Republic of the Philippines

 Department of Education
Region IV-A CALABARZON
Division of Rizal
RIZAL NATIONAL SCIENCE HIGH SCHOOL
JP Rizal St., Batingan, Binangonan, Rizal

MEMBERS: [11 – Einstein]

 Dimaano, Eliza Nicole A.  Ng, Pio Miguel C.
 Mendoza, Mark Joshua S.  Tropia, Charles Alfred M.
 Ning, Keith Arleigh A.

Biology vs Chemistry (Significant Difference)

CONCLUSION: As the table shows, the mean of Biology is 13.4 while Chemistry has a mean of
18 with a mean difference of 4.6, and with 18 degrees of freedom. The p-value is lower than the
alpha, thus the null hypothesis is rejected and there is a significant difference.

In support of the findings of the data above, students' descriptions of energy vary depending on
the context. (Kohn et al, 2018). Although all students agreed that energy was fundamental to
science, nine of them said that General Chemistry 1/ General Chemistry 2 required a deeper
understanding of energy than Biology 1. The study showed that student talks about ATP were
frequently oversimplified (five students called ATP energy or a type of energy), and eight
students said they didn't understand how ATP functions. This shows that the students scored
higher in Chemistry than Biology, implying that they have a greater understanding of the former
than the latter.

Kohn, K. P., Underwood, S. M., & Cooper, M. M. (2018a, March 22). Energy connections and
misconnections across chemistry and biology. CBE life sciences education.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6007765/
Chemistry vs Physics (Significant Difference)

CONCLUSION: As the table shows, the mean of Chemistry is 18 while Physics has a mean of
8.1 with a mean
difference of 9.9, and
with 18 degrees of
freedom. The p-value is lower than the alpha, thus the null hypothesis is rejected and there is a
significant difference.

The data shows students scored higher on average in Chemistry than Physics. This implies that
that they have a greater understanding of the former than the latter. In contrast, students'
responses to assertions in physics are more expert-like than in chemistry, suggesting chemistry
is more about memorization and problem-solving. However, their perceptions of chemistry
deteriorated over time, with positive scores dropping in the "Overall" and "Real World
Connection" categories (Perkins et al, 2007).

Perkins, K. K., Barbera, J., Adams, W. K., & Wieman, C. (2007). Chemistry vs. Physics:

AComparison of How Biology Majors View Each Discipline. AIP Conference

Proceedings. https://doi.org/10.1063/1.2508689

Biology vs Physics (Significant Difference)

 CONCLUSION: As the table shows, the mean of Biology is 13.4 while Physics is 8.1 with a
mean difference of 5.3, and with 18 degrees of freedom. The p-value is lower than the alpha,
thus the null hypothesis is rejected and there is a significant difference.

The students scored higher in Biology than Physics. The implication is that students have a
greater knowledge and mastery of biology than physics. In comparison, Physics contexts
comparatively speaking, are simpler than those found in biology or chemistry according to (Opitz
et al, 2017). Moreover, settings of simpler physics could also offer a place to start when gaining
access to more intricate situations in different fields of study. Transfers in the other direction,
though, must also take into account for cohesive energy education, as early and frequently
implicit learning chances in biological contexts can serve as a foundation for more direct energy
education in the future.

Opitz, S., Neumann, K., Bernholt, S., & Harms, U. (2017). How do students understand energy

in biology, chemistry, and physics? Development and validation of an assessment

instrument. Eurasia Journal of Mathematics, Science and Technology Education, 13(7).

https://doi.org/10.12973/eurasia.2017.00703a

SUMMARY

Anova: All comparison (Significant)

 CONCLUSION: The table show that the p-value is lower than the standard alpha value,
therefore the null hypothesis is rejected and there is significant difference between the test
scores of Biology, Chemistry and Physics when under the effects of anesthesia.

In contrast with the data, a study by Dike et al, 2018) compared the performance of students in
Biology, Chemistry, Physics, and overall Science at the NCE
level in Federal College of Education, Zaria in 2011/2012, 2012/2013 and 2013/2014 academic
sessions. Based on the findings of the study, there is no significant difference in the academic
performance of students in Chemistry, Physics, and overall Science

Dike, D. I., Anyanwu, R. I., Zachariah, B., Dalhatu, H., & Samuel, F. (2018). Comparative Study
of the Academic Performances in Biology, Chemistry and Physics of Male and Female Students
in a Nigerian Tertiary Institution . https://www.semanticscholar.org/paper/Comparative-Study-of-
the-Academic-Performances-in-a-Dike-Anyanwu/
e5c6e7f0d334bec57220947cfeb3411675f4670b