2003
Principal’s Test
2014
Work Experience:

Master Teacher I
Manaoag National High School
Manaoag, Pangasinan
2012- Present

Teacher III
Manaoag National High School
Manaoag, Pangasinan
 2008- 2012

Teacher I
Manaoag National High School
Manaoag, Pangasinan
2004- 2008

Teacher I (Contractual)
Manaoag National High School
Manaoag, Pangasinan
December 2003- March 2004

29
CHARACTER REFERENCES:

JULIE G. DE GUZMAN
Education Program Supervisor I- Science
In- charge of Action Research
Pangasinan Division II
Binalonan, Pangasinan

ESMIE T. AGPALO, Ph. D.

Principal IV
Laoac National High School
Laoac, Pangasinan

MYRNA E. SIM, Ed. D.

Principal I, Baritao Elementary School
Manaoag National High School
Manaoag, Pangasinan