Chapter I

Peñafiel, Samonte, Tuazon – BSE Physics ‘07
CHAPTER I
The Problem and Its Background
Introduction
In today’s modern times, students are becoming less and less inclined in studying
the sciences, especially those of chemistry and physics. Their enthusiasm has decreased
nowadays. Aside from the fact that these subjects involve certain calculations to gain
knowledge, materials of teachers also affect the interest of students in studying those
subjects.
Electromagnetism is one of the most difficult areas in physics. It is commonly
viewed by the students as purely computations or mathematical. But the fact is, you
cannot go to mathematical aspects unless you know the conceptual aspects of it.
Sometimes, it is even enough to know just the concepts, but its even better when you
combined it with mathematics to prove that certain topic and show not just the quality but
the quantity of a problem as well. Nevertheless, comprehensions on these concepts are
really important to attain, so that students can use them for practical applications in their
daily living.
Teacher is a big factor in transmission of knowledge. He / she must use different
methodologies in teaching so that students will be more motivated and interested to learn.
As a result, learning physics, particularly electromagnetism, will be more enjoyable and
students will acquire more understanding about the topic.
Using instructional devices help the teachers to ease out the tension for the
student to understand different concepts and diagrams. It helps the students to improve
the understanding of the subject through constant participation and practice. It also help
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PHD Electrowheel: An Instructional Device in Teaching Basic Electromagnetism 1
the students to self-conceptualize the lesson which is more effective in learning than
memorization.
The researchers thought that the device (Electrowheel) could contribute to the
learning of the students and enhance the students’ interest in the subject specifically in
Physics. The lessons in Physics are usually dealt with difficulty by the students since the
language of physics is mathematics. Most students hate memorizing formula or concepts.
To address this problem, the researchers came up with the study of developing a teaching
device in teaching physics specifically that of electromagnetism. This device will be
constructed and developed by the researchers with the help of some experts in
engineering and would be validated by experts in physics teaching.
Background of the Problem
The researchers sought the idea of constructing a teaching device in basic
electromagnetism for the students to understand easily the basics of the said subject. This
teaching device will help student lessen their hardships in studying and understanding the
basic concept in electromagnetism, specifically the concept of electric field and its
direction. The researchers also aim to the independency of the students to teachers in
improving their skills in identifying the directions of the quantities in electrostatics. The
researches have incorporated the use and construction of the math wheel as an
instructional aid into understanding and improvement of the learning in electrostatics.
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Statement of the Problem
As former students who took up Basic Electromagnetism, the researchers realized
that many of the students who are taking electromagnetism course are encountering
difficulties in understanding the interactions of the electric field, electric force, velocity,
acceleration and charge of the particle. To lessen these difficulties, researchers sought a
way on how to improve student’s understanding of the concepts in electromagnetism.
This study aims to answer the following questions:
1. What device could help the students in learning the basic concepts on
electrostatics?
2. Is the device effective enough to raise the interest of the students in learning the
principles of electrostatics?
3. How can the device be integrated in the teaching – learning process?
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 Concept in Electromagnetism
 Funding for the research / study
Conceptual Framework  Academic Achievement
 Experts in Physics
Input
 Instruments and evaluation
 Development of the device

 Development of instrument for
evaluation and validation of the
device
Process
 Consultation of some experts in
Physics regarding the integration
of the device in instruction.
 Easy understanding of students in

the basic concept of the
electromagnetism
 Effective use of the device in
Output
teaching electromagnetism
 Recommendation for further
improvement of the device
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Significance of the Study

The researchers hope that the device will be beneficial to the following:
a. The Students – for the improvement of understanding in the interactions involved
in electrostatics: electric field, electric force, velocity, acceleration and the charge
of the particle to be specific, without memorization, just by the help of the said
device.
b. The Teacher – for the transmission of basic concepts in electromagnetism by
using such device and integrate it in their instruction proper. It also aid the teacher
in teaching the interactions of the said physics concepts by compressing all the
schematic diagrams into one simple device.
c. The Curriculum Developers – for integrating the use of the device in teaching
basic electromagnetism for the competencies to be attained.
d. The Future Researchers – they could also construct and improve such device
which can be a teaching aid that will help or increase the motivation of the student
in studying hard topics in physics.
Scope and Delimitations
This research is limited to the construction of the instructional device and the
consultation to physics teachers and students for the evaluation through integration of the
device in the instruction proper. The device would be integrated as an instructional device
in teaching Basic Electromagnetism. The researchers are limited in providing a sample
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lesson plan which the teacher could integrate the instructional device in the learning
activity for the students.
The device is also limited to the identification of the directions of the electric
field, acceleration, electric force, identification of the sign of the charge of the particle,
and whether the velocity is increasing or decreasing. The device would also let the users
to manipulate, as they wish, the order and direction of the quantities involved by turning
the pieces around. This study is limited to only respondents who are taking the course in
Electromagnetism.
Hypotheses
The researchers hypothesize the following:
1. Student will learn the basic concepts on electrostatics with the aid of the PHD
Electrowheel.
2. The Electrowheel will raise the interests of the students in learning the basic
concepts on Electrostatics
3. Teachers can improve their teaching style in teaching the basic concepts in
electrostatics through the use of Electrowheel by using deductive method.
Definition of Terms:
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Acceleration – it is the time rate of change, or change per second, of velocity; a vector
quantity that tells the change of speed and/or direction of a certain body.
Concepts – an abstract or generic idea generalized from particular instances.
Device – it is a mechanical invention for some specific purpose.
Dependent Variable – also known as the criterion variable; the effect, or posttest is the
outcome of the study, the change or difference in groups which occurs as a
result of the manipulation of the independent variable.
Electric Charge – commonly known as charge, it is the most fundamental quantity in the
study of Electricity.
Electric Field – it is a field that allows us to explain the interaction of two distant objects
separated in space without regarding or using the concept of action-at-a-distance
force.
Electric Force - it is a force exerted on a unit of charge.
Electromagnetism – it is a branch of physics that deals with the relationship between
electricity and magnetism
Electrostatics – it is a part of the study in electricity at rest which involves electric
charges, the forces between them, the aura that surrounds them and their
behavior in materials.
Independent Variable – also known as experimental variable; the cause, or the treatment,
is that the activity or characteristic believed to make a difference.
Instructional Device – it is a mechanical invention that is made for educational purposes
of instruction.
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Mean – arithmetic average of a set of scores. It involves the values of the scores in the
distribution.
Physics – is a branch in science that deals with the properties, changes, interactions, etc.
of matter and energy.
Standard Deviation – is a measure of dispersion among all scores in the distribution
rather the through extreme scores.
t – test – statistical tool that is used to determine the significance of the differences in the
performances when students were grouped into two.
Velocity – it is a description of motion in terms of speed and direction.
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CHAPTER II
Review of Related Literature and Studies
It is a mere fact that there is really a need for effective instructional materials that
would be teaching physics well especially in the classroom setting here in the Philippines.
In addition, there is a big difference between practice and theory. Considering these
factors, the researchers developed a physics teaching device based on the following
studies conducted by experts in this field.
Electric Field
Electric Field allows us to explain the interaction of two (2) distant objects
separated in space without regarding or using the concept of action-at-a distance force.
The direction of the electric field affects the interaction of one electron to the other
particles. We can identify its direction knowing the direction of the electrical force and
the sign of the charge of the particle.
However, there are other quantities that are affected by the direction of the electric
force such as the acceleration and velocity of the charges. In this way, we can determine
the direction of the electric force by knowing the direction of the particle’s acceleration
and whether the velocity is increasing or decreasing which, leads to the identification of
the electric field.
The Concept of Electric Field
The Electric Field somehow modifies the properties the space around it. It acts as
an “aura surrounding charged objects and is a storehouse of electric energy.” (Hewitt,
2002) Considering a positive test charge and the Electric Field is directed to the right.
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The Electric Force that the particle exerts has the same direction as that of the Electric
Field given by the equation: Fo  

E   F  qo E
qo
Therefore if a charge is positive, the Electric Field is in the same direction as the Electric
Force and if the charge is negative, the Electric Field is in the opposite direction of the
Electric Force.
Knowing the direction of the Electric Force, we can also determine the direction
of the particle’s acceleration through the use of the concept of Second Law of Motion
given by the equation:  

F  ma
Therefore if the force (net force) is directed to the right, the direction of the acceleration
is also going to the right and the same thing happens when the force is directed to the left,
the acceleration is also directed to the left.
Knowing the direction of the acceleration and velocity, we can determine if the
velocity is increasing or decreasing with time. If the acceleration and velocity are in the
same direction, the body is said to be increasing in velocity. However if the acceleration
and velocity are in opposite direction, the body is said to be decreasing in velocity.
The Math Wheel
There are different schematic diagrams to represent different cases involving the
quantities in electrostatics. Mathematicians also devised a way to improve one’s learning
in solving math equations which they eventually called the “math wheel.”
They have put up different numbers and operations in the sides of the “wheel” in a
compact device which is manipulated by turning the “wheel” until all the sides of the
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wheel has a correct math equation. Math teachers have now used this device for learners
as an improving device so that students would be able to improve by themselves how to
do correct math equations and eventually help them in solving math problems. It will
enable the students or users of the wheel to manipulate at their own risk and capability to
use the wheel to learn more and create math equations as many as they could. Here is a
sample of the math wheel:
Figure is1:composed
b.)The Math Wheel a.)The Math Wheel
of gear or
wheels made to be stacked together and
contains numbers and symbols to form an
equation.
Instructional Design
 Instructional Design as a Process:
Instructional Design is the systematic development of instructional specifications
using learning and instructional theory to ensure the quality of instruction. It is the entire
process of analysis of learning needs and goals and the development of a delivery system
to meet those needs. It includes development of instructional materials and activities; and
tryout and evaluation of all instruction and learner activities.
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 Instructional Design as a Discipline:
Instructional Design is that branch of knowledge concerned with research and
theory about instructional strategies and the process for developing and implementing
those strategies.
 Instructional Design as a Science:
Instructional design is the science of creating detailed specifications for the
development, implementation, evaluation, and maintenance of situations that facilitate the
learning of both large and small units of subject matter at all levels of complexity.
 Instructional Design as Reality:
Instructional design can start at any point in the design process. Often a glimmer
of an idea is developed to give the core of an instruction situation. By the time the entire
process is done the designer looks back and she or he checks to see that all parts of the
"science" have been taken into account. Then the entire process is written up as if it
occurred in a systematic fashion.
Instructional System:
An instructional system is an arrangement of resources and procedures to promote
learning. Instructional design is the systematic process of developing instructional
systems and instructional development is the process of implementing the system or plan.
Instructional Technology:
Instructional technology is the systemic and systematic application of strategies
and techniques derived from behavioral, cognitive, and constructivist theories to the
solution of instructional problems.
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Instructional technology is the systematic application of theory and other
organized knowledge to the task of instructional design and development.
Instructional Technology = Instructional Design + Instructional Development
Instructional Material
Interactivity can be thought of as mutual action between the learner, the learning
system, and the instructional material (Fowler, 1980). The importance of using the best
and the most appropriate instructional materials in providing quality education was stated
by Wesley and Wronski in their articles. They further stated that the design and
development of instructional materials through textbooks and other reference materials
are still considered the best instrument for enhancing positive transfer of learning
(Wesley and Wronski, 1995).
In the speech delivered by Commission on Higher Education (CHED)
Commissioner Padolina cited by Eslabra, during the National Seminar-Workshop on
Instructional Materials Development and Book Writing Publication of the Philippine
Association of State Universities and Colleges (PASUC), she stated that the instructional
materials and textbooks that the teachers prepare for them must actively engage students,
encourage deep-level learning, increase question asking and develop critical thinking,
enhance reading skills, improve comprehension monitoring and create supportive climate
for learning (Padolina, 2002).
According to one of the articles of Deauna, he emphasized the importance of
teaching science. He stressed that science is a process of acquiring and practicing logical
skills, developing desirable habits of free mind, curiosity, imagination, openness to new
ideas, a questioning mind, a penchant for accuracy, healthy skepticism, and avoidance of
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dogmatism. Teachers therefore must do something to enhance such development in
students. They must create and use various teaching strategies and methodologies to
make effective delivery of the subject (Deauna, 1996). The researchers presented a way
that the teachers and students could understand each other and that is through the use of
the instructional device, PHD Electrowheel.
According to Gonzales, Filipinos think that science is always associated with
Mathematics. Some science courses call mathematics as an auxiliary language, especially
in physics. Even on the secondary level, much of science is still descriptive demanding a
little or no mathematics. Mastery of language of the numbers matters less than mastery of
a natural language of a special register- the discourse of science (Gonzales, 2004). This is
one of the reasons why researchers had thought of creating a teaching device that could
change students’ perception of science, especially of physics. The device that was
proposed by the researchers would concentrate on the basic concepts in electromagnetism
by manipulating the device instead of memorizing the concept, and the teacher as well to
appreciate the subject more. It could also help the learners acquire knowledge in a more
convenient and enjoyable way.
Instructional materials are to be used to support and promote students'
achievement of the learning objectives specified in the approved curriculum. In choosing
from a wide variety of available resources, teachers shall select materials that are most
appropriate for the students and the learning objectives. It is found out, that teachers must
really provide representations of concepts and different activities for the students to have
a better understanding of certain concept. They must provide experiences that requires
student to make active use of concepts in concrete situations (Blanton, 2001). Whenever
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possible, students should be given an opportunity to encounter scientific phenomena and
processes by means of things they can see and touch. Concepts must arise out of
experience (Arons, 2001). After all, children learn best from experiences with natural
occurrences and with concrete objects in the environment (Salandanan, 2000).
Similar examinations of learning studies (Bosco, 1986; Fletcher, 1989, 1990)
found that people learn the material faster and have better attitudes toward learning the
material when they learn in an interactive instructional environment.
As stated by Patricia Blanton in The Physics Teacher Journal, student will gain
knowledge, comprehension and mastery through these experiences and studies. In
addition, it is also important to use student’s interest and their wealth of ideas to drive the
curriculum and take learning in a fascinating direction, and guides the learning with
standards and outcomes, because real meaning only occurs when the learners process
new information in a way that make sense to them in their own frame of reference,
experiences and responses. For this matter, teachers must provide activities for the
students to have first hand experiences that will lead to effective concept development.
The emphasis during these activities is an observing relationship, identifying variables
and developing tentative explanations of phenomena in a qualitative fashion (Robinson,
1999).
Researches have demonstrated that when students take a more active role in the
learning process, changes occur in the students’ learning and attitudes. But in the
conventional teaching situations, students are less involved 20% of the time (Osterman,
1982). Thus PHD Electrowheel in teaching electromagnetism is presented as an aid in
teaching the said field.
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CHAPTER III
Methodology
This chapter presents the methodology, research design, together with the
procedure on how data were gathered and the statistical treatment that were employed in
processing the results of the study, the subjects who participated in the testing of the
proposed instructional device in teaching electromagnetism, and the instrument used to
gather data.
Research Design
This study made use of experimental method for research specifically through
experimental design. The researchers are in the on the action from the very beginning;
forms or selects the groups, decides what is going to happen to each group, tries to
control all other relevant factors besides the changes which they have introduced, and
observed or measures the effect on the groups at the end of the study .
Research Method
The research method used by the researchers in this study is experimental method,
specifically through experimental design. This method typically involves two groups, an
experimental group and a control group. The experimental group typically receives a new
treatment, a treatment under investigation, while the control group either receives a
different treatment, or is treated as usual. The two groups which are to receive different
treatment are equated on all other variables that night be related to performance on the
dependent variable. After the groups have been exposed to the treatment for some period
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of time, the researchers administer a test of the dependent variable and then determine
whether there is a significant difference between the groups.
Research Environment
The Philippine Normal University (PNU) formerly known as Philippine Normal
College (PNC) offers undergraduate and graduate courses in the field of education.
Nowadays there are lots of courses offered in the said institution. Some of which are BS
Physics for Teachers, BSE major in Physics and Technology, and BSE major in Physics.
During this school year 2006 – 2007, physics community in PNU is composed of 12
sections all in all. The most students in enrolled in these courses are Department of
Science and Technology (DOST) scholars.
Research Subjects
 Participants of the study
Subjects of the research were second year college students who are taking BSE
Physics course of the Department of Physical Sciences under the College of Science,
Philippine Normal University who agreed to participate in the study. The respondents of
this study are the second year students majoring in physics (II-29 BSE Physics) and will
take up electromagnetism. The class is composed of 30 students and will be divided into
two groups, these groups will the dependent and independent variables.
The researchers used them as respondents because in this study, it is important
that the respondents are physics majors because they are the one who will benefit to this
study.
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 Evaluators
Respondents for the evaluation of the instructional device are as follows:
1. an expert in the teaching physics, specifically electromagnetism
2. set of college students majoring in the said field.
Some experts were chosen because of their expertise in physics and education.
The same criteria were also applied in choosing the student evaluators. The students
chosen are taking a BSE course majoring in Physics at the Philippine Normal University.
Research Instrument
The researchers used an evaluation instruments that composed of two parts: (a)
for the student to assess their understanding about the concept behind the instructional
device and; (b) for the student to evaluate the effectiveness of the instructional device
once integrated to the lesson in electromagnetism. The said instruments were validated by
some experts in the field of research and evaluation and the researchers’ adviser in thesis
writing. The researchers ask to edit the instrument and make some insertion or
suggestions if necessary for the instrument to be valid. Then the researchers came up with
the final research instrument that will be used for the evaluation of their instructional
device.
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The following instruments are being used in the study:
1. Part I: Assessment / Cognitive Test Instrument
This instrument is used to measure the level of understanding of
the respondents on the concept of electric field through the use of the
instructional device. (See appendix A)
2. Evaluation Instrument
This instrument is used to measure the effectiveness of
Electrowheel developed by the researchers once integrated in teaching
electromagnetism. (See appendix B)
Research Procedure
In this study, the researchers first consulted their adviser about their topic if their
topic was acceptable or not. Once approved by the adviser, the researchers consulted
some experts in the field of engineering and architecture about the design of the device
and look for some models that will fit the design of the proposed instructional device of
the researchers. Then, after the device has been developed, it was tested and validated by
an expert in Physics teaching. After the expert’s evaluation, the researchers are going to
try out the device to the respondents.
This study consists of two parts – the development phase and the evaluation
phase.
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Development of the Device
The development of the device is divided into four (4) phases as follows:
PHASE I: Planning and Design Phase
The planning and design phase is not as easy as it look. The researchers have
consulted different experts in mechanical and electrical engineering. The researchers
wanted a research that has an end-product that would help the teachers in their instruction
for their students in Physics. The idea of inventing a device that caters the difficulties in
electrostatics came from the researchers’ experience while taking up the Basic
Electromagnetism course. Since the researchers had now agreed what to do and why to
do it. It now comes to an important part of the instructional device, the design of the
device.
The design of the device came from one of the researcher’s favorite book. The Da
Vinci Code by Dan Brown in which the protagonist tries to break the code in a device
called the cryptext design by Leonardo Da Vinci. Also, as a result of one of the
researcher’s search for an appropriate design for the idea of instructional device. He had
sought the concept of the math wheel as an appropriate design for the device as illustrated
in Appendix D.
The idea of the cryptext and the math wheel had been used as the appropriate
design for the device. The physical design of the device was adopted like a math wheel
and the method of checking the respondent’s answer was adopted in the cryptext, only
that the researchers used a different mechanism.
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The researchers consulted advice from the experts in mechanical and electrical
engineering to help us with the materials to be used and to where it could be made. After
some deliberation on what materials and design the researchers would want, here is the
illustration of the design:
After the materials were bought and completed, the device was made in a machine
shop and engineering work whom the researchers had found through our resources and
followed the design in which the manager/engineer and the researchers had collaborated
with.
PHASE II: Development Phase
In accordance to the design the researchers came up, apposite materials play a
vital role in the construction of the device. Materials should be lightweight and durable.
Fibra is one good example of this. It is a combination of wood and fiber glass. It is
flexible and at the same time very sturdy. The Fibra material would be used as the
octagonal block that would contain the variables which the researchers are going to use as
gears (i.e. Electric Force, Electric Field, acceleration, velocity etc.)
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Flowchart of the Development Phase
Gathering of End
apposite Construction Product
materials
Machining
Milling
Drilling
Assembly
The first step in making the Fibra block to be octagonal in shape is the process
called machining. By using the Lathe machine, the Fibra block will be turned into a
circular block having an inner diameter of 18.6 mm, outer diameter of 70.2 mm and 17.8
mm thickness. After it goes through the machining process, the block could now be
shaved and formed into an octagonal block and this process is called milling. Each block
is milled with every corner having a length of 25 mm. In order for the block to rotate
when all the blocks are assembled, each corner of a block should be drilled 3mm
diameter having 3.5 mm deep. The hole would act as the bearing for the metal balls and
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will also hold the connecting wire which is attached to an Light Emitting Diode (LED).
The purpose of this is to know whether the combinations of variables are suited to a
certain case and if it does; the L.E.D will light up because the wire forms a closed circuit.
After which, the blocks are now ready for assembly. (See Electrowheel Design)
PHASE III: Validation Phase
Validation
of + Developed
Electro- = Validation
of some
Instrument wheel experts
This phase involves the researchers’ instrument for validation. The researchers
asked some experts to validate our instrument that will be used for assessment and
evaluation of the concept behind the instructional device and the effectiveness
respectively. Once the experts approved our instrument, and the device was already
developed, the instructional device is now ready to be integrated in the instruction proper.
Gladly, the expert on teaching in the field of Electromagnetism validated the concept
behind the instructional device.
PHASE IV: Assessment and Evaluation Phase
Assessment Instructional Device Assessment

and + “PHD Electrowheel” and = and
Evaluation the lesson plan Evaluation
Instrument of the device
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This is the final phase of the study wherein the involvement of the respondents of
II – 29 BSE Physics is highly needed and the researchers themselves. The class will be
divided into two groups. The first group will be the control group of the study, they will
be taught in a traditional teaching method – lecture. The second group will be the
experimental group and they will be taught deductive method with integration of
Electrowheel. The researchers provide a prototype lesson plan on how to teach the
electric field using the Electrowheel (See Appendix C). A posttest was established to the
two groups through the use of the two instruments – the assessment and evaluation
instruments.
Data Gathering Procedure
In this study, the researchers found it easy to administer the test and gather data,
because of the fact that they only use students from Philippine Normal University as
respondents, and because of supportive professors and students.
The researchers’ first step is to get the schedule of their respondents. Then they
decided what us the best time in which they can administer their try out. They decided
that they would get 4:00 – 6:00 pm schedule of II – 29 BSE Physics since their last class
is at 4:00 o’clock. The researchers prepared a permission letter where their research
adviser Prof. Ocampo and the Dean of College of Science Dr. Lolita Salmorin will sign,
so that the letter will serve as the researchers’ permission to administer the test.
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The researcher then talked to the class president about their free time for our try
out and agreed to give their free time from 4:00 – onwards for the researchers to
administer their test to the said class. The class president did not ask for a permission
letter, instead he easily agreed to give their time, since its their free time, to support the
researches of 4th year Physics majors.
The class is divided into two groups, they will be separated from each other so
that there will a control group that will be a lecture group and the experimental group that
will be the deductive method group with the integration of the Electrowheel. The two
groups have separate rooms but beside each other. The try out is simultaneously
conducted to the two groups. During the try out, the researchers do not have any hard
time administering the test. The second year students are very cooperative in such a way
that they are willing to share their time listening to the researchers during the try out.
The evaluation instrument such as the objective type test was utilized to determine
if the students have gained knowledge after the lesson.
The effectiveness of the PHD Electrowheel in teaching Physics was measured
using a questionnaire with 15 questions all. The statements to which the respondents
indicates to which the respondents indicates SA if they are Strongly Agree with the
statement; A if they only Agree; N if they are uncertain; D if they Disagree; and SD if
they Strongly Disagree with the statement.
To score the scale, the responses SA, A, N, D, and SD are scored 5, 4, 3, 2, and 1
respectively since the statements are stated positively.
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Statistical Treatment
The statistical treatment employed in this study was the t-test for independent
sample means. In practice, the t-test for independent sample means is actually a t-test for
the observed difference between two sample means that are not correlated with each
other. This specific test is used to determine if an observed difference between the
averages of two groups is statistically significant. The researchers used the t-test for
independent sample means to compare the difference between the averages of items or
subjects of control and experimental groups.
The equations for the deviation, standard deviation, t-test for independent means
are as follows:
1. To determine the deviation of scores of the objective type test of the two groups, the
formula used is :
d  xx where: d = deviation

x = score
x = mean
2. To determine the standard deviation of the scores to measure the degree of spread or
dispersion of the scores, the formula used is:
where: SD = Standard Deviation

SD 
d 2
Σd2 = Sum of squared deviations
 N  1 N = Number of cases
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3. To determine the mean differences of the two groups, the formula is used:
where: t = t-test for independent means

x1  x2
t x1 = mean for the first group
2 2
s1 s2 x2 = mean for the second group

n1 n2 s12 = standard deviation or variance for the first group
s22 = standard deviation or variance for the second group
n1 = number of cases for the first group
n2 = number of cases for the second group
4. To determine the students’ response towards the effectiveness of the Electrowheel, the
formula used is:
Twm where: Wm = weighted mean

Wm 
N Twm = total weighted mean
N = sample number of cases
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Chapter IV
Presentation of Findings, Analysis and
Interpretation of Data
This chapter presents the data gathered, the analysis of the data and the
interpretation of results using the statistical tools such as t-test, the root-mean-square of
the deviations from the arithmetic average (mean) of each test or standard deviation in the
measurement of differences in the two groups and the weighted mean of the students’
responses in the effectiveness of the wheel.
The Gathered Scores of the two groups from the objective-type test
1.) Traditional Method (Controlled) Group
Table 1 shows the scores of the students from the objective type test in the
controlled group.
2.) Deductive Method (Experimental) Group
Table 2 shows the scores of the students from the objective type test in the
experimental group.
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No. of Students Scores
1 15
2 Tuazon – BSE
Peñafiel, Samonte, 15Physics ‘07
3 14
4 15
5 15
6 15
7 13
8 15
9 15
10 14
Table 1 11 15
12 15
Table 2 13 15
No. of Students Scores

1 12
2 11
3 5
4 8
5 7
6 14
7 6
8 7
9 7
10 15
11 8
12 11
13 12
Mean ( x ) = 9 Mean ( x ) = 14.69
S.D. = 3.24 S.D. = 0.65
Computing for the t-test value:
x1  x2 9  14.69
t   10.42
2
s1 s2
2
0.249  0.050

n1 n2
__________________________________________________________________________________
Interpretation of the Result:
In a t-test value, a zero difference is assumed to signify that it expects the two
variables to have an equal population means. However, since one of our hypothesis is to
improve the teaching style of the instructor through the use of Electrowheel and
integrating it using deductive method of teaching, we expect that the differences of the
means or the result of the t-test will be a non-zero difference to signify that the deductive
method in incorporation of the Electrowheel is way better than teaching electrostatics in
lecture method. A negative (-) sign has occurred since we have assigned the first group as
the controlled group against the uncontrolled group; it signifies that there is an
unfavorable difference against the other (uncontrolled) group. A positive (+) sign can be
achieved if the uncontrolled group will be plotted against the controlled group, which
signifies a favorable difference against the other (controlled) group. A large negative non-
zero difference appeared which proves that lecture method offers less mean score in
understanding the concepts in electrostatics than the deductive method incorporated with
the Electrowheel. The main importance here is that the expected non-zero difference has
appeared which signifies that lecture method and deductive method offers different scale
of understanding in teaching basic electrostatics.
Effectiveness of the Electrowheel
__________________________________________________________________________________
Table 3 implies that students really regard Electrowheel as an effective
instructional device in teaching basic electromagnetism. It allows them to add enthusiasm
to their study of electromagnetism.
Evaluation of the Electrowheel
A five – point rating scale was used by the evaluators to determine the
effectiveness of the device. Each scale point has its verbal interpretation as follows:
 Five (5) – Strongly Agree
 Four (4) – Agree
 Three (3) – Uncertain
 Two (2) – Disagree
 One (1) – Strongly Disagree
The results of the evaluation were then tabulated. The mean X of the results for
the students evaluation were computed. The computed mean then has equivalent verbal
interpretation as follows:
 5 – 4.21 = Strongly Agree
 4.2 – 3.5 =Agree
 3.49 – 2.7 = Uncertain
 2.69 – 1.5 = Disagree
 1.49 – 0 = Strongly Disagree
Table 3. Effectiveness of the Electrowheel
Legend: SA – Strongly Agree U – Uncertain SD – Strongly Disagree
__________________________________________________________________________________
A – Agree D – Disagree WM – Weighted Mean

VI – Verbal Interpretation
CRITERIA SA A U D SD WM VI
1 Electrowheel is easy to manipulate
thus giving me a shorter time to 6 6 0 1 0 4.23 SA
understand the concept.
2 Electrowheel help me a lot in
understanding the basic concepts of 6 7 0 0 0 4.46 SA
electrostatics.
3 The device simplifies the concepts in 10 3 0 0 0 4.77 SA
electrostatics.
4 I become confident in answering the
basic concepts in electrostatics 7 5 0 1 0 4.38 SA
because of the Electrowheel.
5 The device gives me enthusiasm in 7 6 0 0 0 4.53 SA
studying electric field concepts.
6 The Electrowheel can be used with 3 8 0 2 0 3.92 A
ease.
7 The Electrowheel reinforces my
knowledge regarding the concept of 5 6 0 2 0 4.07 A
electric field.
8 The Electrowheel is effective to use in 8 5 0 0 0 4.62 SA
class..
9 The Electrowheel can be integrated in
teaching basic concept in 9 4 0 0 0 4.69 SA
electrostatics.
10 The device is user-friendly and 8 5 0 0 0 4.62 SA
effective.
11 It is easier to understand the concept
of electric field using the 1 10 0 2 0 3.76 A
Electrowheel compared to the lecture
of the teacher.
12 Electrowheel complicates my
knowledge in the concept of electric 7 6 0 0 0 4.53 SA
field.
13 The Electrowheel should be used by
the teacher in teaching electrostatics 4 9 0 0 0 4.30 SA
concept for easy understanding.
14 I still want the lecture of the teacher
in the electric field rather than the use 9 4 0 0 0 4.69 SA
of Electrowheel.
15 The materials used in the
Electrowheel are appropriate for the 4 8 0 1 0 4.15 A
device.
CHAPTER V
Summary, Conclusions, and Recommendations
__________________________________________________________________________________
This chapter presents the summary and conclusions of all the findings from the
data gathered. This also contains the recommendations of the researchers for certain
persons.
Summary
Based on the results and interpretation of the data gathered by the researchers, we
have found out that:
1. The PHD Electrowheel helps the students in learning the basic concepts of
electrostatics.
2. The device is effective enough to raise the interest of the students to learn
the basic concepts of electrostatics (WM = 4.53, VI = SA)
3. The device can be integrated in the teaching – learning process by
incorporating in a deductive method of teaching.
Conclusion
1. The use of electrowheel in teaching basic electrostatics and integration of
deductive method in teaching is more effective than the traditional lecture
method. The students improved their grasping in learning the basic concepts of
electrostatics by using the PHD Electrowheel.
2. Students prefer the use of a device in teaching, as proven from different studies,
for them to be involved in the so called learning process because of the
manipulation of the device.
3. The PHD Electrowheel can be used as an instructional aid in teaching the basic
concepts of electrostatics.
__________________________________________________________________________________
4. The PHD Electrowheel increased the enthusiasm of the students to learn the basic
5. Instructional devices should promote teachers to use devices such as the PHD
Electrowheel in the learning process.
Recommendation
The researchers recommend the following:
1. The teacher should integrate the PHD Electrowheel in teaching Basic Electrostatics to
reinforce the learner’s understanding on the subject matter.
2. The teacher must let the students operate Physics devices such as PHD Electrowheel so
that students develop their skills and manipulation that will trigger their interest towards
Physics.
3. Future Researchers may develop devices that are synonymous to the Electrowheel but
will be used for other concepts in Physics.
4. The Lighting System could be altered by using switches that will enable the device to
become more versatile.
5. The labels on the block (i.e. v, a, F, E, inc) could be engraved so as to avoid the labels
of the block to be worn-off.
6. Future Researchers could find an alternative material for the block that has the same
quality as the fibra block.
7. Curriculum Developers must continue to develop programs and curriculum in science
that are mainly concerned in gaining functional understanding of scientific concepts and
principles that supports performance-based assessment.
__________________________________________________________________________________
__________________________________________________________________________________
APPENDIX A
Name:
Year & Section:
EVALUATION OF THE “PHD ELECTRO WHEEL”
I. Assessment of the concept of electric field using Electro wheel
Direction: Complete the table below by filling in the blanks of the asked quantity.
Electric Sign of Electric Acceleration Velocity Decreasing

field (E) charge force (F) (a) (v) / Increasing
Increasing
+ ______
_____ _______ Increasing
_____
- ________
_____ ______ Decreasing
- ______ _____ Increasing
Decreasing
_____ + _______
_____ + ________
__________________________________________________________________________________
APPENDIX B
II. Effectiveness of the Electrowheel

Dear Respondents,
Here is an instrument that will measure the effectiveness of the PHD

Electrowheel, Kindly put a check (√) on the corresponding space that corresponds to
your observation on the Electrowheel.
Legend: SA – Strongly Agree U – Uncertain SD – Strongly Disagree
A – Agree D – Disagree
CRITERIA SA A U D SD
1 Electrowheel is easy to manipulate thus giving me a
shorter time to understand the concept.
2 Electrowheel help me a lot in understanding the basic
3 The device simplifies the concepts in electrostatics and
is effective to use in class.
4 I become confident in answering the basic concepts in
electrostatics because of the Electrowheel.
5 The device gives me enthusiasm in studying electric
field concepts.
6 The Electrowheel can be used with ease.
7 The Electrowheel reinforces my knowledge regarding
the concept of electric field.
8 The Electrowheel simplified the concepts of
electrostatics.
9 The Electrowheel can be integrated in teaching basic
concept in electrostatics.
10 The device is not user-friendly and not effective.
11 It is easier to understand the concept of electric field
using the Electrowheel compared to the lecture of the
teacher.
12 Electrowheel complicates my knowledge in the concept
of electric field.
13 The Electrowheel should be used by the teacher in
teaching electrostatics concept for easy understanding.
14 I still want the lecture of the teacher in the electric field
rather than the use of Electrowheel.
15 The materials used in the Electrowheel are appropriate
for the device.
Comments and Suggestions:

________________________________________________________________
________________________________________________________________
________________________________________________________________.
__________________________________________________________________________________
APPENDIX C
Prototype Lesson Plan in Electromagnetism
Electric Field
I. Objectives:
At the end of the lesson, at least 85% of the class should be able to:
a. State the different cases involved in electric field using Electrowheel.

b. Identify the different concept behind each case using deductive teaching method.
c. Find the right combination of Electrowheel by manipulating the device.
II. Materials:
a. Chalk
b. Eraser
c. Electrowheel
III. Subject Matter:
Lesson:
a. Unit IV : Electromagnetism
b. Chapter 1 : Electric Field
Lesson Proper:
a. Review of the past lesson
b. Motivation
c. Discussion of electric field using deductive method
d. Guide Questions:
1. If the electric force is towards to the right, what is the direction of its
acceleration?
2. If the electric force is towards to the left, what is the direction of its
acceleration?
3. What law explains the condition in numbers 4 and 5?
4. If the direction of the electric force and electric field is in the same
direction, what is the charge of the particle?
5. If the direction of the electric force and electric field is in the opposite
direction, what is the charge of the particle?
6. When do we say that the velocity of the particle is increasing?
7. When do we say that the velocity of the particle is decreasing?
8. Does the electric force affect the velocity of the particle? In what way?
__________________________________________________________________________________
e. Procedure:
1. Divide the class into two (2) groups.
2. Rearrange the combination of the Electrowheel before giving it to the
group.
3. Ask each try to find the right combination of the wheel through trial and
error. The light bulb will determine if the combination is correct. If it
lights then the combination is correct and if not, the combination is wrong.
4. After each group find the right combination, ask them to write different
combination in a sheet of paper and be ready for the discussion of the
different cases and concepts using deductive method.
f. Concepts:
 If the electric force is towards to the right, the direction of its acceleration
is to the right.
 If the electric force is towards to the left, the direction of its acceleration is
to the left.
 According to the second law of motion by Newton, the direction of the
force is the same as the acceleration ( F=ma ).
 If the direction of the electric force and electric field is in the same
direction, the charge of the particle is positive.
 If the direction of the electric force and electric field is in the opposite
direction, the charge of the particle is negative.
 The velocity of the particle is increasing if the direction the direction of
the acceleration is to the right.
 The velocity of the particle is decreasing if the direction the direction of
the acceleration is to the left.
IV. Evaluation:
Direction: Complete the table below by filling in the blanks of the asked quantity.
Electric Sign of Electric Acceleration Velocity Decreasing /

field (E) charge force (F) (a) (v) Increasing
+ Increasing
______
_____ ________
_____ ______ Decreasing
__________________________________________________________________________________
- ______ _____ Increasing
+ Decreasing
_____ _______
+
_____ _________
V. Integration:
 The different concept and cases in electric field is always associated to the
different concept of the entire unit of electromagnetism since it is the basic of the
said subject. It could also be associated to different in studying the different
concept in Modern Physics subject.
VI. Assignment:
1.
2.
3.
__________________________________________________________________________________
Appendix D
The Design and the Materials
Figure 2 : Electrowheel Design
The materials to be used in the design a single device are:
Qty Unit Material Size

1 pc Aluminum Shafting 3/4” x 8 1/2”
4 pcs Cutter Pin 1/8” x 2”
4 pcs Washer 3/4” I.D. (inside diameter)
2 pcs Coil Spring 3/4” I.D., 1 1/2” in length
6 pcs Metal Ball 3 mm / 4mm
6 pcs Fibra 3/4” x 2 3/4” x 2 3/4”
1/2 m Copper Wire 1-2 mm O.D. (outside diameter)
1/2 m Lead
1 pc LED (Light Emitting Diode)
__________________________________________________________________________________
Appendix E
Picture Visualization of the Development Phase
__________________________________________________________________________________
Appendix F
Comparisons of the PHD Electrowheel to the Math Wheel
__________________________________________________________________________________
Appendix G
Instructions on how to use the Electrowheel:
1. Align the bulb and the end wire of the “E” block and the “inc/dec” block
respectively to each other; this will serve as your initial conditions.
2. Find the desired symbol and combination by twisting and/or pulling the block
apart from each other.
3. The light will turn on if the combination set is correct for ALL the sides of the
Electrowheel.
Legend:
E Electric Field
+ Positive Charge
- Negative Charge
F Electric Force
a Acceleration
v Velocity
Inc Velocity is Increasing
Dec Velocity is Decreasing
Quantity is directed to the Right
Quantity is directed to the Left
__________________________________________________________________________________
APPENDIX H
The Machineries
__________________________________________________________________________________

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Peñafiel, Samonte, Tuazon – BSE Physics ‘07

Electromagnetism is one of the most difficult areas in physics. It is commonly

the quantity of a problem as well. Nevertheless, comprehensions on these concepts are

Teacher is a big factor in transmission of knowledge. He / she must use different

As a result, learning physics, particularly electromagnetism, will be more enjoyable and

students will acquire more understanding about the topic.

language of physics is mathematics. Most students hate memorizing formula or concepts.

device in teaching physics specifically that of electromagnetism. This device will be

engineering and would be validated by experts in physics teaching.

Background of the Problem

The researchers sought the idea of constructing a teaching device in basic

instructional aid into understanding and improvement of the learning in electrostatics.

Statement of the Problem

As former students who took up Basic Electromagnetism, the researchers realized

way on how to improve student’s understanding of the concepts in electromagnetism.

This study aims to answer the following questions:

3. How can the device be integrated in the teaching – learning process?

 Development of the device

 Easy understanding of students in

Significance of the Study

a. The Students – for the improvement of understanding in the interactions involved

b. The Teacher – for the transmission of basic concepts in electromagnetism by

schematic diagrams into one simple device.

basic electromagnetism for the competencies to be attained.

in studying hard topics in physics.

Scope and Delimitations

in teaching Basic Electromagnetism. The researchers are limited in providing a sample

activity for the students.

The researchers hypothesize the following:

electrostatics through the use of Electrowheel by using deductive method.

Concepts – an abstract or generic idea generalized from particular instances.

Device – it is a mechanical invention for some specific purpose.

outcome of the study, the change or difference in groups which occurs as a

result of the manipulation of the independent variable.

separated in space without regarding or using the concept of action-at-a-distance

Electric Force - it is a force exerted on a unit of charge.

Electromagnetism – it is a branch of physics that deals with the relationship between

electricity and magnetism

Electrostatics – it is a part of the study in electricity at rest which involves electric

is that the activity or characteristic believed to make a difference.

Instructional Device – it is a mechanical invention that is made for educational purposes

of matter and energy.

Standard Deviation – is a measure of dispersion among all scores in the distribution

rather the through extreme scores.

performances when students were grouped into two.

Velocity – it is a description of motion in terms of speed and direction.

studies conducted by experts in this field.

the sign of the charge of the particle.

the electric field.

The Concept of Electric Field

an “aura surrounding charged objects and is a storehouse of electric energy.” (Hewitt,

Field given by the equation: Fo  

given by the equation:  

the acceleration is also directed to the left.

The Math Wheel

quantities in electrostatics. Mathematicians also devised a way to improve one’s learning

as an improving device so that students would be able to improve by themselves how to

sample of the math wheel: