Chapter I

Problem and Its Setting

Introduction

Experiments, a scientific test in which you perform a series of action and carefully

observe their effects in order to learn about something. Something that is done as a test.

Experiment is important in the world of science to experience the test and prove it.

Experiment is important in order for us to believe that this things are true.

“The whole point of an experiment is to interrogate nature in a specific kind of

way. While we can passively observe an event and gain valuable information (say,

watching the development of an embryo) we can also create an experiment that

constrains the conditions in a particular way in order for us to draw more conclusive

conclusions about the situation of interest (perhaps we knock out a gene and watch that

embryo follow a different developmental path)” (http://www.zemanta.com/).

“By using experiments we aren’t doing anything fundamentally different, we are

still observing what nature has to tell us about the world we inhabit, but we are trying to

set up conditions that are meant to clarify what nature is saying. In this view experiments

are nature’s interpreter.* (http://www.zemanta.com/).

“Experiments also allow us to get access to things that we might not normally be

able to see. For example high energy physics requires elaborate experiments in order to

allow us to in some way visualize particles that are mind bogglingly small. We aren’t

1
creating the physics we observe we are simply delving into realms that would normally

be hidden from us.

The researcher challenges to conduct a study to know what are the causes and

effects of seldom performing experiments in learning science and to know if it affects the

academic performance of the students of Spring Integrated School.

2
Conceptual Framework

Figure 1 presents the conceptual framework of the study. The independent

variable of this study includes the causes and effects of nonperforming experiments in

learning science. On the other hand, the dependent variable of this study is the academic

performance of junior high school students of Spring Integrated School.

Independent Variable Dependent Variable

Causes of seldom performing

experiments in learning science Academic Performance of junior
high school students of Spring
Effects of seldom performing Integrated School
experiments in learning science

Figure 1: Conceptual Framework

3
Statement of the Problem

This study will determine the causes and effects of seldom performing

experiments in learning science and the academic performance of Junior High School

students of Spring Integrated School, Alabel, Sarangani Province academic year 2018-

2019.

Specifically, this seeks answer to the following sub-problems.

1. What is the causes and effects of seldom performing experiments in learning science?

1.a Do the students want to experience making experiments? Why?

2. What is the academic performance of junior high school students?

3. Is there a significant relationship between the effects of seldom performing

experiments in learning science to the academic of junior high school students of Spring

Integrated School?

Hypothesis

This study will assume that there is no effects of seldom performing experiments

in learning science to the academic performance of Junior High School students of Spring

Integrated School.

4
Significant of the Study

This study will deal with the causes and effects of seldom performing experiments

in learning science and the academic performance of Junior High School students of

Spring Integrated School, Alabel, Sarangani Province. The researcher will hope that it

would be beneficial to the following:

The School Administrators. The study will have valuable information that will serve

about the causes and effects of seldom performing experiments in learning science. This

will also help them to upgrade their coordination with the science teachers in terms of

materials, equipment and laboratory to build.

The Teachers. This study will help them to upgrade their teaching skills in science in

terms of doing experiments and to improve their assets as s a teacher.

The Students. This study will help them to develop their knowledge, skills and may help

them to discover the world of science.

The Researcher. It will help him to acquire more knowledge about the causes and effects

of seldom performing experiments in learning science and may help him understand if

there a significant relationship between the two variables.

Other Researchers. This study will gave them more information and a body of

knowledge about the causes and effects of seldom performing experiments in learning

5
science and may help them determine if there is a significant relationship to the academic

performance of the students.

Scope and Delimitation

This study will determine to the causes and effects of nonperforming experiments

in learning science and the academic performance of Junior High School students of

Spring Integrated School, Alabel, Sarangani Province.

6
 Chapter II

Review of Related Literature

“In an attempt to widen my horizons I have been listening to the Philosophy Now

podcast out of the UK. A recent episode concerned philosophy of science (ep 29) and the

host asked an interesting question: “Why do we have to have experiments when

sometimes we can get away with observations?” (http://www.zemanta.com/)

“The point he was trying to make was that when we think about science in an

abstract way we also have the idea that experiments are at the core of the scientific

method. This clashed somewhat with the person the host was talking with at the time who

was emphasizing observation as the way we confirm hypotheses in science.”

(http://www.zemanta.com/)

“The implication here is that we have two things, observations on the one hand

and experiments on the other.” (http://www.zemanta.com/)

“This appears to be a fairly common view, I have seen arguments accusing

cosmology (specifically the big bang theory) of not being science because you can’t

perform an experiment to create a new universe. Similar arguments have been made for

evolution.” (http://www.zemanta.com/)

7
 “I don’t know how widely held this view is in the general population (as opposed

to those who are set against certain findings of science) but the question of the podcast

host implies that it’s wide enough.” (http://www.zemanta.com/)

“The problem with this view however that is there really aren’t two things here

that are different in kind. Rather, one is a sub-set of the other; experiments are a special

kind of observation.” (http://www.zemanta.com/)

“The whole point of an experiment is to interrogate nature in a specific kind of

way. While we can passively observe an event and gain valuable information (say,

watching the development of an embryo) we can also create an experiment that

constrains the conditions in a particular way in order for us to draw more conclusive

conclusions about the situation of interest (perhaps we knock out a gene and watch that

embryo follow a different developmental path).” (http://www.zemanta.com/)

“By using experiments we aren’t doing anything fundamentally different, we are

still observing what nature has to tell us about the world we inhabit, but we are trying to

set up conditions that are meant to clarify what nature is saying. In this view experiments

are nature’s interpreter.*” (http://www.zemanta.com/)

“Experiments also allow us to get access to things that we might not normally be

able to see. For example high energy physics requires elaborate experiments in order to

allow us to in some way visualize particles that are mind bogglingly small. We aren’t

8
creating the physics we observe we are simply delving into realms that would normally

be hidden from us.” (http://www.zemanta.com/)

“This was brought home to me a few years back when the attempts to listen for

extraterrestrial signals by SETI were referred to as experiments. In this case we aren’t

setting up the conditions by which we control whether an ET sends us a signal, we are

determining the conditions by which we would receive such a signal. At its heart this

activity is an observation, no different in its intent from viewing a microbe under a

microscope.” (http://www.zemanta.com/)

“So it is that the ability to do or not do an experiment does not determine science

from non-science (termed the demarcation problem and certainly not definitively settled).

Experiments may have come to be thought of as the defining feature of science but they

are really just a special case of something we all do every day – observe the world around

us.” (http://www.zemanta.com/)

“Science is the study of facts. At the same time, science is also about discovering

the world around us, of knowing things, and having new and wonderful idea. It is against

this very definition of science that most educators believe that scientific learning that

takes place in classrooms alone is not true learning. For fostering scientific learning in

early childhood, active, hands-on learning is very important. And this can best be

achieved through science lab experiments.”

9
 “Science lab experiments promote the development of scientific thinking in

students. Rather than making the kids memorize the facts, they are made to think and

understand things and the world around them. Science lab experiments allow students to

ask questions, probe for answers, conduct investigations, and collect data. They are

engaged in the investigative nature of scientific learning. Children in fact do science in

science labs than simply learning science through textbooks in classrooms.”

“Science experiments promote discovery and learning. Discovering new ideas is

an integral part of learning science. It is something that teachers can’t give to students.

Students themselves have to discover new ideas and concepts during their search for

knowledge. In science school lab, children conduct experiments. They adopt alternatives,

try to work out things in different areas and understand what works and what didn ’t really

work. Many a times, children work on wrong ideas. But it’s only when they work on the

wrong ideas that they understand the real ideas in a much better manner.”

“In school science labs, children are viewed as active learners and not just passive

recipients of knowledge. Children are given various opportunities to learn and

experiment. Science experiments play a very crucial role in the ongoing intellectual

development of children. In science laboratories, children get time, space, as well as

resources to exercise their curiosity. They are given the freedom to engage in new

explorations, experimentations, and explanations.”

“A lot schools are becoming aware of this productive aspect of science projects

and experiments and are therefore incorporating them in their course curriculum. By

investing in safe and high quality science lab equipment, schools can provide the most

10
effective tools to their students for supporting constructive learning and fostering

scientific thinking in students.”

“Students very often see little connection between experiments and fieldwork –

generally ‘fieldwork’ is not perceived to be ‘doing real science’ in their view. The

experience of most students is of doing experiments in the formal setting of school

classrooms where they have limited opportunities to develop connections with their life

experiences. Students often do not acknowledge that doing fieldwork is an equally

legitimate way to investigate scientifically.”

“A related issue is that students frequently have difficulty distinguishing between

observations and inferences. For example, consider a piece of chocolate. ‘The chocolate

tastes sweet’ and ‘the chocolate is brown’ are observations. An inference goes beyond the

observations, usually blending observations with existing knowledge and experience

with, in this case, chocolate. For example, many students would ‘look at’ chocolate and

say that ‘it is sweet’; since they have not yet tasted it, this is an inference based on their

previous experiences and existing knowledge (and one that they will almost always

describe as an observation.” [Osborne & Freyburg (1985), Haslam & Gunstone (1996)].

11
 Chapter III

METHODOLOGY

This chapter presents the research design, the respondents, instrument, data and

statistical treatment used by researcher in conducting the study.

Research Design

The researcher should be utilizing a frequency and percentage to determine the

cause of seldom performing experiments in learning science and a descriptive

correlational method of research to describe the effects of nonperforming experiments in

learning science and the academic performance of Junior High School students.

Specifically, it covers the causes and effects of nonperforming experiments in learning

science.

Research Respondents

The respondents of this study should be taken from the selected students of the

junior students officially enrolled in Spring Integrated School for the school year 2018-

2019 in order to determine the causes and effects of seldom performing experiments in

learning science.

There were 4 grade level in junior high school department. There were 2 sections

every grade level but only 10 students from the first sections will be taken. The first

sections are Grade 7-Einstein, Grade 8-Galileo, Grade 9-Aristotle and Grade 10-Pascal.

12
 Table 1

Distribution of Respondents

Sections No. of Respondents Percentage

Grade 7 – Einstein 10 25
Grade 8 – Galileo 10 25
Grade 9 – Aristotle 10 25
Grade 10 – Pascal 10 25
Total 40 100%

Table 1 represents the distribution of the respondents in each section. The table

shows that Grade 7-Einstein, Grade 8-Galileo, Grade 9-Aristotle and Grade 10-Pascal has

ten (10) selected respondents for a total of forty (40) respondents and its equivalent to

25% per section for a total of 100%.

Research Locale

This study will be conducted at Spring Integrated School, Alabel, Sarangani

Province. This study will determine to the causes and effects of seldom performing

experiments in learning science and the academic performance of Junior High School

students of Spring Integrated School. The subjects of this study are the selected students

from the first sections of Grade 7, Grade 8, Grade 9 and Grade 10 of Spring Integrated

School academic year 2018-2019.

13
Research Instrument

The questionnaire will be utilized to gather the needed information about the

causes and effects of seldom performing experiments in learning science and the

academic performance of Junior High School students of Spring Integrated School. The

self-made questionnaire will be used to determine the causes and effects of seldom

performing experiments in learning science.

It contains 2 concepts each concept contain of 4 items and a question about their

opinion. Five - point scale will be used and the opinions by students to answer the

questions.

Scale Verbal Description

The causes and effects of seldom

5 Always
4 Often
3 Sometimes
2 Seldom
1 Never
performing experiments in learning science
is always occurring and rated 81 – 100%
The causes and effects of seldom
performing experiments in learning science
is often occurring and rated 61 – 80%
The causes and effects of seldom
performing experiments in learning science
is sometimes occurring and rated 41 – 60%
The causes and effects of seldom
performing experiments in learning science
is seldom occurring and rated 21 – 40%
The causes and effects of seldom
performing experiments in learning science
is never occurring and rated 1 – 20%

14
Data Analysis

After gathering the desired data, the researcher will be tallied, interpret and

present them through the use of statistical tools to treat the problems.

To determine the academic performance of students in science, the researcher

adopted the DepEd scale as follows:

Grade Point Average (GPA) Description

90-100 Outstanding
85-89 Very Satisfactory
80-84 Satisfactory
75-79 Fairly Satisfactory
Below 75 Did not meet Expectation

Data Gathering Procedure

Before conducting the study, a letter of permission was sent to the school involved

in this study specifically to the Principal of Spring Integrated School, Alabel Sarangani

Province. After the request was being granted, the researcher asked the class adviser a

copy of the list of the students enrolled in Academic Year 2018-2019. The researcher set a

schedule with the adviser for the floating of instrument.

The researcher explained the purpose of the data gathering. Instructions were

made clear to all the respondents. Those terms were simplified by the researcher to be

able to get the desired data. The researcher personally administered the questionnaire

with the help of their adviser. As soon as the respondents were done answering the

questionnaires, right away retrieval followed.

15
Statistical Treatment

To answer sub problem 1 the researcher used weighted mean. A five-point scale

was used to determine the extent of usage of hypermedia tools by the students as shown

below:

Weighted Scale Verbal Interpretation Description

Mean

4.21-5.10 5 Always The causes and effects of seldom

performing experiments in learning
science was always experience and
rated 81-100%
3.41-4.20 4 Often The causes and effects of seldom
performing experiments in learning
science was often experience and
rated 61-80%
2.60-3.40 3 Sometimes The causes and effects of seldom
performing experiments in learning
science was sometimes experience
and rated 41-60%
1.81-2.60 2 Seldom The causes and effects of seldom
performing experiments in learning
science was seldom experience and
rated 21-40%
1.00-1.80 1 Never The causes and effects of seldom
performing experiments in learning
science was never experience at all
and rated 1-20%

To answer sub problem 2, the researcher used grade point average to determine

the academic performance of the students as shown below:

Grade Point Average (GPA) Description

90%-100% Outstanding
85%-89% Very Satisfactory
80%-84% Satisfactory
75%-79% Fairly Satisfactory

16
 Below 75% Did not meet Expectation

To answer sub problem 3, Pearson Product-Moment Correlation Coefficient (r) was

utilized to find out if there is an existing relationship between the effects of seldom

performing experiments in science and the academic performance of the students. To

interpret the correlation value (r) in the study, the following classification was adopted

from (Calmorin, 1995).

Range
An r from±0.00 to±0.20
An r from±0.21 to±0.40
An r from±0.41 to±0.70
An r from±0.71 to±0.90
An r from±0.91 to±0.99
An r from±1.oo
Interpretation
denotes negligible correlation
denotes low or slight relationship
denotes mark relationship
denotes high relationship
denotes very high relationship
denotes perfect correlation

17
 Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents, analyzes and interprets the data gathered in this research

study. The various results were presented in the succeeding tables with corresponding

discussions and explanations. It also answered specific problems given in the previous

chapter.

Indicators Wm Descriptio
n
A. Causes of Seldom Performing Experiments in Learning
Science
1. The experiment/s is time consuming. 3.4 Sometimes
2. The experiment/s needs an equipment which is not available 3.45 Often
in our school/community.
3. The school doesn't have science laboratory nor laboratory 3.3 Sometimes
apparatus to be used.
4. The experiment/s needs expensive materials to be 3.75 Often
realized.
OVER-ALL MEAN 3.48 Often
B. Effects of Seldom Performing Experiments in Learning
Science
1. I have difficulty comprehending the lesson. 3.33 Sometimes

2. I am not exposed of experiments in science. 3.1 Sometimes

3. Not familiar with laboratory equipment. 3.68 Often

4. Know how to use the laboratory equipment. 2.9 Sometimes

OVER-ALL MEAN 3.02 Sometimes

Table 2 shows the cause and effects of seldom performing experiments in learning

science of junior high school students of Spring Integrated School. In causes of seldom

performing experiments in learning science, the experiment/s needs expensive materials

18
Legend: 4.21-5.00 Always, 3.41-4.20 Often, 2.61-3.40 Sometimes, 1.81-2.60 Seldom, and 1.00-1.80 Never
to be realized got the highest weighted mean at 3.75 which reflected as often and the

experiment/s needs an equipment which is not available in our school/community got

3.45 which reflected as often. On the other hand, the experiment/s is time consuming got

3.4 which reflected as sometimes and the school doesn't have a science laboratory nor

laboratory apparatus to be used got the lowest weighted mean at 3.3 which reflected also

as sometimes.

In the effects of seldom performing experiments in learning science of junior high

school students of Spring Integrated School. The effect not familiar with the laboratory

equipment got the highest weighted mean of 3.68 which reflected as Often and the effect

I have difficulty comprehending the lesson got 3.3 which reflected as sometimes. The

effect I am not exposed in experiments in science got 3.18 which reflected as sometimes.

However, the effect know how to use laboratory equipment got 2.9 which reflected as

sometimes.

The over-all mean percentage of the causes of seldom performing experiments in

learning science is weighted mean of 3.48 which shows that it is often happening. It can

be inferred that the junior students in high school are not totally exposed in doing

experiments. On the other hand, the over-all mean percentage of effects of seldom

performing experiments in learning science is weighted mean of 3.02 which shows that it

is sometimes happening. The result implied that there is a need for the students to be

exposed in doing experiments.

19
 Table 3

Grade Descriptio Section A Section B Section Section Total

Point n C D
Average
F % F % F % F % F %
90-100 Outstanding 1 2.5% 1 2.5% 2 5% 2 5% 6 15%
85-90 Very 1 2.5% 2 5% 2 5% 3 7.5 8 20%
Satisfactory %
80-84 Satisfactor 4 10% 3 7.5 4 10 2 5% 13 32.5
y % % %
75-79 Fairly 4 10% 4 10% 2 5% 3 7.5 13 32.5
Satisfactor % %
y
Below 75 Did not 0 0 0 0 0 0 0 0 0 0
meet
Expectation
Total 10 25% 10 25% 10
25 10 25 40 100
% % %
Academic Performance of Students in mathematics

Table 4 reveals the academic performance of junior Students of Spring Integrated

School in subject science. It shows that 15% (6) of the students has an outstanding

performance in science. It revealed also that 20% (8) of the students has a very

satisfactory performance. It shows also that 32.5% (13) of the Students has a

satisfactory performance. While 32.5% (13) of the students has a fairly satisfactory

performance and lastly 0% (0) also needs improvement. It implied that the Students of

Spring Integrated School, Alabel. Sarangani Province has an overall satisfactory

academic performance in their science subject.

20
 Table 4

Cause and Effects of Seldom Performing in Learning Science and the Academic
Performance of Junior High School Students of Spring Integrated School

Effects of Seldom Correlation p-value Remarks

Performing Coefficient (r)
Experiments in
Learning Science
Effects of Seldom
Performing 0.21 0.19 Not Significant
Experiments
Over-all 0.21 0.19 Not Significant

Table 4 shows the relationship between the effects of seldom performing

experiments in learning science and the academic performance of junior high school

students of Spring Integrated School. The result reveals that there is no significant

relationship between the effects of seldom performing experiments with r = 0.21 and p-

value of 0.19. On the other hand, correlation results between their performance in science

and effects of seldom performing experiments failed to reject the null hypothesis, since p-

value is greater than 0.05 level of significance.

21
 Chapter V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter deals with the summary, conclusions and recommendations of the

study.

Summary

The study dealt with the cause and effects of seldom performing experiments in

learning science and the academic performance of junior high school students of Spring

Integrated School, Alabel Sarangani Province.

Specifically, the researcher sought to answers to the following sub-problems;

1. What is the cause and effects of seldom performing experiments in learning science?

1.a Do the respondents want to experience making experiments? Why?

2. What is the academic performance of the junior students in subject science?

3. Is there a significant relationship between the cause and effects of seldom performing

experiments and students’ academic performance in subject science?

The respondents of the study were the grades 7-Einstien, 8-Galileo, 9-Aristotle

and 10-Pascal of the junior students of Spring Integrated School, Alabel Sarangani

Province. There were 40 students who took part in answering the questionnaire given.

There were 10 in grade 7-Einstein, 8-Galileo, in 9-Aristotle and in 10-Pascal.

Findings
The findings of the study were as follows:
1. The over-all mean of the junior students in the causes of seldom performing

experiments is wm=3.48. It implies that the students often experience the causes of

22
seldom performing experiments in learning science. On the other hand, the over-all mean

of the junior high school students in the effects of seldom performing experiments is

wm=3.02. It implies that the students sometimes experience the effects of seldom

performing experiments in learning science. In the question do the respondents want to

experience making experiments and why? Out of 40 respondents, there were 39 students

who answers yes with the percentage of 97.5% and only 1 student answers no. On their

opinion, the researcher select top 3 opinions on why do they want to experience making

experiments. The first one is, the students want to experience making experiments

because they want to learn what they didn’t learn with the experiments. The second one

is, the students want to experience making experiments because it helps us to know more

about science. The last one, the students want to experience making experiments because

it helps them understand the lesson of what exactly is the laws, and it illustrates the true

definition of the lessons.

1. There is no significant relationship between the cause and effects of seldom

performing experiments in learning science and the academic performance of

junior high school students of Spring Integrated School since the correlation

coefficient (r)=0.21 and the p-value=0.19. On the other hand, the correlation

results between their performance in subject science and to the cause and effects

of seldom performing experiments failed to reject the null hypothesis, since p-

value is greater than 0.05 level of significance.

Conclusions
On the basis of the findings of the study, the following conclusions were drawn:
1. The causes of seldom performing experiments in learning science were often

experience by the students.

23
 2. The effects of seldom performing experiments in learning science were

sometimes experience by the students.

3. Junior students of Spring Integrated School have a satisfactory academic

performance in subject science.

4. There is no significant relationship between the causes and effects of seldom

performing experiments in learning science to the academic performance of junior

high school students.

Recommendations

Based on the findings and conclusions that were drawn, the following are

recommended:

1. Students should be more exposed in making experiments.

2. Students should be exposed in using laboratory equipment.

3. The school must have the laboratory equipment for the students to realize and

familiarized the equipment.

BIBLIOGRAPHY

24
 Appendix A

Letter of Permission
Spring Integrated School
Spring, Alabel, Sarangani Province

February 20, 2019

Mr. Dionenesio J. De Paz

Principal
Spring Integrated School

Sir:

I am a grade twelve students presently enrolled in Spring Integrated School. My study

entitled: “THE CAUSE AND EFFECTS OF SELDOM PERFORMING
EXPERIMENTS IN LEARNING SCIENCE AND THE ACADEMIC
PERFORMANCE OF JUNIOR HIGH SCHOOL STUDENTS OF SPRING
INTEGRATED SCHOOL” , in partial fulfilment of the requirements of Senior High-
school program.

In connection with this, I am asking permission through your good office to allow me to
conduct my study in your school in order to gather the data needed in my study.

I will heartily appreciate your approval on this regard. Rest assured that the results will be
kept with utmost confidentiality.

Thank you very much and more power!

CLOUFERD B. CARACOTDACOT
Researcher

ARBERT B. LANCHITA
Adviser

25
 Appendix B

Letter of Respondents
Spring Integrated School
Spring, Alabel, Sarangani Provice

February 20, 2019

Dear Respondents

I am a grade twelve students presently enrolled in Spring Integrated School. I am

conducting a research study entitled: “ THE CAUSE AND EFFECTS OF SELDOM
PERFORMING EXPERIMENTS IN LEARNING SCIENCE AND THE
ACADEMIC PERFORMANCE OF JUNIOR HIGH SCHOOL STUDENTS OF
SPRING INTEGRATED SCHOOL”.

Please answer the questionnaire carefully and honesty. Your answer shall be treated
confidentially and the result will be used as a support to this study.

Your cooperation and help will be greatly appreciated.

Thank you and more power!

CLOUFERD B. CARACOTDACOT
Researcher

ARBERT B. LANCHITA
Adviser

26
 Appendix C

Questionnaire
Spring Integrated School
Spring, Alabel, Sarangani Province

I. The Cause and Effects of Seldom Performing Experiments in Learning Science.

Direction: Please answer the questionnaire with utmost honesty. Check (/) only one from
the selection. Attached here with, is a scale with qualitative description which you will be
used as a guide in the assessment.

Scale
5- Always
4- Often
3- Sometimes
2- Seldom
1- Never

Causes and Effects of Seldom Performing Experiments

A. Causes of Seldom Performing Experiments 5 4 3 2 1
1. The experiment/s is time consuming.
2. The experiment/s needs an equipment which is not available in
our school/community.
3. The school doesn't have science laboratory nor laboratory
apparatus to be used.
4. The experiment/s needs expensive materials to be realized.

B. Effects of Seldom Performing Experimentss 5 4 3 2 1

1. I have difficulty comprehending the lesson.
2. I don't know how to use/manipulate such science laboratory
equipment.am not exposed in experiments in science.
3. Not familiar with laboratory equipments.
4. Know how to use the laboratory equipments.

Others: (Your own opinion)

Do you want to experience making experiments?
Yes No
Why?

27
 Appendix D

Letter for Validators

Republic of the Philippines

Spring Integrated School
Spring, Alabel, Sarangani Province

February 20, 2019

HONEY BABE L. CANOY

Spring Integrated School

Dear Sir:

Greetings!

The undersigned is a grade twelve student of Spring Integrated School undertaking a

research entitled “ THE CAUSE AND EFFECTS OF SELDOM PERFORMING
EXPERIMENTS IN LEARNING SCIENCE AND THE ACADEMIC
PERFORMANCE OF JUNIOR HIGH SCHOOL STUDENTS OF SPRING
INTEGRATED SCHOOL” .

With your expertise, I am humbly asking you to validate the attached self- made
questionnaires, for the study using the attached rating tool.

I am looking forward that this request would merit your positive response.

Thank you very much and more power

Respectfully Yours,

CLOUFERD B. CARACOTDACOT
Researcher

Noted by:

ARBERT B. LANCHITA
Adviser

28
 Appendix D

Letter for Validators

Republic of the Philippines

Spring Integrated School
Spring, Alabel, Sarangani Province

February 20, 2019

MARK DANIEL DE PAZ PALER

Spring Integrated School

Dear Sir:

Greetings!

The undersigned is a grade twelve student of Spring Integrated School undertaking a

research entitled “THE CAUSE AND EFFECTS OF SELDOM PERFORMING
EXPERIMENTS IN LEARNING SCIENCE AND THE ACADEMIC
PERFORMANCE OF JUNIOR HIGH SCHOOL STUDENTS OF SPRING
INTEGRATED SCHOOL”

With your expertise, I am humbly asking you to validate the attached self- made
questionnaires, for the study using the attached rating tool.

I am looking forward that this request would merit your positive response.

Thank you very much and more power!

Respectfully Yours,

CLOUFERD B. CARACOTDACOT
Researcher

Noted by:

ARBERT B. LANCHITA
Adviser

29
 Appendix D

Letter for Validators

Republic of the Philippines

Spring Integrated School
Spring, Alabel, Sarangani Province

February 20, 2019

ARLENE P. GAVILO
Spring Integrated School

Dear Sir:

Greetings!

The undersigned is a grade twelve student of Spring Integrated School undertaking a

research entitled “THE CAUSE AND EFFECTS OF SELDOM PERFORMING
EXPERIMENTS IN LEARNING SCIENCE AND THE ACADEMIC
PERFORMANCE OF JUNIOR HIGH SCHOOL STUDENTS OF SPRING
INTEGRATED SCHOOL”

With your expertise, I am humbly asking you to validate the attached self- made
questionnaires, for the study using the attached rating tool.

I am looking forward that this request would merit your positive response.

Thank you very much and more power

Respectfully Yours,

CLOUFERD B. CARACOTDACOT
Researcher

Noted by:

ARBERT B. LANCHITA
Adviser

30
 Appendix E

Validation Questionnaire

Spring Integrated School

Spring, Alabel, Sarangani Province

-------------------------------------------------------------------------------------------------------

“ THE CAUSE AND EFFECTS OF SELDOM PERFORMING EXPERIMENTS IN

LEARNING SCIENCE AND THE ACADEMIC PERFORMANCE OF JUNIOR
HIGH SCHOOL STUDENTS OF SPRING INTEGRATED SCHOOL”

Direction: The tool asks for your evaluation of the questionnaires to be used in data
gathering for the investigation stated above, to establish its validity. You are requested to
give your honest assessment using the criteria stated below. Please check (/) only one
from the selection.

Scale Interpretation Description

5 Very Highly Valid The questionnaire is

valid and it can provide
unbiased data for the
investigation, allowing 0-
5% error
4 Highly Valid The questionnaire is
valid and it can provide
unbiased data for the
investigation, allowing 6-
10% error
3 Valid The questionnaire is
valid and it can provide
unbiased data for the
investigation, allowing
11-15% error
2 Less Valid The questionnaire is
valid and it can provide
unbiased data for the
investigation, allowing
16-20% error
1 Not Valid at all The questionnaire is
valid and it can provide
unbiased data for the
investigation, allowing
20-25%

31
 Validators Questionnaire Assessment

Rating
Indicators
5 4 3 2 1

The indicators in the questionnaire consistently and accurate

measure each variable for the investigation.
The questionnaire fits with variables under investigation, thus
measuring what it intends to measure.
The questionnaire has the capability to measure items of
variables within the given data
The questionnaire has the ability to distinguish the characteristics
or properties of differing attributes of the subjects under study
The questionnaire has the ability to gather factual data,
eliminating biases and subjectivity.
Quick and complete data can be generated by the questionnaire
within the time frame allowed to obtain the data.
The questionnaire has no influence on the variables being
measured.
The questionnaire is framed in a clear, simple and in order to
avoid risk of errors.
The questionnaire is capable of gathering data that will be of
value and practical use to the sectors concerned in the
investigation.

Comment and suggestions:

_______________________________________
Signature over Printed Name of the Validator

Appendix F

32
 Questionnaire Validation Sheet

Validators Questionnaire Assessment

Evaluators
Indicators 1 2 3
The indicators in the questionnaire consistently and accurate measure 3 4 3
each variable for the investigation
The questionnaire fits with variables under investigation, thus 3 5 4
measuring what it intends to measure.
The questionnaire has the capability to measure items of variables 4 4 4
within the given frame.
The questionnaire has the ability to distinguish the characteristics or 4 4 3
properties of differing attributes of the subjects under study.
The questionnaire has the ability to gather factual data, eliminating 4 3 4
biases and subjectivity.
Quick and complete data can be generated by the questionnaire within 3 5 5
the time frame allowed to obtain the data.
The questionnaire has no influence on the variables being measured. 3 4 3
The questionnaire is framed in a clear, simple and in order to avoid risk 4 4 5
of errors.
The questionnaire is capable of gathering data that will be of value and 5 5 5
practical use to the sectors concerned in the investigation.

TOTAL 3.6 4.2 4

The result of each evaluator has been tallied. There were three evaluators who evaluated

the questionnaires. The above were the results of the over-all weighted mean of the Valuators’

Questionnaire Assessment.

Evaluator 1 has the weighted mean of 3.65 as her assessment in the said questionnaire

while evaluator 2 has the total of 4.26 as her assessment in the questionnaire and finally the

evaluator 3 has 4.4 as the total mean for the assessment in the questionnaire.

Appendix G

33
 Descriptive Statistics

FREQUENCY DISTRIBUTION OF RESPONSES ON THE EXTENT OF

USAGE OF HYPERMEDIA TOOLS

Indicators Frequency of Responses

A. Causes of Seldom Performing 5 4 3 2 1

ExperimentsText
1. The experiment/s is time consuming.Uses this 565 1116 195 52 00
website www.google.com at least thrice a week.
2. The experiment/s needs an equipment which is 719 1426 1320 218 45
not available in our school/community.Utilizes
this site www.yahoo.com at least twice a week.
3. The school doesn’t have science laboratory nor 1129 430 69 63
laboratory apparatus to be used.Utilizes this 1417
website www.wikipedia.com at least once a
week.
4. The experiment/s needs expensive materials to 1111 1111 16 129 112
be realized.Opens and uses this site 25
www.answer.com at least once a week.
B. Effects of Seldom Performing
ExperimentsAudio-video
1. I have difficulty comprehending the lesson.Uses 611 820 2015 523 119
this website www.Mp3codes.com at least once
a week.
2. I am not exposed in experiments in 33 94 2213 417 251
science.Opens and utilizes this site
www.filestube.com at least twice a week.
3. Not familiar with laboratory equipment.Utilizes 41 40 127 1518 562
this site www.video-lyrics.com at least twice a
week.
4. Know how to use the laboratory equipment.Uses 473 119 75 131 5
this site www.youtube.com at least twice a 0
week.
5. Utilizes this site http://music.yahoo.com at least 2 0 6 6 74
once a week.
C. Animation
1. Opens and uses this website 2 4 5 14 63
http://www.voki.com/learn.php
at least two times a week.
2. Utilizes this site www.smistudio.com at least 1 3 9 12 63
twice a week.
3. Utilizes this site http://office.microsoft.com at 1 3 7 18 59
least thrice a week.
4. Uses this site http://www.doink.com/ at least 2 1 4 18 63

34
 once a week.
5. Utilizes this site www.rhonda.com at least thrice 1 0 2 16 69
a week.

35
 Appendix G

Descriptive Computations

Descriptive Statistics copy this

Std.
N Minimum Maximum Mean Deviation

VAR00001 88 2 5 4.636364 0.69781

VAR00002 88 1 5 3.409091 1.199965

VAR00003 88 1 5 3.829545 1.106112

VAR00004 88 1 5 2.772727 1.21037

VAR00005 88 1 5 1.420455 0.943478

VAR00006 88 1 5 2.784091 1.351448

VAR00007 88 1 5 1.761364 1.08272

VAR00008 88 1 5 1.420455 0.738461

VAR00009 88 2 5 4.75 0.611198

VAR00010 88 1 5 1.295455 0.790156

VAR00011 88 1 5 1.5 0.958927

VAR00012 88 1 5 1.488636 0.896921

VAR00013 88 1 5 1.511364 0.870913

VAR00014 88 1 5 1.420455 0.826592

VAR00015 88 1 5 1.272727 0.620109

VAR00016 88 3 5 4.613636 0.595613

VAR00017 88 1 5 4.477273 0.870688

VAR00018 88 2 5 4.613636 0.701916

VAR00019 88 1 5 3.715909 1.092807

36
 VAR00020 88 2 5 4.409091 0.917723

VAR00021 88 1 5 3.420455 1.047401

VAR00022 88 1 5 3.397727 1.045403

VAR00023 88 1 5 3.238636 1.103748

VAR00024 88 1 5 3.602273 1.129945

VAR00025 88 1 5 3.102273 1.083203

VAR00026 88 1 5 3.75 1.053183

VAR00027 88 1 5 3.954545 1.071137

VAR00028 88 2 5 3.784091 0.927843

VAR00029 88 1 5 3.647727 1.028779

VAR00030 88 1 5 3.863636 1.030364

Valid N (listwise) 88

Appendix H

Descriptive Computations

CORRELATION BETWEEN THE CAUSES AND EFFECTS OF SELDOM

PERFORMING EXPERIMENTS IN LEARNING SCIENCE USE OF
HYPERMEDIA TO THE ACADEMIC PERFORMANCE OF THE STUDENTS

SUMMARY OUTPUT

Regression Statistics
0.210133
Multiple R 392
0.044156
R Square 043
Adjusted 0.019002
R Square 254

37
Standard 5.416525
Error 629
Observati
ons 40

ANOVA
Significan
df SS MS F ce F
Regressio 51.502 51.502 1.755443 0.193106
n 1 5 5 033 315
1114.8 29.338
Residual 38 72 75
1166.3
Total 39 75

Stand
Coefficien ard Lower Upper Lower Upper
ts Error t Stat P-value 95% 95% 95.0% 95.0%
77.79313 3.9300 19.794 1.29289E 69.83723 85.749 69.837 85.749
Intercept 903 17 61 -21 6 04 24 04
- -
1.683432 1.2705 1.3249 0.193106 0.888723 4.2555 0.8887 4.2555
WM 207 81 31 315 991 88 2 88

38
 CURRICULUM VITAE
CLOUFERD B. CARACOTDACOTARBERT B. LANCHITA
Purok 1Tagumpay, SpringPoblacion
Alabel, Sarangani Province
+639654536116
639124716739/+639108544050

39
 cclouferdpirates_1089@gmailyahoo.com

________________________________________________________________
PERSONAL INFORMATION

Birth date: July 20, 1998October 10, 1991

Sex: Male
Civil Status: Single
Nationality: Filipino
Father’s Name: Gilbert T. CaracotdacotWarlito E. Lanchita
Mother’s name: Maria Fe B. SalaysayLydia G. Lanchita

EDUCATIONAL BACKGROUND

Tertiary 2009- present Mindanao State University- GSC

Bachelor of Secondary Education

Major
in Mathematics
Secondary 201605-201709 Alabel National HighSpring
Integrated School
Alabel, Sarangani Province
Elementary 20121999-2013005 Spring IntegratedAlabel Central
Elementary School
Alabel Sarangani Province

MEMBERSHIP/INVOLVEMENT IN ORGANIZATIONS /CLUBS

40
Member 2011- present College of Education Students
Organization (CESO)
Member 2011- present League of Educators Major in
MathematicsSecondary Students (LEMMA
S2)
PIO 2011-present Inter Varsity Christian Fellowship (IVCF)
Treasurer 2011-2012 Boys Dormitory Main Club (BDC)
Business Manager 2010-2011 Secondary Education Students
Club (SESC)
Member 2009-2010 Walking Biologists Student

TRAININGS/SEMINARS/WORKSHOPS ATTENDED

Participant October 07, 2009 Symposium on Family Planning held at

Audio-Visual RoomMSU-GSC
Participant August 28, 2010 Indigenous People held at MSU-
Graduate School AVR
Participant January 29, 2011 Technical Education, Globalization in
Education andDistance Learning Held at
MSU-Graduate School AVR
Participant February 05, 2011 Computer Aided Instruction held at MSU
Gymnasium
Participant July 6, 2011 Curriculum Development, BEC versus
SEC versusK+12 held at MSU-GSC H-
Building
Speaker July 20, 2011 Domain 3: Diversity of Learning held at
MSU Gymnasium
Participant October 01, 2011 Teaching Strategies held at MSU

41
 Table 2

Causes and Gymnasium

Effects of Participant October 01, 2011 Lesson Planning held at MSU
Seldom
Gymnasium

Participant October 01, 2011 ICT Integration held at MSU

Gymnasium
Participant November 24, 2011 Regional Student Teachers Congress:
Operationalization of Experiential Learning
Courses Toward the Enhancement of 21st
Century Competencies and Skills of an
Effective Teacher held at NDMU-
Gymnasium Koronadal City, So. Cot.)
Participant August 16, 2012 Techniques and Strategies in solving
MathematicalProblems Held at H-Building
MSU-GSC.
Participant September 26, 2012 POLYA held at H-building MSU-GSC
Campus

42