CHAPTER III

Research Design and Methodology

Methods and Techniques

The researchers conducted a quantitative research specifically an
experimental research wherein the result could be utilized by schools to improve
the quality of learners in terms of nonverbal ability. The researchers believe that
improving the nonverbal ability also improves the depth of thinking of learners
that will also affect the student’s academic performance in the long run.

Population and the Sample of the Study

The study took place in Valenzuela National High School at Marulas,
Valenzuela city. There were 18 sections in the grade 7. The first three sections
were part of the STEP or the Science Technology and Engineering Program
while the remaining 15 were known as the regular section or the heterogeneous
section. The STEP students undergone entrance examinations and interview as
a part of admission process in the STEP program. Basically most of the students
in STEP are advanced. On the other hand the regular students did not undergo
the same process meaning the students in the regular section is a mixture of
different types of learner ranging from slow to fast learners.
Grade 7 was selected by the researchers because the younger they are
the better they can be developed as the saying goes “We can’t teach an old dog
a new trick”. The grade 7 students will still have more to experience, and training
them to develop their nonverbal intelligence will benefit them in their coming
years of study. 30 learners were chosen in random to be a part of the research,
15 students from the STEM and 15 from the regular sections. The group was
divided to 2 to determine the improvement of both groups after playing unblock
me for a week. All 30 students are 13 years old which is the ideal age as a grade
7 student. The pretest, posttest, and retention test took place at Valenzuela
National High School or ValNat.
Instrument of the Study
The research was experimental in nature the researchers used
experimental approach to test the hypothesis. In experimental approach there is
a thing to be observed the effect of independent variable to the dependent
variable. As we change the independent variable there will be also a change in
the dependent variable whether it is positive or negative, in short we can say that
it is a “cause and effect” relationship. The independent variable is the one that
the researchers can manipulate, in this research the independent variable is
when the students play the game “Spot It!” while the dependent variable is the
change in the students score in the NVA test or nonverbal ability test.

Data Gathering Procedure

Experimentation is the heart of an experimental research it is the part
where the hypotheses will be tested and through experimentation the
researchers gathered data that could accept or reject the hypotheses. The
researchers did the following to gather data.
Preparation of the NVA tests, One test was prepared by the researchers it
will serve as the pre test, post test, and retention test as suggested by experts.
The pretest aims to serve as the reference of the learners’ improvement after
playing the game “Spot It!”. The post test will be used to compare the result with
the pre test. The retention test was prepared to see if there is retention on the
side of the students, to be given a week after taking the post test without playing
the game “Spot It!”. The test is consisted of 10 items same as the number of
items given in NAT or National Achievement Test. The set of test was validated
by the experts of Guidance office of Colegio de San Pascual Baylon both of them
are RPM or registered psychometrician. The institution is a private school in
Obando, Bulacan.
Selection of Students, 15 students was selected in random via draw lots
15 from STEM and 15 from the regular classes from the sections handled by one
of the researchers Arvin C. Austria. The researchers conducted a random
stratified sampling . The participants were given parental consent if they will allow
their child to be a part of the research indicating that they will play a game in their
phones called “Spot It!” in case that a child will not be allowed by the parent the
researchers will have to pick another in random, until the group is complete.
Pretesting, before the pre testing the researchers grouped the students
into 2 groups the players and the non players this grouping will be observed until
the retention test. The 30 students were gathered after their respective classes to
take the pre test they were given 5 minutes to finish the 10 item test according to
experts nonverbal ability must be timed. The papers were collected after 5
minutes and checked by the researchers without announcing the scores of the
learners and recorded it in the journal.
Playing the game, the selected students were android phone owners
where the game “Spot It!” was installed. The learners will play the game after
classes and their assignment, they will play in “free mode” for 30 minutes every
day for one week at anytime of the day and monitored by the parent or guardian.
Post testing, after a week of playing “Spot It!” the 30 learners were
gathered to take the post test. They were given 5 minutes to finish the 10 item
test. The researchers checked the papers and again did not announce the scores
of the learners. The scores were recorded in their journal.
Retention testing, The 30 learners were gathered again to take the
retention test this time both group did not play the game for a week. This test is
intended to see if they mastered the ability. 5 minutes was given to them then the
researchers collected and checked their papers but this time their scores were
announced. The researchers collected and recorded the scores in their journal.
Profile of the Respondents
The respondents of the research were grade 7 students of Valenzuela
National High School. The age of the students range from 11-12 years old and
the respondents is a mixture of male and female students.

Data Processing and Statistical Treatment

The researchers used T-test as the statistical treatment for them to find
out if the hypothesis will be accepted or rejected.
T-test was used by the researchers because they wanted to see if the
mean of the two groups are statistically different from one another. The mean
score of the pre test of players against non-players, the mean of post test of
players against non-players, and the mean score of retention test of players and
non players of the game “Spot it”.
 Presentation of Data Gathered
I. Hypothesis Testing
H0: X1 = X2
H1: X1 ≠ X2
II. Level of Significance: (0.10)
α = .05
III. Test to be used: (T-Test: Independent Sample Mean)

IV. Tabular Value:

= ± 2.05
Scores of Respondents in Pre-test

Players Non Players

Pre-test Pre-test
Respondents Score (𝑋 − 𝑋1) (𝑋 − 𝑋1)2 Respondents Score (𝑋 − 𝑋1) (𝑋 − 𝑋1)2
1 1 -2.27 5.14 1 8 3.07 9.40
2 2 -1.27 1.60 2 3 -1.93 3.74
3 2 -1.27 1.60 3 8 3.07 9.40
4 4 0.73 0.54 4 2 -2.93 8.60
5 6 2.73 7.47 5 4 -0.93 0.87
6 3 -0.27 0.07 6 9 4.07 16.54
7 4 0.73 0.54 7 9 4.07 16.54
8 4 0.73 0.54 8 7 2.07 4.27
9 3 -0.27 0.07 9 4 -0.93 0.87
10 3 -0.27 0.07 10 6 1.07 1.14
11 2 -1.27 1.60 11 1 -3.93 15.47
12 6 2.73 7.47 12 4 -0.93 0.87
13 2 -1.27 1.60 13 3 -1.93 3.74
14 6 2.73 7.47 14 2 -2.93 8.60
15 1 -2.27 5.14 15 4 -0.93 0.87

∑𝑋 49 74

𝑋 3.26667 4.93333

∑(𝑋1 − 𝑋1)2 40.93 100.93

 𝑋1 − 𝑋2
2 +∑(𝑋2−𝑋2)2
√∑(𝑋1−𝑋1) 1 1
𝑋 √𝑛1 + 𝑛2
𝑛1+𝑛2−2

3.267 − 4.933
40.93+102.80 1 1
√ 𝑋 √15 + 15
15+15−2

1.667
143.73 2
√ 𝑋 √15
28
1.667
√5.1332 𝑋 √0.1333
1.667
2.2657𝑋 0.3651
1.667
0.8272
= 𝟐. 𝟎𝟐
Interpretation
The computed value of 2.02 is lower than the tabular value of 2.05
therefore the researcher accepted the null hypothesis
Null hypothesis:
There is no significant difference between the results of pretest of two
sample group.

Analysis of Data
Table 4.1 shows that the respondents that will use the application acquired
an average score of 3.27 in the pre-test which is lower than the average score
4.93 of those respondents who will not use the application. Based on the
assessment and evaluation of the researchers, the researchers concluded that
there is no difference between two group of respondents and based on the
scores it indicates thinking capability of two groups are equal.
 .Scores of Respondents in Post test

Players Non Players

Post test Post test
Respondents Score (𝑋 − 𝑋1) (𝑋 − 𝑋1)2 Respondents Score (𝑋 − 𝑋1) (𝑋 − 𝑋1)2
1 4 -1.07 1.14 1 6 0.71 0.51
2 2 -3.07 9.40 2 5 -0.29 0.08
3 7 1.93 3.74 3 8 2.71 7.37
4 7 1.93 3.74 4 3 -2.29 5.22
5 5 -0.07 0.00 5 3 -2.29 5.22
6 4 -1.07 1.14 6 9 3.71 13.80
7 4 -1.07 1.14 7 8 2.71 7.37
8 6 0.93 0.87 8 4 -1.29 1.65
9 5 -0.07 0.00 9 5 -0.29 0.08
10 7 1.93 3.74 10 5 -0.29 0.08
11 4 -1.07 1.14 11 1 -4.29 18.37
12 6 0.93 0.87 12 3 -2.29 5.22
13 3 -2.07 4.27 13 4 -1.29 1.65
14 7 1.93 3.74 14 6 0.71 0.51
15 5 -0.07 0.00 15 4 -1.29 1.65

∑𝑋 76 74

𝑋 5.06667 4.93333

∑(𝑋1 − 𝑋1)2 34.93 66.93

𝑋1 − 𝑋2
2 +∑(𝑋2−𝑋2)2
√∑(𝑋1−𝑋1) 1 1
𝑋 √𝑛1 + 𝑛2
𝑛1+𝑛2−2

5.0667 − 4.9333
34.98+66.93 1 1
√ 𝑋 √15 + 15
15+15−2
0.1334
101.91 2
√ 𝑋 √15
28
0.1334
√3.6396 𝑋 √0.1333
 0.1334
1.9077𝑋 0.3651
0.1334
0.6965
= 𝟎. 𝟏𝟗𝟏𝟓

Interpretation
The computed value of 0.1915 is lower than the tabular value of 2.05
therefore the researcher accepted the null hypothesis
Null hypothesis:
There is no significant difference between the results of posttest of two
sample group.

Analysis
Table 4.2 shows that the respondents that used the application acquired an
average score of 5.0667 in the pre-test which is greater than the average score
4.9333 of those respondents who did not use the application. Based on the
assessment and evaluation of the researchers, the researchers concluded that
there is no difference between two group of respondents and based on the
scores it indicates thinking capability of two groups are equal.

I. Hypothesis Testing

H0: X1 = X2

H1: X1 ≠ X2

II. Level of Significance: (0.10)

α = .05

III. Test to be used: (T-Test: Paired Observation)

IV. Tabular Value:

= ± 2.05
 Increment of scores
Respo Pre Post Respo Pre Post
ndent test test D 𝐷−𝐷 (𝐷 − 𝐷)2 ndent test test D 𝐷−𝐷 (𝐷 − 𝐷)2

-
1 4 8 6
1 3.00 1.20 1.44 1 2.00 -2.00 4.00
2 2 2 0.00 -1.80 3.24 2 3 5 2.00 2.00 4.00
3 2 7 5.00 3.20 10.24 3 8 8 0.00 0.00 0.00
4 4 7 3.00 1.20 1.44 4 2 3 1.00 1.00 1.00
- -
6 5 4 3
5 1.00 -2.80 7.84 5 1.00 -1.00 1.00
6 3 4 1.00 -0.80 0.64 6 9 9 0.00 0.00 0.00
-
4 4 9 8
7 0.00 -1.80 3.24 7 1.00 -1.00 1.00
-
4 6 7 4
8 2.00 0.20 0.04 8 3.00 -3.00 9.00
9 3 5 2.00 0.20 0.04 9 4 5 1.00 1.00 1.00
-
3 7 6 5
10 4.00 2.20 4.84 10 1.00 -1.00 1.00
11 2 4 2.00 0.20 0.04 11 1 1 0.00 0.00 0.00
-
6 6 4 3
12 0.00 -1.80 3.24 12 1.00 -1.00 1.00
13 2 3 1.00 -0.80 0.64 13 3 4 1.00 1.00 1.00
14 6 7 1.00 -0.80 0.64 14 2 6 4.00 4.00 16.00
15 1 5 4.00 2.20 4.84 15 4 4 0.00 0.00 0.00
Sum 27.0 42.40 0.00 40.00
𝐷 1.8 0.00

𝐷 √𝑛
2
√∑(𝐷−𝐷)
𝑛

1.8√15
42.40
√
15

6.9714
√2.8266
6.9714
1.6812
= 𝟒. 𝟏𝟒𝟔𝟔
Interpretation
The computed value of 4.1466 is Higher than the tabular value of 2.05
therefore the researcher rejected the null hypothesis

Alternative hypothesis:

There is a significant difference between the Increment two sample

groups.

Analysis

Table 4.3 shows that the respondents that used the application acquired an

average increment score of 1.8 per student which is higher those who did not use

the application. Based on the data and results that the researchers acquired, it

shows that there is no increment on the scores of the people who did not use the

application. Even the pretest and posttest average score of the non-player group

is higher, there is no progress while the players show progress upon using the

said application.

Comparison of Pre-test Scores of Players and Non-Players

Frequency
Pre-test
Players Non-Players
12 – 14 0 0
9 – 11 0 2
6–8 3 4
3–5 6 6
0-2 6 3
 7
6
5
4
3
2
1
0
12 - 14 9 - 11 6-8 3-5 0-2
Scores

Players Non-players

The figure shows that the scores of player and non-player in pre-test have a
small difference.

Comparison of Post-test Scores of Players and Non-Players

frequency
Post-test
Players Non-Players
12 - 14 0 0
9 - 11 0 1
6 - 8 5 4
3 - 5 9 9
0 - 2 1 1

10
9
8
7
6
5
4
3
2
1
0
12 - 14 9 - 11 6-8 3-5 0-2
Scores

Players Non-players
 Comparison of Retention of Players and Non-Players

frequency
Retention
Non-
Players Players
12 – 14 0 0
9 – 11 0 2
6 – 8 8 3
3 – 5 5 9
0 – 2 2 2

10
9
8
7
6
5
4
3
2
1
0
12 - 14 9 - 11 6-8 3-5 0-2
Scores

Players Non-Players

Comparison of Increment in scores of Players and Non-Players

Frequency

Increment
Players Non-Players
8 to 10 0 0
5 to 7 1 0
2 to 4 0 2
-1 to 1 7 11
-4 to -2 7 2
 12
10
8
6
4
2
0
8 to 10 5 to 7 2 to 4 -1 to 1 -4 to -2
Scores

Players Non-player

The Figure show the huge difference between the increment of players and non
players.
 CHAPTER V

Summary, Conclusions, and Recommendations

This chapter presents the summary of the findings, conclusions arrived at

and the recommendations drawn from the study.

Summary of Findings

From the results of the analysis and interpretations of data in Chapter IV,
the findings are hereby presented:
a. After a week of playing the game “Spot It” the players got a mean score of
5.0667 while the non players got an average of 4.9333 the mean score the
players are higher by 0.1334
b. After a week of not playing the game “Spot it!” 46.67% of the players
increased their scores, 26.67% retained their scores, and 26.67% of the
players got lower scores compared to the post test.
c. One intervention program can be used to improve the NVA is by allowing
learners to play games like “Spot It” during homeroom.

Conclusions

Based on the findings summarized on the previous pages, the following

conclusions were drawn:
a. There is no significant difference between the results of pretest of two
sample group
b. There is no significant difference between the results of posttest of two
sample group.
c. There is a significant difference between the Increment two sample
groups.
Recommendations

The researchers would like to recommend the following things to

interested parties who would like to conduct a parallel study:
a. Change the game and the skill to be observed example mathematical
ability or scientific ability.
b. Conduct a study on how the improvement in non verbal ability affects the
academic performance of the student.
c. Valenzuela National High School should allow learners to play games like
“Spot It!” during students’ spare time.
SPOT THE DIFFERENCE! A WAY TO IMPROVE THE NON-VERBAL ABILITY
OF SELECTED GRADE 7 STUDENTS OF VALENZUELA NATIONAL HIGH
SCHOOL S.Y. 2015-2016

Presented to School of Advanced Studies

The National Teachers College
Manila, Philippines

In Partial Fulfilment
of Requirements for the course
Educational Research and Ethical Standards

by
ARVIN C. AUSTRIA
MIRAFLOR M. DE ASIS
 Chapter I
The Problem and Its Background
Introduction
We live in a world that follows pattern from mitosis up to life cycle. The
ability to recognize visual sequences and remember them is called Nonverbal
ability (abouthealth.com). Nonverbal ability is one of the learners’ ability tested in
some standardized examinations like NAT or National Achievement Test and
NCAE or National Career Assessment Examination. Most of the time it is also
included in entrance examinations and also a part of the job placement process.
Why is nonverbal ability included in those tests or examinations?
For students, they have to take nonverbal ability test for it will serve as a
criterion admission; each school can have its own passing score. Employees or
applicants should pass it for employees to see if they (employees) can solve or
provide solution to situations that require answers that are job related. (testprep-
online.com) The result of the 2012 NCAE shows that out of 1,502,290 examinees
from both public and private from the whole country. They answered 11 out of 20
questions equivalent to 56.60% MPS. (Deped.gov.ph -Dr.Benito –NCAE 2012
presentation). (www.depedcebuprovince.ph) The result is approaching mastery it
means that the students did not make it to the 75% mark. This implies that
students nowadays are having difficulty in recognizing pattern or solving
problems.
Significance of the Study
The result of the study will give benefit to the following: employees,
students and the Department of Education. Improving the nonverbal ability will
provide employers the employee that has the ability to solve job-related works
easily. As students graduate they can easily recognize patterns that leads to
solving problems faster because they see the details of the situation better than
people with lower non verbal scores. For students, they can increase their
performance in different subject. As a result of students increase in their
performance this will also affect the result of standardized test provided by
DEPED in the long run.
Conceptual Framework

The backbone of the study is the “E-learning Theory” by Richard E. Meyer,

Roxana Moreno, and John Sweller. This theory is about this theory is consisted
of several principles on of the principles that support the research is the Pre-
training principle that introduces key content concepts and vocabulary before the
lesson can aid deeper learning. This principle is evident in the research when the
learners were introduced to spot the difference where they were oriented that
they will do something with it, in short the researchers gave a vague hint that
they will use the skill in the future.

Research Design
Statement of the problem

Non verbal ability is one of the tests taken in admission test for collage or
work. It is use to check if the person has a high or low level of reasoning. The
student aims to answer the following questions.
1. To what extent is the improvement of the participants’ score in the NVA test
after playing “Spot the Difference”?
2. How many students who played the game retained or improved their scores
after a week of not playing the game “Spot It”.
3. What intervention program should be used to increase the passing rate of the
students?

Hypothesis

In line with readings made, the researchers came up with the following
hypotheses:
a. There is no significant difference in the result of pretest of the players and non
players.
b. There is no significant difference between the results of posttest of two sample
group.
c. There is no significant difference between the Increment two sample groups.

Operational Definition of Variables

Non-players– Students of ValNat that will not play the game “Spot it!” but
will take the pre test, posttest, and retention test. In short this is the group that
will serve as the control group.
NVA test or Non verbal ability test– A test given to determine the ability
of a learner to recognize and order patterns.
Players – Students of ValNat that will play the game for a week and will
serve as the experimental group.
 Pre test- A 10 item NVA test that will be given to both groups the result of
this test will serve as the basis of the growth of both group in the experiment.
Post test- A 10 item test the same as the pretest as suggested by experts
it should be the same. The result of this test will determine the growth of students
who play and did not play the game.
Retention test- The last test given to both groups to see if there is
retention of skill after a week of not playing the game “Spot It!”.
“Spot it!”- A free game downloadable at google play, it is the android
version of the game spot the difference.
STEP- An ESEP funded section that focuses on Sciences. It stands for
Science, Technology and Engineering Program.
T-test - a statistical treatment used for comparing the mean of each
group.
ValNaT- it is the abbreviation of Valenzuela National High School a public
school in the division of Valenzuela City.

Scope and Delimitation

The research covers and limits itself in the following are:

The research took place at Valenzuela National High School. The subject of the
research was grade seven students. 15 students were from STEM and 15 were
from the regular section a total of 30 students. The research is limited in
determining the improvement of students’ non verbal ability after one week of
playing Spot the Difference. The research does not cover the effects of the
playing the game “Spot It” in a child’s intellectual aspect like mathematical ability
and scientific ability.