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The effects of preferred music in enhancing attitude and performance in Physics / |
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Deseria Sahagun Camarao. |
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Thesis (M.A.)-- Pamantasan ng Lungsod ng Maynila, 2006.;A thesis presented to the faculty of the Graduate School of Arts, Sciences and Education in partial fulfillment of the requirements for the degree Master of Arts in Education, Physical Science. |
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ABSTRACT: OBJECTIVES: The study was conducted to determine the effects of preferred music on the attitude and performance in Physics to senior students of Escuela De San Lorenzo Ruiz during the school year 2005-2006. STATEMENT OF THE PROBLEM: This study aimed to determine the Effectiveness of preferred music in enhancing attitude and performance in Physics. Specifically, this study would answer the following questions: 1. Is there a significant difference in the pretest scores of the control group and the experimental group in the achievement test and the attitude test? 2. Is there a significant difference in the posttest scores of the groups of respondents in the achievement test and the attitude test? 3. Is there a significant difference in the pretest and the posttest scores in the achievement test and the attitude test of: 3.1 Control Group 3.2 Experimental Group 4. Is there a significant difference in the gain scores in the achievement test and the attitude test of the two groups of respondents? METHODOLOGY The study was conducted at Escuela De San Lorenzo Ruiz where the researcher is a faculty. To eliminate time and teacher factor all the respondents of the study was handled by the researcher. Fifty two, 4th year high school students enrolled at ESLR from S.Y. 2005-2006 were used as the total population of the study. Data coming from the chemistry grade of these 54 students revealed that there were 17 pairs have the same average grade that can be matched, thus they are comparable as shown in table 3.1 and 3.2. The experimental group listened with their preferred type of music while reviewing for ten minutes before the evaluation while the control group reviewed without music. The different tools that were used in this study were the following: 1. Attitude test in physics, it is an adapted standardized test from the book Research in Education by Joseph Best and James Kahn. It is composed of 20 statements of attitude towards the subject which it has equal number of positive attitude and negative attitude towards the subject. Using Lickert scale each attitude is answered by strongly agree (SA), agree (A), undecided (U), disagree (DA) and strongly disagree (SD). If the statement is positive the following are the corresponding rate (SA) 5, (A) 4, (U) 3, (D) 2, and (SD) 1. If the statement is negative the following are the corresponding rate (SA) 5, (A) 4, (U) 3, (D) 2 and (SD) 1. 2. Achievement test. This an evaluative instrument designed to measure the competencies stated in the instructional objectives and was administered by the researcher to both experimental and control groups at the beginning and at the end of the unit in Mechanics. It is a 50- item constructed by the researcher based on the minimum achievement test included items on measurement, kinematics, force of gravity, projectile motion, laws of motion, mass and weight and law of universal gravitation. A table of specification was prepared by the researcher to guide her in preparing the test items. The achievement test was presented to the experts in physics to ensure content validity. An adapted indicator of a good test was used to validate the constructed achievement test. The researcher sought the help of three teachers teaching the subject from Pasay City South High School to validate the achievement test in terms of the following criteria: test specifications, test format and directions, characteristics of a general test items and characteristics of a multiple choice items. The Likert scale was used to determine the expert's rating on the content of the achievement test based from the indicators. The experimental phase started after the respondents were classified based on their average grade in Chemistry. The pretest was administered on June 29, 2005 to both control and experimental groups. The experimental period is from June 29 to August 16. The experimental and control groups were handled by the researcher during the whole period of the experiment to make sure that all the concepts needed in the study were taught to both groups to eliminate possible effect of teacher factor. The researcher used the lecture-discussion method for both groups in teaching the concepts in mechanics. The teaching aids used were visual aids, chalk, and blackboard. The discussion, formulation of generalizations and valuing were teacher-directed. Fifteen minutes before the time the experimental group took the review while listening with their preferred music, after ten minutes a seatwork was given. The control group do the same except that they do not listen to music during review time. After the lesson for every topic a quiz was given as an evaluation based on the lesson reviewed by the students. The different types of music teenagers preferred to listen to are alternatives, classical, rhythm, and blues, rap, hip-hop, rock, love songs and jazz. These were the types of music they listened to during the review. The different statistical treatment that were used are the following: 1. Two-tailed t-test for independent sample means was used to compute the significant difference between the pretest- pretest and posttest- posttest mean scores of the control and the experimental groups both in achievement test in mechanics and attitude test in physics. 2. Two-tailed t-test for dependent sample means was used to compute the significant difference between the pretest- posttest mean scores of the control and the experimental groups both in achievement test in mechanics and attitude test in physics. 3. One-way ANOVA f-ratio test was used to compute the significant difference in the gain scores in achievement test and attitude test of the two groups of respondents. FINDINGS: The following findings of the study were arrived at: 1. There was no significant difference between the pretest scores of the control group and experimental groups in achievement test. This was showed in the computed t-value which is 0.483 less than the tabular value of 1.960. In similar case also there was no significant difference in the pretest scores of the experimental and the control groups in their attitude test having a computed t-value of 1.43 less than the tabular value which is 1.960. 2. The computed t-value of 0.29 which is less than the tabular value of 1.960, showed that there was no significant difference between the posttest score of the experimental group and the posttest score of the control in achievement test. In similar case there was no significant difference between the posttest scores of the experimental and the control groups in attitude test, based on the computed t-value of 0.021 less than the tabular value of 1.960. 3. The pretest and posttest scores of the control group has significant difference in achievement test based on the computed t - value of 5.560, while there was no significant difference in the attitude test having a computed t- value of 0.34. There was a significant difference between pretest and posttest scores of the experimental group in achievement test with the computed value of 4.193 greater than tabular value of 1.960. The computed t-value in attitude test was 2.17 indicated there was a significant difference. 4. There was significant difference in the gain scores in achievement test of the control and experimental group. This was based on the computed f-ratio value which is 72.0, greater than the tabulated f-value which is 4.16. There was no significant difference in the gain scores in attitude test of the control and experimental groups, as manifested in the computed f-ratio which is 0.46 compared with the tabulated f-value which is 4.16. CONCLUSIONS: In the light of the foregoing findings, the following conclusions were drawn: 1. The respondents both in the control group and the experimental group have equal entry of knowledge in mechanics thus; they are equal in terms of mental ability. Both group of respondents have the same outlook and attitude in the study of physics. 2. The use of music during review indicates this could be as effective as non-intervention, though it did not merely answer the it improved the scores in achievement between the control and the experimental groups nevertheless, it helped as a motivation for the experimental group students to stimulate their minds to think, analyze and understand the subject. |
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With regard to the posttest score attitude of the respondents, still they had the feeling of insecurity and uncertainty that they could cope with the pressure and demands of physics. 3. The non-intervention of music during review is still effective method of transmitting knowledge. The attitude of the learners towards the subject matter is still the same-complicated, difficult, and brain dead. Listening with preferred music of the students enhanced their learning in such a way that they were motivated to study and stimulate their mind to think and understand the lessons taken-up. Students appreciated this strategy as manifested in the results of pretest and posttest in achievement of experimental group. The students get excited when it is already review time because of the enjoyment they have while listening to music. Listening with preferred music during review motivated them to understand, analyze and think well the concepts. In terms of their attitude test there was a significant difference in the pretest and posttest scores of the experimental group, moreover, it was negative mean difference. This can be concluded that attitude test score of the learners in pretest was higher than the posttest score. 4. Listening with music during the review time helped the respondents attain a good score, this positively affects the performance in the achievement test. There was no significant difference in the gain scores in attitude test of the control and experimental groups, because the short time given for review and the period of the study would not be enough to determin |
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| Name of part/section of a work |
|
| Date of a work |
|
| Language of a work |
|
| Form subheading |
|
| 740 ## - ADDED ENTRY--UNCONTROLLED RELATED/ANALYTICAL TITLE |
|---|
| -- |
|
| -- |
|
| Uncontrolled related/analytical title |
|
| -- |
|
| -- |
|
| Number of part/section of a work |
|
| -- |
6 |
| 753 ## - SYSTEM DETAILS ACCESS TO COMPUTER FILES |
|---|
| Operating system |
|
| -- |
|
| Make and model of machine |
|
| 767 ## - TRANSLATION ENTRY |
|---|
| Title |
|
| -- |
|
| Record control number |
|
| 770 ## - SUPPLEMENT/SPECIAL ISSUE ENTRY |
|---|
| Title |
|
| -- |
|
| Record control number |
|
| International Standard Serial Number |
|
| 773 ## - HOST ITEM ENTRY |
|---|
| Main entry heading |
|
| -- |
|
| Place, publisher, and date of publication |
|
| Related parts |
|
| Material-specific details |
|
| Title |
|
| Edition |
|
| -- |
|
| Relationship information |
|
| Abbreviated title |
|
| 775 ## - OTHER EDITION ENTRY |
|---|
| Title |
|
| -- |
|
| Record control number |
|
| International Standard Serial Number |
|
| 776 ## - ADDITIONAL PHYSICAL FORM ENTRY |
|---|
| Uniform title |
|
| -- |
|
| Main entry heading |
|
| Place, publisher, and date of publication |
|
| Edition |
|
| International Standard Book Number |
|
| Relationship information |
|
| Title |
|
| International Standard Serial Number |
|
| Physical description |
|
| Qualifying information |
|
| Record control number |
|
| 780 ## - PRECEDING ENTRY |
|---|
| International Standard Serial Number |
|
| -- |
|
| Main entry heading |
|
| Related parts |
|
| Title |
|
| Record control number |
|
| 785 ## - SUCCEEDING ENTRY |
|---|
| Title |
|
| -- |
|
| Record control number |
|
| Main entry heading |
|
| International Standard Serial Number |
|
| 787 ## - OTHER RELATIONSHIP ENTRY |
|---|
| International Standard Serial Number |
|
| -- |
|
| Place, publisher, and date of publication |
|
| Related parts |
|
| Relationship information |
|
| Title |
|
| Record control number |
|
| 800 ## - SERIES ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
|
| -- |
|
| Dates associated with a name |
|
| Language of a work |
|
| Date of a work |
|
| Title of a work |
0 |
| Fuller form of name |
|
| Volume/sequential designation |
|
| 810 ## - SERIES ADDED ENTRY--CORPORATE NAME |
|---|
| Corporate name or jurisdiction name as entry element |
|
| -- |
|
| Subordinate unit |
|
| Date of a work |
|
| Title of a work |
|
| -- |
|
| Volume/sequential designation |
|
| 830 ## - SERIES ADDED ENTRY--UNIFORM TITLE |
|---|
| International Standard Serial Number |
|
| -- |
|
| Uniform title |
|
| Name of part/section of a work |
|
| Number of part/section of a work |
|
| Language of a work |
0 |
| Volume/sequential designation |
|
| 942 ## - ADDED ENTRY ELEMENTS |
|---|
| Institution code [OBSOLETE] |
|
| -- |
lcc |
| Item type |
Book |