PROPERTIES OF LIGHT

Ciencia LENS Interactive E-book in Determining the Properties of Light for HumSS

Grade 11 Physical Science Learners

Geniver G. Mariano

Sta. Maria National High School

Sta. Maria Alfonso Lista Ifugao

Alfonso Lista District

Schools Division Office-Ifugao

geniver.mariano@deped.gov.ph

January 2024
PROPERTIES OF LIGHT

Table of Contents

Title Page 1
Table of Contents 2
Context and Rationale 3
Action Research Questions 5
Innovation, Intervention and Strategy6
Action Research Methods 9
Research Designs 9
Participants and other Sources of Data and Information 10
Data Gathering Methods 10
Data Analysis Plan 11
Ethical Issues 11
Action Research Work Plan and Timelines 12
Cost Estimates 13
Plans for Dissemination and Utilization 14
References 15
Appendices 17
PROPERTIES OF LIGHT

Context and Rationale

Science subjects cover many topics that explore the natural world and how it works.

From biology, where we study living organisms and ecosystems, to chemistry, which delves

into the properties of matter and the reactions between different substances. Physics helps

us understand the fundamental principles governing the behavior of energy and matter.

Earth science explores the dynamics of our planet, including geology, meteorology, and

environmental science. Together, these subjects provide a comprehensive understanding of

the world, fostering critical thinking and problem-solving skills essential for addressing

complex challenges in various fields.

Teaching science and facilitating students in mastering scientific competencies pose

significant challenges. This difficulty arises due to the complicated nature of scientific

concepts that demand a thorough comprehension. Successful teaching also requires the

application of diverse and effective instructional strategies, incorporating visuals, drills, and

models. Furthermore, the hands-on experimentation characteristic in science presents

logistical challenges, particularly when lacking a dedicated science laboratory to enhance

the teaching and learning process. Moreover, students often perceive science as a

challenging subject, and their attitudes and interests further contribute to the complexity of

the teaching endeavor.

Physics stands out as one of the most challenging subjects for students in the field of

science. Many students find physics daunting during their high school years and tend to

avoid it even more when they enter college (Guido, 2018).

In the presentation of (Camarao and Nava 2017), The challenges in Physics arise

from various factors, encompassing the subject's content, learning materials, classroom

setting, and the teacher's influence. Students specifically mentioned struggling with

understanding topics like mechanics, optics, electromagnetism, and thermodynamics. These

difficulties were particularly pronounced for students who had not yet acquired the skill of

applying their knowledge to novel and real-life situations.

PROPERTIES OF LIGHT

In the report of (Jaehwa Bernardo, ABS-CBN News, 2020) about the status of

Mathematics and Science. In the 2019 Trends in International Mathematics and Science

Study (TIMSS) conducted by the International Association for the Evaluation of Educational

Achievement (IEA), the Philippines achieved a score of 297 in mathematics and 249 in

science. These scores ranked the country as the lowest among the 58 nations participating

in the study. In the article published by OECD (2023), In the Philippines, very few students

achieved top performance levels in science, indicating proficiency at Level 5 or 6 (OECD

average: 7%). Such students demonstrate the ability to creatively and independently apply

their knowledge of and insights into science across a diverse range of situations, even in

unfamiliar contexts. Furthermore, in the data presented by (Chi, 2023), in the Programme for

International Student Assessment (PISA) 2018, the country ranked at the bottom in science

subjects.

National Achievement Test (NAT) aims to assess the overall academic performance

and proficiency levels of students at the national level. In the Cordillera 2023 National

Achievement Test (NAT), the result of the science subject in Ifugao is below 50%. It implies

that there is a need to enhance the performance of the learners by implementing intervention

tools.

In Sta Maria National High School, the general weighted average of the students (14

sections) in science subjects especially Physical science is 82. Based on the observation of

the researcher, the students are having difficulty in applying the concepts when they take

quizzes and assessments. Additionally, when the teacher asks the learners to explain the

lesson, some of the learners will read verbatim what is in the textbook or presentation, and

some of the learners have difficulty paraphrasing or sharing what they have learned.

With that, to help Grade 11 students perform better in physical science, the

researcher will use a special book that the students can interact with. This ebook makes

learning interesting because it has videos, sounds, and pictures that they can play with.

These things make learning more fun and help learners understand better. The goal is to

make studying physical science more interesting, interactive, and easier for students.
PROPERTIES OF LIGHT

The results of this study will support fellow educators, especially high school and

Science teachers, in implementing and customizing the study's approach. It can help them

create strategies to help students have an interest in science subjects leading to better

performance levels. Subject coordinators, administrators, and policymakers can utilize the

study's findings to develop action plans and guidelines for remedial and intervention

programs.

The researcher will focus on one of the competencies of physical science which is

about dual properties of light specifically differentiating dispersion, scattering, interference,

and diffraction (S11/12PS-IVh-65). Knowing how light spreads, scatters, mixes, and bends is

important in optics and wave physics. Light, which is a kind of wave, behaves in different

ways, and this has a big effect on science and technology. These behaviors are super

important in things like phones, cameras, space science, and making optical tools.

Understanding these ideas is basic if you want to work in physics, engineering, or similar

fields.

Action Research Questions

This study aims to investigate the competence of HumSS Grade 11 learners in Sta

Maria National High School in determining the behaviors of light, specifically, it seeks to

answer the following questions:

1. What is the level of understanding of the properties of light in the control and

experimental groups before and after intervention?

2. Is there a significant difference in the level of understanding of the properties of light

in the pretest and post-test scores of the learners in the control and experimental

groups?

Ho: There is no significant difference in the level of understanding properties of light

between the pretest and post-test scores of the learners in the control and experimental

groups
PROPERTIES OF LIGHT

3. Is there a significant difference in the level of understanding of the properties of light

in the pretest and posttest scores of the learners between the control and

experimental groups?

Ho: There is no significant difference in the level of understanding of the properties of

light in the pretest and posttest scores of the learners between the control and

experimental groups

Proposed Innovation, Intervention, and Strategy

Based on the findings presented, implementing intervention is essential for achieving

mastery and comprehension of science concepts. It also empowers educators to make

prompt adjustments to instruction and effectively tackle specific learning challenges.

Hence, the intervention tool Ciencia LENS interactive e-book proposed by the

researcher might help improve the performance of students not only in physical science

subjects but in all fields of science.

An ebook, short for electronic book, is a digital manifestation of traditional printed

books that has gained widespread popularity in the modern era. These digital books are

available in various formats, including EPUB, MOBI, and PDF, ensuring compatibility with a

diverse range of electronic devices such as e-readers, tablets, smartphones, and computers.

Ebooks offer readers unparalleled convenience, allowing them to carry an extensive library

in a single portable device, making reading on-the-go a seamless experience. The digital

nature of ebooks facilitates easy distribution and accessibility through online platforms,

bookstores, and libraries. Notably, ebooks often incorporate interactive features like

hyperlinks, multimedia content, and search functionalities, enhancing the overall reading

experience. Customization options, such as adjustable font sizes and background colors,

cater to individual preferences. Ebooks are often more cost-effective than their printed

counterparts, contributing to their popularity. While they offer numerous advantages, ebooks

also face challenges, including concerns about digital rights management (DRM),

compatibility issues, and debates over the sensory appeal of physical books versus the
PROPERTIES OF LIGHT

digital format. Despite these challenges, ebooks continue to play a significant role in the

evolving landscape of reading and literature.

The findings in the study of Weng et al. (2018), revealed that students utilizing the

static PDF e-textbook outperformed their counterparts on the unit final test. Noteworthy

distinctions were observed in perceived learning between the two groups, with students

using the interactive e-textbook exhibiting higher scores in both cognitive and affective

learning perceptions compared to those using the static PDF e-textbook.

The results of the experiment (“Creating Interactive E-Books Through Learning by

Design on JSTOR,” n.d.) revealed that the strategy of combining guided peer feedback with

e-book development had notable effects on students' learning outcomes and the success of

their e-book projects. Additionally, it led to a decrease in cognitive load and an enhancement

of their inclination toward innovative thinking during the design process

However, according to Casselden and Pears (2019) Despite the numerous benefits

of ebooks such as portability, availability, functionality, and searchability, the overall

sentiment toward ebooks was not entirely favorable. Challenges emerged concerning the

intricacies of ebook provision, restrictions imposed by publishers, and issues related to

compatibility with various reading devices. A significant discovery pertained to how users

interacted with ebooks, involving more focused searches for content and a preference for a

'bite-size' approach to reading. It is crucial to exercise caution and ensure that library

collections accommodate a diversity of learning styles, providing students with opportunities

to effectively absorb and engage with the content.

Utilizing technology specifically interactive media such as e-books in teaching

science will help the learners comprehend the lesson since graphics, images, audio, and

videos are incorporated in the interactive ebook. This is supported by the theory of

Connectivisim. According to Kurt (2023), Connectivism is an inventive learning theory, that

suggests that effective learning involves integrating thoughts, theories, and information

experienced through modern technology. It highlights the crucial role of digital tools in
PROPERTIES OF LIGHT

contemporary education, acknowledging that our interconnected era provides numerous

opportunities to shape our learning experiences.

Another theory that supports interactive media in teaching science is the theory of

John Dewey, experiential learning. According to Roberts (n.d.) John Dewey's theory of

experiential learning, all learning takes place in a social setting, where knowledge is

constructed through shared experiences. Furthermore, it suggests that students learn best

when they actively engage with the subject matter. In the interactive e-book, the learners will

directly engage themselves since they will be exposed to different learning tasks supported

by images, graphics, etc. fostering a deeper understanding of the subject matter. If the

learners have hands-on learning experiences the learners will then be able to construct new

information.

Ciencia LENS Interactive Ebook elevates the conventional reading experience to a

whole new dimension by seamlessly integrating multimedia elements and interactive

features. In contrast to a regular ebook that essentially replicates a physical book in digital

form, an interactive ebook captivates readers with clickable links, embedded videos,

quizzes, and even interactive diagrams.

Administering the Intervention

The learners will be oriented and familiarize themselves with the ebook platform

navigation, and available features before the activity begins. The necessary applications are

installed in advance to minimize disruptions during the ebook activity. Furthermore, learners

will be encouraged to approach the interactive ebook with curiosity and a willingness to

explore and enhance their learning experience.

After orienting the learners about the interactive ebook, the teachers will guide how to

navigate the interactive features to ensure that students can maximize their learning

experience. The teachers will be monitoring as well the student's progress, addressing

questions and challenges promptly to maintain a smooth learning process. Encouraging

discussions and collaborative activities related to the interactive content enhances the social

learning experience.
PROPERTIES OF LIGHT

After manipulating the interactive ebook, the teachers will reflect on the effectiveness

of the interactive ebook in achieving learning objectives and consider adjustments for future

use. Feedback from students will be gathered to help assess the overall impact of the

interactive ebook on their understanding and engagement to improve and design another

intervention tool.

During the initial two weeks, participants will Leverage and Engage themselves in an

activity termed "Optical Odyssey." In the first segment, the researcher will orchestrate a

warm-up exercise involving an audio prompt, requiring students to transcribe the conveyed

information. Subsequently, learners will Navigate to the next task where a GIF image will be

presented, prompting them to identify and select the specific behavior of light being

demonstrated. The concluding activity for this period involves matching provided images with

corresponding descriptions illustrating the concepts of dispersion and scattering, forming a

comprehensive exploration of optical phenomena. After the session, the researcher will

furnish a checklist listing the description of dispersion and scattering.

During the third and fourth weeks, a similar activity will be presented, but with a focus

on distinct light behaviors—specifically, interference and diffraction.

During the fifth to eighth weeks, participants will engage in the "Light Spectra Quest,"

a series of challenges and demonstrations presented by the researcher to enhance their

understanding of optical phenomena. The teacher will do Scaffolding for the students to

achieve the task.

Every Tuesday and Thursday, the activity will be done from 4:30-5:00 pm. Evaluation

will be done through a posttest after eight weeks.

Action Research Methods

Research Design

This study will use a quasi-experimental design. Quasi-experiments are research

studies designed to assess interventions without employing randomization. While lacking the

random assignment characteristic of randomized trials, quasi-experiments share the goal of

PROPERTIES OF LIGHT

establishing a causal relationship between an intervention and its resulting outcome, akin to

the objectives of randomized trials (Harris et al., 2006).

The Ciencia Interactive Ebook serves as the intervention aimed at measuring its

causal impact on the target population. The study necessitates the inclusion of both a control

group and an experimental group, each undergoing pre-tests and post-tests. However, it is

essential to note that the experimental and control groups may not be equivalent before the

experiment commences.

Participants and/or Other Sources of Data and Information

The intended participants for this study will be HumSS Grade 11 learners using

convenient sampling. All in all, there are 6 sections for HumSS Grade 11 learners, and three

sections will be the subject of the research. Sections 1 and 2 will be the experimental group

and Section 3 will be the control group. The researcher will be utilizing three sections for the

reason that it is a heterogeneous class and it aligns with the general objective of the

research which is to determine the competence of the HumSS Grade 11 learners before and

after the implementation of the intervention tool. The research will take place at Sta. Maria

National High School – Senior High School in Sta. Maria, Alfonso Lista, Ifugao.

Data Gathering Methods

In the future study, data will be gathered through a teacher-made pre-test and post-

test. The researcher will craft 20 multiple-choice pretest questions aligned with the

competency, and 20 multiple-choice post-test questions different from the pretest but still

aligned with the chosen competency. Subsequently, the researcher will seek validation of

the teacher-made test from at least three field experts before administering it. Following

validation, pilot testing will follow at Pinto National High School with a minimum of 20

participants. From the results, the researcher will incorporate all suggestions from the

validators. The researcher will then administer the validated pretest, and retrieve, check, and

record the results. From the results, the researcher will implement the intervention tool to

enhance student performance. The researcher will administer the validated posttest, and
PROPERTIES OF LIGHT

retrieve, check, and record the results. Finally, statistical tools will be employed to analyze

and interpret the pretest and posttest results accordingly.

Data Analysis Plan

Mean and standard deviation will be used to analyze the ability of the learner to

determine the properties of light before and after the implementation of the intervention.

Independent samples t-test will be used to determine the significant difference in the pretest

and post-test scores of the learners in determining the properties of light in the control and

experimental group before and after the implementation of intervention while Paired-sample

t-test will be used to determine the significant difference in the pretest and post-test scores

of the learners in determining the properties of light between the control and experimental

group before and after the implementation of the intervention.

Ethical Issues

The researchers will strictly follow confidentiality and privacy policies concerning

participants, particularly regarding their academic achievements, to ensure the integrity of

the research data. Approval will be sought from the principal for the study, and consent from

both parents and participants will be obtained to use academic records. An assent form will

be given to the experimental group, allowing them to participate voluntarily. The

implementation will occur 30 minutes after class dismissal, and participants have the right to

withdraw from the study. The researchers will maintain the utmost confidentiality, and

address plagiarism and ethical concerns rigorously before, during, and after the research

process. Additionally, participants will be provided with snacks as a gesture of appreciation

for their involvement.

PROPERTIES OF LIGHT

Action Research Work Plan and Timelines

Milestone and Activities DATE ( WEEK)

JANUARY FEBRUARY MARCH APRIL 2024
2024 2024 2024

Milestone 1a: Planning & Design

Preparing Research
Proposal

Seeking Approval
Milestone 2: Data
Collection

Validation of Pretest
and Post-test

DATE WEEK
Milestone 3: MAY 2024 JUNE
Implementation Phase 2024

Distribution of Pre-Test
Implementation of Action
Research

Cost Estimates
PROPERTIES OF LIGHT

A. Supplies and Materials

Estimated ACTUAL
Activity Item Unit Quantity Total
Cost COST

A4 Bond Paper ream 10 250.00 2,500.00 2,500.00

Implementation of the Study A4 Folder Tag Board

and Preparation of Research Pc 20 10.00 200.00 200.00
with Fastener
Papers, Instructional
Materials/Worksheets, and Printer Ink Black bottle 3 300.00 900.00 900.00
other documents Printer Ink Cyan bottle 1 300.00 300.00 300.00
Printer Ink Magenta bottle 1 300.00 300.00 300.00
Printer Ink Yellow bottle 1 300.00 300.00 300.00
USB Flash Drive Pc 1 1,000.00 1,000.00 1,000.00
B. Domestic Travel Expenses
Submission of deliverables-
First Tranche with wet Courier 1 300.00 300.00 300.00
signatures
C. Food and other incurred expenses during the conduct of research

Validation of Pretest and Meal and snacks of

pax 3 300 900.00 900.00
Posttest Materials the Evaluation Team

Snack of
Implementation of the Learners/Participants
pax 150 50 7,500.00 7,500.00
intervention (Control and
Experimental Group)
D. Reproduction, Printing, and Binding Cost

E. Communication Expenses for the Implementation / Conduct of the Study

Implementation of the Study
– Data Gathering/Collection,
Cellphone and
Preparation, and Submission Card 4 500.00 2,000.00 2,000.00
Internet Load
of Research Papers and
other documents.

F. Other Expenses

16,200.00 16,200.00

Prepared by:

GENIVER G. MARIANO

Plans for Dissemination and Utilization

PROPERTIES OF LIGHT

It will also be presented to them at the School Learning Action Cell. In addition, this

study will be presented in open research fora for dissemination purposes. Parents will be

informed during the HPTA meeting as well. For the teachers in the district and division,

respectively, to get information about the findings of this study, this also be distributed

through a district and conference. A copy also will be furnished to the DepEd Regional Office

to formulate policy, a copy will be sent to the Superintendent of the Schools Division, the

Assistant Superintendent of the Schools Division, the Human Resource Development Unit,

the Chief Education Supervisors of the Curriculum Development Division, and the Schools

Governance Division.

References
PROPERTIES OF LIGHT

Camarao, M.G & Nava, F.G (2017). High school students’ difficulties in physics. Quezon City
Philippines

C, M. J. G. (2019, March 1). Learning styles, study habits and academic performance of
Filipino University students in applied science courses: Implications for instruction.
https://upcommons.upc.edu/handle/2117/134350

Casselden, B., & Pears, R. (2019). Higher education student pathways to ebook usage and
engagement, and understanding: Highways and cul de sacs. Journal of Librarianship
and Information Science, 52(2), 601–619.
https://doi.org/10.1177/0961000619841429

Chi, C. (2023, December 9). Philippines still lags behind world in math, reading and science
— PISA 2022. Philstar.com.
https://www.philstar.com/headlines/2023/12/06/2316732/philippines-still-lags-behind-
world-math-reading-and-science-pisa-2022#:~:text=Compared%20to
%2081%20countries%2C%20the,lowest%20in%20mathematics%20and%20science.

Creating Interactive E-Books through Learning by Design on JSTOR. (n.d.). www.jstor.org.

https://www.jstor.org/stable/26273865 Guido, R. M. D. (2018, May 6). Attitude and
Motivation towards Learning Physics. arXiv.org. https://arxiv.org/abs/1805.02293

DepEd K-12 Physical Science Curriculum Guide

Guido, R. M. D. (2018, May 6). Attitude and Motivation towards Learning Physics. arXiv.org.
https://arxiv.org/abs/1805.02293

Harris, A. D., McGregor, J. C., Perencevich, E. N., Furuno, J. P., Zhu, J., Peterson, D., &
Finkelstein, J. (2006). The use and Interpretation of Quasi-Experimental Studies in
Medical Informatics. Journal of the American Medical Informatics Association, 13(1),
16–23. https://doi.org/10.1197/jamia.m1749 Kurt, S. (2023, September 25).

Jaehwa Bernardo, ABS-CBN News. (2020, December 9). PH ranks last among 58 countries
in Grade 4 math, science: study. ABS-CBN News.
https://news.abscbn.com/news/12/09/20/ph-ranks-last-among-58-countries-in-grade-
4-math-science-study

Kurt, S. (2023, September 25). Connectivism Learning Theory - Educational Technology.

Educational Technology. https://educationaltechnology.net/connectivism-learning-
theory/

Monayao, K. M. (2023). DeCo Wall on Denotative and Connotative Meanings of Texts and
Images for Grade 7 Learners. Unpublished Action Research

OECD (2023). PISA 2022 Results: Factsheets Philippines

https://www.oecd.org/publication/pisa-2022-results/country-notes/philippines-
a0882a2d/

Ormancı, Ü., & Çepni, S. (2020). Views on interactive E-Book use in science education of
PROPERTIES OF LIGHT

teachers and students who perform e-book applications. Turkish Online Journal of
Qualitative Inquiry, 247–279. https://doi.org/10.17569/tojqi.569211

Ramuthi, D. (2023, September 7). Interactive Ebooks 101: What they are and How to Make
them - Venngage. Venngage. https://venngage.com/blog/interactive-ebooks/

Roberts, T. G. (n.d.). An interpretation of Dewey’s experiential learning theory.

https://eric.ed.gov/?id=ED481922#:~:text=In%20John%20Dewey's%20experiential
%20learning,a%20context%20for%20the%20information.

Saido, G. M. (2018, August 1). Higher order thinking skills among secondary school students
in science learning. https://ijie.um.edu.my/index.php/MOJES/article/view/12778
Tremblay-Wragg, É., Raby, C., Ménard, L., & Plante, I. (2019). The use of diversified
teaching strategies by four university teachers: what contribution to their students’
learning motivation? Teaching in Higher Education, 26(1), 97–114.
https://doi.org/10.1080/13562517.2019.1636221

Weng, C., Otanga, S., Weng, A., & Cox, J. E. (2018). Effects of interactivity in E-textbooks
on 7th graders science learning and cognitive load. Computers & Education, 120,
172–184. https://doi.org/10.1016/j.compedu.2018.02.008

Yunzal, A. N., & Casinillo, L. F. (2020). Effect of Physics Education Technology (PhET)
Simulations: Evidence from STEM Students’ Performance. Journal of Education
Research and Evaluation, 4(3), 221. https://doi.org/10.23887/jere.v4i3.27450

APPENDIX A
PROPERTIES OF LIGHT

Child Assent Form

Republic of the Philippines

Department of Education
Cordillera Administrative Region
Division of Ifugao
Alfonso Lista District
Sta Maria National High School
Sta Maria Alfonso Lista Ifugao

CHILD ASSENT FORM

I give my permission to be a participant in the conduct of the action research by

with the title Ciencia LENS Interactive Ebook for HumSS Grade 11
(Name of researcher)

Learners”. This will help me determine the properties of light. This will be conducted from
at the school. I will stay in the school for 30 minutes every Tuesday &
Thursday from 4:00 to 4:30 in the afternoon. However, I am free to withdraw at any time or I
will not participate if I do not want. I discussed with my parents regarding this before signing
this form. My parents’ consent shall also be sought on my behalf.

________________________________________
Child’s signature over printed name

APPENDIX B
PROPERTIES OF LIGHT

Parent’s Consent/Waiver

Republic of the Philippines

Department of Education
Cordillera Administrative Region
Division of Ifugao
Alfonso Lista District
Sta Maria National High School
Sta Maria Alfonso Lista Ifugao

PARENT’S CONSENT

To Whom It May Concern:

This is to allow my son/daughter _____________________________to be one of the

(Name of learner)

participants in the conduct of the action research of with

the title (Name of Researcher)

Ciencia LENS Interactive Ebook for HumSS Grade 11 Physical Science Learners. This will
be conducted from at the school.

__________________________________________________
Parent/Guardian’s signature over printed name