ARELLANO UNIVERSITY

JUAN SUMULONG CAMPUS

SENIOR HIGH SCHOOL DEPARTMENT

USING TOOTHPASTE AS AN IMPROVISED WHITEBOARD CLEANER SOLUTION TO REMOVE

CERTAIN STAINS ON WHITEBOARDS

Presented by:
Araneta, James Ryan
Boral, Alvin
Cinco, Maria Giliana
Closa, Mickaella Joy
Duay, Shannah
Frianeza, Charmie
Masgong, Adrian
Meñosa, Jasmin Rose
Pacturayan, Nicole
Pongos, Sean Mark
Sabrido, Alieza
Sandiko, Karl Angelo
Tecson, May Ann
Umbac, Janella Ina Mari
Yu, Rafael John

Rose Anne Ola

Subject Adviser

In Partial Fulfillment of the Requirements for the Science, Technology, Engineering, and Mathematics
Track
S.Y. 2022 – 2023
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 CHAPTER 1

This chapter includes the introduction, background of the study, statement of the problem,

conceptual framework, hypothesis, scope and limitation, significance of the study and the definition of

terms used.

1.1 INTRODUCTION

A whiteboard is a glossy, typically white surface for making temporary markings. It is also referred to

as a marker board, dry-erase board, dry-wipe board, and pen board. A whiteboard can be used to explain

and teach, plan and create with the group, jot down ideas, and visualize thoughts and concepts, among

many other things. Dry erase whiteboard is an essential tool, especially for studying. But there are also

struggles when using one. Whiteboard markers uses an erasable ink- an ink that adheres to the writing

surface without binding or being absorbed by it. Writing that has been left on the board for a long period

may become permanent in this way. The letters remain leave an impression on the board’s surface even

after being erased with a dry eraser. A whiteboard eraser can get filled with marker ink residue, hampering

its ability to clean your dry-erase board. This was the primary issue as it is difficult to remove the stain from

some of the whiteboards. Even removing it with alcohol does not work. Toothpaste is a paste or gel

dentifrice used with a toothbrush to clean and maintain the aesthetics and health of teeth . Toothpaste is

mildly abrasive, so it's great at scrubbing tough stains, yet it's gentle enough that it won't scratch delicate

surfaces.

1.2 BACKGROUND OF THE STUDY

In lecture rooms, a “whiteboard” is a board with markers. Boardrooms and conference rooms. It is

often constructed of and printed in white using colored markers on plywood. One of the most crucial things
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in a classroom components include a writing surface that both students and teachers can use. Additionally,

whiteboards are a participatory medium where kids can engage in whiteboard activities. Each student’s

response is visible to the class as a whole. As previously said, a whiteboard is a teaching and learning aid

that may be utilized in the classroom to rapidly and efficiently impart information and assist learning for a

variety of pupils. Teachers are often well-trained to utilize whiteboards efficiently and correctly to ensure

that the excellent state of the whiteboard is preserved for a long time.

The students cannot read all of the notes written on the board due to the whiteboard's residual

stains. Students could find it challenging to write things down.

Due to the whiteboard’s opaque surface, notes and students may copy equations, formulas, or

codes incorrectly. To ensure that the teaching and learning session runs smoothly and without interruption,

teachers must quickly wash or clean the whiteboard before allowing students to use it again. However, the

tough stains make this task more difficult and time-consuming be used to disinfect the whiteboard after

each use. Whiteboards are only as useful as the person using them, just like any other instrument. They

can even be harmful if used by a very ineffective instructor due to their deceptively simple design.

Marker stains on the whiteboard from the teaching session this frustrating experience in the learning

and teaching processes.

Markers play a crucial role in writing and in the creation of art in various ways. Markers are able to

produce a wide range of writing based on their enormous creative potential and practical skills. It is utilized

in calligraphy, poster production, labeling, and writing, among other things. It is crucial for the students to

take into account the technological advantages. It enables people to complete their tasks and feel

satisfaction when the corresponding service absence actually occurs. Many people were unaware that

markers had limitations due to their unlimited use. For students, teachers, painters, and calligraphers, it is

typically a problem to truly believe in the materials they are using. In today’s modern world, nearly all things

have been commercialized; therefore, users have turned to more convenient, natural alternatives.

Students, professors, calligraphers, and many other people all have a requirement for the development of

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marker solutions with alternative ingredients. Due to its benefits, the researcher believes toothpaste has a

lot of potential as a substitute marker solution to remove some stains. The researcher made the decision to

examine its performance as a component in a marker solution (Carbon, L. 2019).

The purpose of this study was to develop an improved whiteboard cleaning solution using

toothpaste to remove specific stains on whiteboards for the grade 12 students of Arellano University – Juan

Sumulong Campus:

In terms of:

○ For removing old whiteboard marker stains and permanent whiteboard marker stains.

○ To compare the effectiveness of different cleaners on whiteboards.

○ To prove the effectiveness of toothpaste as an alternative whiteboard cleaner.

1.3 STATEMENT OF THE PROBLEM

Whiteboards are commonly used in classrooms as a visual aid for teaching and learning. However,

the constant use of whiteboards can lead to the accumulation of stains, such as ink and marker stains,

which can affect the visibility and legibility of the information written on the board. This can negatively

impact students’ ability to learn and understand the material presented effectively.

The research is focused on determining the possible result of using toothpaste as a stain remover

on classroom boards at Arellano University Juan Sumulong Campus. The following are the specific

questions that this study wants to answer.

1. What are the benefits and drawbacks of using toothpaste as an alternative whiteboard cleaner?

As to:

o Effectiveness

o Ease of use

o Safeness
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 2. How effective is the toothpaste as an alternative whiteboard cleaner compared to the products

that are commonly used to clean whiteboards?

As to:

o Effectiveness

3. Is the product budget friendly?

As to:

o Cost

4. How easy it is to make the said product?

As to:

o Cost

o Source

5. How is this product helpful to the students and teachers of Arellano University – Juan Sumulong

Campus?

As to:

o Effectiveness

o Cost

o Ease of Use

o Safeness

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1.4 CONCEPTUAL FRAMEWORK

The POM (Proposed Original Model) will be used in this research to present the relationships or flow

of the variables. It consists of series of boxes with each arrow to present relationships, which are originally

designed only for this experimental study.

ALTERNATIVE WHITEBOARD CLEANER

TOOTHPASTE SOLUTION

CONCENTRATION OF SOLUTION

½ cup of toothpaste

¼ cup of water
½ cup of toothpaste

½ cup of baking soda

¼ cup of water

EVALUATION OF THE PRODUCT

PERCEIVED EASE OF

EFFECTIVENESS QUALITY USE SAFENESS

Figure 1.1 The Conceptual Framework of the Study.

The figure 1 presents the conceptual framework of the study. This model shows the toothpaste

being an alternative whiteboard cleaner, the combination of products and the concentration of solution as

well as the evaluation of the product.

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 In figure 1, the product: improvised alternative whiteboard cleaner pertains to an efficient product

that enables students to remove certain stains on whiteboards. The results of the product will be evaluated

based on a number of factors including: [1] Perceived effectiveness, whether the said product is an

effective as alternative whiteboard cleaner that can remove certain stains on whiteboard; [2] Quality,

whether it is better than the commonly used whiteboard cleaners; [3] Ease of use, whether the product is

simple to use and easy to make; [4] Safeness, whether this product is safe to use. After analyzing the

different aspects, researchers can now determine if the said product can be used as an alternative

whiteboard cleaner.

1.5 HYPOTHESIS

1.5.1. Null Hypothesis

H0. Toothpaste cannot be used as an alternative whiteboard cleaner.

1.5.2. Alternative Hypothesis

H1. Using toothpaste as alternative whiteboard cleaner can be helpful to remove stains in

whiteboards as it contains chemicals that can clean through built-up stains.

1.6 SCOPE AND LIMITATION

In this study, the potential use of whitening toothpaste as a substitute for traditional cleaning

methods for whiteboards in educational settings will be explored. The key subjects that will benefit from this

research are Grade 12 students at Arellano University’s Juan Sumulong Campus. In order to aid future

students, the researchers will examine the pros and cons of the aforementioned research.

Moreover, the study are designed to have more knowledge about the experiment of whitening

toothpaste to remove a stains from the whiteboard.

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 The research data was based on the experimental study of the Grade 12 students of Arellano

University Juan Sumulong Campus.

1.7 SIGNIFICANCE OF THE STUDY

This research is made with the aim to provide important knowledge, facts, and this is still in process

of experimentation; therefore, there is still no proof for it yet. However, this study can benefit the following

individuals and organizations that will utilize toothpaste as an effective white board cleaner.

To the students, students can have now a improvise white board cleaner, and this product is

budget friendly for us students.

To the parents, it is useful for them if we prove that this research will be successful, it's less hassle

and can do it anytime if they have the ingredients.

To the teachers, this improvised whiteboard cleaner will benefit the teachers, most of them get

annoyed if the mark of the marker stains in the board, but in this product, it may easily remove the stain.

To the community and society, our product can help every people not only here, but it can also

help other countries. It is budget friendly, easy to do, eco-friendly, and will benefit them.

To the future researchers, if this improvised whiteboard cleaner will be advantageous for them

because they don't need to prove it anymore and this product will benefit them because it's going to be

easy for them and less stress if they don't have a whiteboard cleaner.

1.8 DEFINITION OF TERMS

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 Dry-erase - denoting or relating to a wipeable whiteboard.

H2O - the chemical symbol for water.

Improvised - done or made using whatever is available; makeshift.

Marker - a felt-tip pen with a broad tip.

ML- milliliters; a measure of volume in the metric system

Sodium bicarbonate - commonly known as baking soda or bicarbonate of soda, is a chemical

compound with the formula NaHCO₃. It is a salt composed of a sodium cation and a bicarbonate

anion. Sodium bicarbonate is a white solid that is crystalline, but often appears as a fine powder.

Solution - a liquid mixture in which the minor component (the solute) is uniformly distributed within

the major component (the solvent).

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 CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter reveals the researchers detailed review of existing literature related to their topic. The

literature was reviewed under various major headings which included: whiteboard: everything you need

to know about it, this thing called toothpaste, composition of toothpaste, toothpaste as an

alternative whiteboard cleaner.

2.1 WHITEBOARD: EVERYTHING YOU NEED TO KNOW ABOUT IT

The term whiteboard names several different devices used for communication in offices and

classrooms. The original whiteboard was literally a white-colored dry-erase board. It took its name by

analogy to the chalkboards called blackboards. Like them, the whiteboard is a device on which one can

write and erase, so it is useful for many of the same situations as a chalkboard or flip chart, creating a

space that multiple people can see and refer to or interact in (Elizabeth, 2018).

The whiteboard was Invented in the mid-1950s but the original inventor is one of two possible

individuals. Most believe that Martin Heit, a Korean War veteran, created the whiteboard in the 1950s by

fixing a mistake. Heit, a photographer, found himself working with negatives daily. One day he found that a

permanent marker had been marked on one of the negatives and Heit found himself surprised when the

marker had wiped away from the film easily. This gave him the idea for what would now be known as the

whiteboard. Martin Heit produced a whiteboard prototype made with laminates similar to those found on

photographs and films, allowing for the ability to erase writing. Heit was supposed to debut his new
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invention at a trade show, but those hopes were dashed when the prototype unexpectedly caught fire.

Instead of starting over, Heit sold his design and idea to a company (Bulakites, 2022).

Whiteboards are an evolution of the chalkboard, which was first invented in 1801 by Edinburgh

geography teacher James Pillans. (Vanzandt, 2022).

Whiteboards began replacing chalkboards in many classrooms in the 1980s. Today, most

classrooms across the country have whiteboards, and teachers are reaping the benefits, which include the

removal of chalk dust, ease of writing and cleaning, and visual appeal. (Brown, n.d.).

One of the advantages that have resulted in the popularity of the whiteboard across all sectors is the

fact that whiteboards are reusable and the whiteboard ink markings made using the whiteboard marker are

more effective and lasts for a longer duration than the markings made using a chalk on a chalkboard. They

are also less susceptible to other external factors such as water and wind. Markers are also very user

friendly as they do not produce any dust, unlike the chalks, which can be very messy as it creates a lot of

dust. This works best for people who have dust allergies as well as breathing problems. As the whiteboard

markings do not produce any dust, you can also use it without any worry near dust sensitive equipments

(Ramani, 2011).

Whiteboards are versatile, easier to see, and easier to use than standard chalk boards. When it

comes right down to it, dry erase boards are the way to go in any classroom around the country. Dry erase

boards can easily be used by teachers and students, and dry erase boards clean easily as well (Shaw,

2014).

However like the two sides of a coin, the whiteboard too is not without disadvantages. While it is

very easy to write on a whiteboard with the whiteboard marker, care has to be taken that you use only

whiteboard markers when you want to write on this board as using the wrong kind of marker may leave a

permanent mark on the board or you might have a very difficult time cleaning it depending on the type of

surface you have on the whiteboard that you have purchased (Ramani, 2011).

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2.2 THIS THING CALLED TOOTHPASTE

Vranic (2021) stated that a toothpaste is defined as a semi-solid material for removing naturally

occurring deposits from teeth and is supposed to be used simultaneous with a toothbrush.

Toothpaste is a paste or gel dentifrice with complex composition used with a toothbrush to clean and

maintain the esthetics and health of teeth (El-Khordagui, et,al., 2021)

Toothpaste is a paste or gel to be used with a toothbrush to maintain and improve oral health and

aesthetics. Since their introduction several thousand years ago, toothpaste formulations have evolved

considerably – from suspensions of crushed egg shells or ashes to complex formulations with often more

than 20 ingredients. Among these can be compounds to combat dental caries, gum disease, malodor,

calculus, erosion and dentin hypersensitivity. Furthermore, toothpastes contain abrasives to clean and

whiten teeth, flavors for the purpose of breath freshening and dyes for better visual appeal. Effective

toothpastes are those that are formulated for maximum bioavailability of their actives. This, however, can

be challenging as compromises will have to be made when several different actives are formulated in one

phase. Toothpaste development is by no means complete as many challenges and especially the poor oral

substantivity of most active ingredients are yet to overcome (Karger, 2013).

Toothpaste is a mild abrasive, often made with baking soda, that removes dental plaque. That same

abrasive action works wonders on removing scuffs and stains on everything from walls to shoes. You can

even use an old toothbrush for small items you’re cleaning with toothpaste (Leverette, 2021).

Dentifrices, more commonly called toothpastes, are a widely used source of fluoride for the majority

of the population in the developed world. First introduced in the 1970s, fluoride ‐containing toothpastes

accounted for over 90% of the market in the industrialized nations by the 1990s (Nicholson, 2018).

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2.3 COMPOSITION OF TOOTHPASTE

People have used toothpaste for thousands of years. The more modern formula has been around

since the 1940s. While certain brands and products have a unique recipe, there are many common

ingredients. As you can see on store shelves, there are even unique formulas depending on the toothpaste

type (Cole, 2019).

2.3.1 Abrasives

Abrasives constitute at least 50% of a typical toothpaste which are either chalk-based or silica-

based. These insoluble particles help to remove plaque from the teeth. It also helps to reduce the chances

of contracting various dental diseases. Abrasives also aid in removing stains from your teeth and act as the

main ingredient of toothpaste that is responsible for that shine you get on your teeth (Moharamzadeh,

2017).

One of the mayor properties of the abrasive is hardness. The degree of abrasivity depends on the

hardness of the abrasive, the morphology of the particles, and on the concentration of abrasive in the

paste. As the hardness of the enamel on the tooth surface is 6-7 on the Moh’s scale, the hardness of an

abrasive should be 3 or less. For practical purposes, the particle size should be 20μm or less; if it is more

than this they may damage the tooth surface and gums. The abrasives found in toothpastes are often not

as hard as the enamel, but as hard or harder than the dentine. Abrasives are most often found as crystals,

small and smooth particles are preferred to avoid tooth wear (Mitsui, 2017).

According to Winfield et.al, (2016), although many methods have been suggested for measuring the

abrasive effect powders incorporated in toothpastes, the RDA method (Radioactive Dentine Abrasion) is

the most widely accepted in the world today. In this method, an extracted human tooth is irradiated to

convert the 31P in its dentine to 32p. The tooth is then put into an abrasion testing machine together with

an abrasive and the abrasion of 32p is measured using a radioactivity counter. The pH of abrasives should

range from weakly acidic to weakly alkaline and they should be white powders which are insoluble in water,

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flavourless and odourless. The following substances are widely used abrasives, which satisfy these

conditions:

 Calcium carbonate (CaCO3) - A fine, white, odourless, microcrystalline powder, practically

insoluble in water. This abrasive has been used for a very long time. Its abrasiveness is

generally higher than that of calcium phosphate. There are two types-a heavy and

precipitated type. The raw material for the former is limestone and for the latter calcium

hydroxide (Sweetsman, 2015)

 Calcium phosphate, dibasic; Calcium phosphate, dibasic, dihydrate (CaHPO4,

CaHPO4x 2H20) - There is a dihydrate form and an anhydride form. As the anhydride form is

harder than the dihydrate form, it is not often used by itself. The dihydrate form has a mild

abrasive effect and feels good on use. It is neutral in pH and has good compatibility with other

ingredients. However, when it is in toothpaste for a long period of time, it loses its water of

crystallisation, changes to the anhydride form and makes the toothpaste go hard. For this

reason a magnesium salt or other stabilizer is added (Bruneton, 2015).

 Silica, silica hydrate (SiO2, SiO2 x nH2O) - The main ingredient of the silica used in

abrasives is high purity amorphous silicon dioxide and there are varieties of different types

whose properties vary with the method of production. Silica is very suitable for use in

toothpastes containing fluoride because no insoluble salt is formed when it reacts with

fluoride. As its refractive index is lower than that of other abrasives, silica can be used to

make clear gel toothpastes (Windfield, 2016).

 Other abrasives - Aluminium hydroxide is also used as an alternative to calcium phosphate,

dibasic, because it is cheaper. Other abrasives such as calcium pyrophosphate, insoluble

sodium metaphosphate, magnesium carbonate and alumna may also be used for special

types (Bruneton, 2015).

2.3.2 Solvent
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 Water is the most common solvent used in toothpaste. It dissolves the ingredients and allows them

to be mixed (Richards, 2014).

2.3.3 Foaming agents

The functions of foaming agents are to disperse the toothpaste throughout the oral cavity in order to

enhance the cleaning effect and, acting as a surfactant, clean away the dirt inside it. Also, by means of

their volume of foam, they give a feeling of thickness, and satisfaction. Surfactants having excellent

foaming, dispersion, suspension, permeation, cleansing and hard water resistance qualities as well as no

toxicity or irritation, are selected for foaming agents (Matsuhiro, 2014).

Surfactants lower the surface tension of the liquid environment in the oral cavity so that the

substances in the toothpaste/mouthwash can contact the teeth more easily. They penetrate and dissolve

plaque. This makes it easier to clean the teeth. The foaming effect produced by the surfactants is also

beneficial in cleaning the teeth, and contributes to remove debris and gives a feeling of cleanness. Another

function of the surfactant is in dispersing the flavours in the toothpaste/mouthwash. Because, they go into

the mouth, attention is also paid to taste and smell. The one most frequently used at present is sodium

lauryl sulfate; other examples are sodium lauryl sarcosinate, sodium alkylsulfo succinate, sodium

cocomonoglyceride sulfonate and sucrose fatty acid esters (Urzua, 2017).

 Sodium lauryl sulphate (SLS) - A mixture of sodium alkyl sulphates, consisting mainly of

sodium dodecyl sulphate. It is a white or pale yellow powder or crystals with a slight

characteristic odour. Freely soluble in water; partly soluble in alcohol. It exhibits high affinity

for proteins and is a strong denaturing agent. Incompatible with cationic materials and with

acids below pH 2.5. Sodium lauryl sulphate may be irritant to the skin and mucosa. It may

also damage the mucosal mucin layer by denaturing its glycoproteins. The epithelium will

then be more exposed for irritants and this can result in aphtous ulcerations in some patients.

It has also been claimed that there is a connection between the use of toothpaste or

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 mouthwash containing SLS and an increased frequency of recurrent aphthous ulcers (RAU)

in some patients. A product without SLS may thus be recommended for patients with RAU.

The adverse effects of SLS have resulted in the development of toothpaste and

mouthwashes with alternative surfactants such as sodium lauryl sarcosinate,

socamidopopybetaine. Common for these surfactants are that they are less irritating to the

oral mucosa. It is effective in both acid and alkaline solution and in hard water. Also, it has

antimicrobial activity due to its ability to interfere with membranes and a variety of biologic

processes in microorganisms (Becker, 2018).

2.3.4 Anticaries agents

 Fluoride is considered to be the most effective caries-inhibiting agent, and almost all

toothpastes today contain fluoride in one form or the other. The most common form is sodium

fluoride (NaF), but mono-fluoro-phosphate (MFP) and stannous fluoride (SnF) are also used.

The fluoride amount in toothpaste is usually between 0.10-0.15 %. Fluoride is most beneficial

when the mouth is not rinsed with water after tooth brushing. In this way a bigger amount of

fluoride is retained in the oral cavity. Toothpastes are the main vehicle for fluoride. The

combined therapeutic and cosmetic mouthwashes usually also contain fluoride, but in a non-

therapeutic dose. However, there are fluoride-rinses with higher fluoride concentrations

(Katzen, 2013).

 Sodium bicarbonate - Several studies have shown that bicarbonate is one of the salivary

components that potentially modifies the formation of caries. It increases the pH in saliva, and

in this way creates a hostile environment for the growth of aciduric bacteria. Sodium

bicarbonate can also change the virulence of the bacteria that cause tooth decay (Ielpi,

2018).

2.4 TOOTHPASTE AS AN ALTERNATIVE WHITEBOARD CLEANER

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 Whiteboards are used everywhere. We see them in classrooms, businesses, offices, restaurants,

and even our homes. I’m sure you have experienced issue

s like your markers not writing well, residue, scratches, stains and ghosting. Most people just use

their dry eraser to wipe their boards down, but never actually take the time to clean them every once and

awhile. Not taking care of your whiteboard properly can lead to permanent damage to the surface of your

whiteboard (Kiley, 2022).

Toothpaste is a mild abrasive; a cleaner that is made to remove tough dirt in small areas. Since

toothpaste contains chemical ingredients that can whiten and remove dirt in teeth, it is also proven and

tested to be effective in removing certain stains in certain things like whiteboard. (Green J. n.d.)

Toothpaste is a mild abrasive, often made with baking soda, that removes dental plaque. That same

abrasive action works wonders on removing scuffs and stains on everything from walls to shoes. You can

even use an old toothbrush for small items you’re cleaning with toothpaste (Saunders, 2018). The generic

white toothpaste acts as a mild abrasive cleaner for non-porous surfaces and when used correctly won’t

ruin the board (Clark, 2016). Abrasives are the substances that are used for abrading, grinding or polishing.

They remove substances adhering to the surface of the teeth without scratching it and bring out their

natural luster (Lacevic, 2021).

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 CHAPTER 3

This chapter reveals the methods of research to be employed by the researchers in conducting the

study which includes the research method, research design, statistical treatment, research instrument and

sampling technique.

3.1 RESEARCH METHOD

This research initialized experimental research to test if toothpaste could be an improvised

whiteboard cleaner to get rid of the certain stain that can’t get rid of by common erasers.

Experimental research is a kind of study that rigidly follows a scientific research design. It involves

testing or attempting to prove a hypothesis by way of experimentation. As such, it uses one or more

independent variables, manipulating them and then using them on one or more dependent variables. In this

research, the researchers used toothpaste as the independent variables and used water and baking soda

as the dependent variables.

This study’s primary source of material will be toothpaste. This material will go through different

processes to prove the effectiveness of toothpaste as an alternative cleaning tool to remove stains from the

whiteboard. In the course of doing research, we are called on to summarize our observations, to estimate

their reliability, to make comparisons, and to make inferences.

Toothpaste was used to be examined on the effectiveness in cleansing the marker stain on

whiteboard. Toothpaste was initially diluted with different ratio. One-half cup of toothpaste or 118.294 ml

was diluted with one fourth cup or 59.147 ml of H 2O. Sodium bicarbonate and toothpaste were diluted also

with a 118.294 ml with 59.147 ml H2O.

Table 3.1 Materials Used in Experiment.

Solution One Toothpaste + H2O

Solution Two Toothpaste + Sodium bicarbonate + H2O

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3.2 RESEARCH DESIGN

This study was made by the means of quantitative methods of researcher. In order to support and

fulfill the study’s aims, the researcher demonstrated a willingness to find solutions to the aforementioned

difficulty. In an experimental research, a researcher will do an experimental activity while using the product

to test if this is effective.

An experiment is a technique used to confirm or deny a hypothesis, as well as assess the likelihood

or effectiveness of something that has never been tried before. By showing what happens when a

particular element is modified, experiments contribute to a better understanding on cause-and-effect

relationships.

The collected data were used to determine whether and to what extent relationships exist between

and among the variables considered in the study.

3.3 STATISTICAL TREATMENT

The data gathered will be subjected to descriptive analysis. It is a form of data analysis that is

basically used to describe, show or summarize data from a sample in a meaningful way. Descriptive

statistical analysis enables us to represent and interpret data more efficiently through numerical calculation,

graphs or tables. Under descriptive analysis, the data is summarized in tabular form and managed &

presented in the forms of charts and graphs for summing up data, assuming it for the whole population.

The researchers also calculated the percentage of respondents' answers using the formula shown

below:

3.3.1 Percentage Distribution

Percentage Distribution is a frequency distribution in which the individual class frequencies are

expressed as a percentage of the total frequency equated to 100.

P = F x 100
N

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 Where:

P = Percentage

F = Frequency

N = Total number of respondents

100 = Constant

3.3.2 Weighted Mean

A weighted average or mean is one where each item being averaged is multiplied by a number

(weight) based on the item’s relative importance, rather than treating each item equally.

This statistical tool was used to compute the weight of the responses in the questionnaire assigned

by the respondents during the actual data gathering procedure. The formula for the weighted mean is as

follows:

X = ∑fx
N
Where:

X = mean

f = frequency

x = Nominal value of the option

∑ = summation

N = Total Number

3.4 RESEARCH INSTRUMENT

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 The researchers used survey questionnaire as an instrument in this research. Surveys are research

methods used for collecting data from a predefined group of respondents to gain information and insights

into various topics of interest.

This research instrument that the researchers used in this study will be conducted using a survey

questionnaire, which will be distributed to the selected fifty (50) Grade 12 STEM students of Arellano

University – Juan Sumulong Campus. The primary objective of this survey is to assess the effectiveness of

using toothpaste as an improvised whiteboard cleaner solution with help of the said participants.

In addition to the survey, an experiment will also be conducted to evaluate the effectiveness of the

improvised whiteboard cleaner solution. A whiteboard will be stained with various types of common

whiteboard stains, such as marker and ink stains. The whiteboard will then be cleaned using the

improvised whiteboard cleaner solution, and the effectiveness of the solution in removing the stains will be

assessed.

The survey questionnaire will ask questions about the students’ experience with using the

improvised whiteboard cleaner solution, and their opinion regarding its effectiveness and cost-efficiency.

The survey will also ask questions about their opinion regarding the advantages and disadvantages of

using an improvised cleaner solution.

The survey questionnaire consists of 5 questions regarding to the study. The items were rated using

a five-point likert scale ranging from strongly disagree to strongly agree.

The measurement are used as:

Figure 3.1 Agreement Likert Scale

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3.5 SAMPLING TECHNIQUE

Convenience sampling technique was used in this study to gather data from the respondents.

Convenience sampling is a non-probability sampling method where they collect data from a conveniently

available pool of respondents. A convenience sample simply includes the individuals who happen to be

most accessible to the researcher.

This study was carried out in Arellano University – Juan Sumulong Campus. Arellano University is a

private, coeducational, nonsectarian university located in Manila, the Philippines. It was founded in 1938 as

a law school by Florentino Cayco Sr., the first Filipino Undersecretary of Public Instruction.

The chosen participants in this study would be the Grade 12 STEM students of Arellano University –

Juan Sumulong Campus, a total number of fifty (50) selected respondents.

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 CHAPTER 4

PRESENTATION AND INTERPRETATION OF DATA

This chapter contains detailed presentation and discussion of data analysis and the results of this

study. This chapter presents the results, the analysis and interpretation of data gathered from the answers

to the questionnaires distributed to the field. The said data were presented in tabular form in accordance

with the specific questions posited on the statement of the problem.

4.1 DEMOGRAPHIC PROFILE OF THE RESPONDENTS

Table 4.1 Gender Of The Respondents.

GENDER FREQUENCY PERCENTAGE (%)

Female 31 62%

Male 19 38%

Total 50 100%

Table 4.1 shows the gender of the respondents. As it is presented above, 31 out of 50 respondents

were female (62%) and 19 out of 50 (38%) respondents were male. Hence, the result shows that the

number of female respondents has the higher percentage that the male respondents.

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 Table 4.2 Age Of The Respondents.

AGE FREQUENCY PERCENTAGE (%)

17 10 20%

18 27 54%

19 12 24%

20 1 2%

Total 50 100%

Respondents of ages 18 to 20 were represented, with larger numbers in the lower age categories of

the respondents, respectively. The youngest was 17 years while the oldest age category was 20 years old.

According to Table 4.2, 54% of the respondent has the age of 18 answered the survey, 24% from

the age of 19, 20% from the age of 17 and 2% from the age of 20. Therefore most of our respondent came

from 18 years of age and answered our survey.

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4.2 PRESENTATION OF SURVEY RESULT DATA

The researchers used a 5 point likert scale where the score ranging from strongly disagree to

strongly agree. To describe the students’ answer, the scale will be used and it will be responded as follows:

Sentiment Level Numerical Value

Strongly Disagree 1.00

Disagree 2.00

Neutral 3.00

Agree 4.00

Strongly Agree 5.00

Table 4.3 Sentiment Level And Numerical Value Presented In Tabular Form.

The researchers used survey as an instrument in this research. Surveys are used to gather or gain

knowledge in fields such as social research and demography. Survey research is often used to assess

thoughts, opinions and feelings.

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Question 1. The product is budget friendly.

Sentiment Level Scale Frequency Percentage (%)

Strongly Disagree 1.00 0 0%

Disagree 2.00 1 2%

Neutral 3.00 12 24%

Agree 4.00 16 32%

Strongly Agree 5.00 21 42%

Table 4.4 Question Number 1 Survey Result

Table 4.4 shows the result of the survey question number 1: the product is budget friendly. It

presents that 42% strongly agrees, 32% agrees, 24% are neutral and 2% disagree. Therefore, the data

shows that most of our respondents strongly agree that using toothpaste as an alternative whiteboard

cleaner is budget friendly.

Question 2. Toothpaste is an effective alternative whiteboard cleaner.

Sentiment Level Scale Frequency Percentage (%)

Strongly Disagree 1.00 0 0%

Disagree 2.00 0 0%

Neutral 3.00 16 32%

Agree 4.00 23 46%

Strongly Agree 5.00 11 22%

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 Table 4.5 Question Number 2 Survey Result

Table 4.5 shows the result of the survey question number 2: toothpaste is an effective alternative

whiteboard cleaner. It presents that 46% agrees, 32% are neutral and 22% strongly agrees. Therefore, the

data shows that most of our respondents agree that using toothpaste as an alternative whiteboard cleaner

is effective.

Question 3. The product is easy to make and easy to use

Sentiment Level Scale Frequency Percentage (%)

Strongly Disagree 1.00 0 0%

Disagree 2.00 0 0%

Neutral 3.00 0 0%

Agree 4.00 17 34%

Strongly Agree 5.00 33 66%

Table 4.6 Question Number 3 Survey Result

Table 4.6 shows the result of the survey question number 3: the product is easy to make and easy

to use . It presents that 33% strongly agrees and 17% agrees. Therefore, the data shows that most of our

respondents strongly agree that toothpaste is easy to use and easy to make as an alternative whiteboard

cleaner.

Question 4. The product is safe to use

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 Sentiment Level Scale Frequency Percentage (%)

Strongly Disagree 1.00 0 0%

Disagree 2.00 0 0%

Neutral 3.00 0 0%

Agree 4.00 7 14%

Strongly Agree 5.00 43 86%

Table 4.7 Question Number 4 Survey Result

Table 4.7 shows the result of the survey question number 4:the product is safe to use. It presents

that 86% strongly agrees and 14% agrees. Therefore, the data shows that most of our respondents

strongly agree that toothpaste is safe to use as an alternative whiteboard cleaner.

Question 5. There is a benefit in using toothpaste as an alternative whiteboard cleaner

Sentiment Level Scale Frequency Percentage (%)

Strongly Disagree 1.00 0 0%

Disagree 2.00 0 0%

Neutral 3.00 0 0%

Agree 4.00 19 38%

Strongly Agree 5.00 31 62%

Table 4.8 Question Number 5 Survey Result

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 Table 4.8 shows the result of the survey question number 5: there is a benefit in using toothpaste is

an alternative whiteboard cleaner. It presents that 62% strongly agrees and 38% agrees. Therefore, the

data shows that most of our respondents strongly agree that using toothpaste as an alternative whiteboard

cleaner has benefit.

Question 6. There is a drawback in using toothpaste as an alternative whiteboard cleaner

Sentiment Level Scale Frequency Percentage (%)

Strongly Disagree 1.00 9 18%

Disagree 2.00 10 20%

Neutral 3.00 13 26%

Agree 4.00 16 32%

Strongly Agree 5.00 2 4%

Table 4.9 Question Number 6 Survey Result

Table 4.9 shows the result of the survey question number 6: toothpaste is an effective alternative

whiteboard cleaner. It presents that 32% agrees, 26% are neutral, 20% disagrees, 18% strongly disagrees

and 4% strongly agrees. Therefore, the data shows that most of our respondents agree that using

toothpaste as an alternative whiteboard cleaner has drawback.

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 CHAPTER 5

This chapter presents the summary of findings, conclusion and recommendation of the study about

the study: using toothpaste as an alternative whiteboard cleaner solution to remove certain stains on

whiteboards.

5.1 SUMMARY

The researchers have gathered fifty (50) Grade 12 STEM students of Arellano University- Juan

Sumulong Campus whose age are within 17-20 years old with the total of 31 female and 19 male by the

use of convenience sampling technique. Researchers found out that 62% of the 50 respondents are female

and 38% of the 50 respondents are male. They also determined that 154% of the respondent has the age

of 18 answered the survey, 24% from the age of 19, 20% from the age of 17 and 2% from the age of 20.

In the course of doing research, we are called on to summarize our observations, to estimate their

reliability, to make comparisons, and to make inferences. The following reveals the results of the survey

conducted by the researchers.

5.2 DISCUSSION
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5.3 CONCLUSION

Based on the study's findings and data analysis, the researchers made the following deductions:

5.4 RECOMMENDATIONS

Based on the findings and conclusion, the researchers hereby present the following recommendations:

32
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