Department of Education

Region XII
City Schools Division of Tacurong
Tacurong City

COMPUTER AIDED AND SIMULATED LABORATORY ACTIVITIES IN PHYSICAL

SCIENCE: ITS IMPLICATION TO STUDENTS’ ACADEMIC PERFORMANCE

MELMAR JAY G. PUEDAN

LOVELYN S. TANGPOS
Research Proponents

March, 2018
 I. CONTEXT AND RATIONALE

Science is one of the subjects in high school where students has difficulty in

mastering, especially if it is Physical Science. Most students perceive this academic area

dreadful among other subjects in school. Physical Science is often disliked because of

the fact that learners’ mind has already been conditioned that this subject is tough,

consequently, the students’ focus and performance in this particular science subject is

affected.

Most schools are low performing in Science based on previous results in

National Achievement Test (NAT) because various competencies were not mastered by

the students. This problem may be due to any of the following reasons: a) lack of science

teachers b) lack of laboratory room c) inadequate laboratory materials and equipment d)

lack of interest of students and e) lack of interactive science modules that can be used

during laboratory activities to concretized abstract concepts of different science

competencies.

Meanwhile, the National Government through the initiative of the Department of

Education and the Department of Science and Technology is addressing this inherent

problem by a) conducting inset training for teachers b) constructing laboratory rooms/

building c) introducing localization and improvisation of laboratory materials and

equipment that are locally found, thus addressing the problem innovatively.
 Various interventions have been employed to make students appreciate and

enjoy this subject. Lots of approaches, method and strategies are being integrated to

science learning to get the attention of the students and change their mindset leading

them to love and master the subject and with the advent of technology where everything

is anchored, lessons may be concretized by taking advantage of it through a computer

aided and simulated laboratory activities. To cite an example, some aviation and

navigating schools use simulated programs to let the students master the mechanics of

aircraft flying or ship piloting before the actual test drive. This situation impels the

researchers to conduct a thorough and in-depth study which focuses mainly on the use

of computer aided and simulated science laboratory activities to know its implication to

the students’ academic performance in Physical Science so as to help the administrators

find ways to improve the performance of students in Science subject in the National

Achievement Test and to other related test. Most importantly, the researchers would like

to help instill to students that science learning is fun and enjoyable.

II. REVIEW OF RELATED LITERATURE

Tell me I forget, show me I remember, involve me I understand. We live

in an era characterized by the rapid development of technology. Computer science has

invaded the educational process and is providing us with many opportunities to exploit.

While the use ICT has already penetrated in Science teaching, we have yet to create

and implement lesson plans that promote the development of methodological skills and

competencies, investigation through experimentation, teamwork and communication

among students through collaborative activities.

Definition of simulation

Simulations are imitations of operating systems through time, via computers.

These represent a process on the basis of a model that is cheaper, faster, less risky and

more affordable than the real process. Simulations are representations of situations or

processes by means of something analogous. Computer simulations represent the real

world by use of a computer program. Simulations can be a valuable tool in the science

classroom. They can exemplify scientific concepts and situations thereby allowing

students to explore the nature of things. Issues such as cost, safety, scope, time and

scale can be overcome by the use of a scientific simulation. Computer simulations help

visual learners understand problems that they would not thoroughly understand simply

through reading about them or solving word problems. The sophistication and variety of

computer simulations in the field of science is increasing rapidly.

(http://etec.ctlt.ubc.ca/510wiki/Simulation_for_Science_Education,Retrieved March 22,

2018)

Relevance of simulations

Providing opportunities for students to use simulations affords them as needed

access at home and at school to continue their learning without the need for equipment

other than a computer, tablet or ipad. Simulations allow for a more kinesthetic approach

to learning than pencil and paper exercises and can help students visualize complex

problems and concepts. Some simulations allow students to engage in ‘work’ that might

not otherwise be possible in a typical classroom setting by allowing students to

experiment with potentially hazardous inquiries. The use of simulations can provide

students with the opportunity to engage in independent inquiry and experiential learning.
Teachers can utilize simulations in a number of ways from visual aids during a lecture to

conceptual tests, homework and pre-lab activities.

(http://scarfedigitalsandbox.teach.educ.ubc.ca/science-simulations-and-electrical-

circuits/,Retrieved March 22, 2018)

Simulations in Teaching

Instructional simulations have the potential to engage students in "deep learning" that

empowers understanding as opposed to "surface learning" that requires only

memorization. Deep learning means that students:

Learn scientific methods including: 1) the importance of model building. Experiments

and simulations are the way scientists do their work. Using instructional simulations

gives students concrete formats of what it means to think like a scientist and do scientific

work. 2) the relationships among variables in a model or models. Simulation allows

students to change parameter values and see what happens. Students develop a feel for

what variables are important and the significance of magnitude changes in parameters.

3) data issues, probability and sampling theory. Simulations help students understand

probability and sampling theory. Instructional simulations have proven their worth many

times over in the statistics based fields. The ability to match simulation results with an

analytically derived conclusion is especially valuable in beginning classes, where

students often struggle with sampling theory. Given the utility of data simulation, it is not

surprising that SERC has an existing module on teaching with data simulation. 4) how to

use a model to predict outcomes. Simulations help students understand that scientific

knowledge rests on the foundation of testable hypotheses.

(https://serc.carleton.edu/sp/library/simulations/why.html, Retrieved March 22, 2018)

Learn to reflect on and extend knowledge by: 1) actively engaging in student-student

or instructor-student conversations needed to conduct a simulation. Instructional

simulations by their very nature cannot be passive learning. Students are active

participants in selecting parameter values, anticipating outcomes, and formulating new

questions to ask. 2) transferring knowledge to new problems and situations. A well done

simulation is constructed to include an extension to a new problem or new set of

parameters that requires students to extend what they have learned in an earlier context.

3) understanding and refining their own thought processes. A well done simulation

includes a strong reflection summary that requires students to think about how and why

they behaved as they did during the simulation. 4) seeing social processes and social

interactions in action. This is one of the most significant outcomes of simulation in social

science disciplines such as sociology and political science.

(https://serc.carleton.edu/sp/library/simulations/why.html, Retrieved March 22, 2018)

III. RESEARCH QUESTIONS

Specifically, the researchers’ study seeks to answer the following questions:

1. What is the level of academic performance of the students in Science before the

conduct of the study?

2. What is the level of academic performance of the students using simulated

science laboratory activities?

 3. Is there a significant difference in the level of academic performance of students

with and without using computer aided and simulated laboratory activities in

Science after the conduct of the study?

IV. SCOPE AND LIMITATION

The study is to be conducted in San Emmanuel National High, San Emmanuel,

Tacurong City. The study will focus in the use of computer aided and simulated

laboratory activities in Physical Science and its implication to the academic performance

of students. The respondents of the study are Dressmaking students in Grade 12 of

SENHS Senior High School for the school year 2018 – 2019.

V. METHODOLOGY

Data Gathering Instrument

The data gathering instrument which will be used as a tool of the study is a

validated Pre-test and Post-test in Physical Science as well as validated survey

questionnaire about the science learning environment and the effectiveness of using

computer aided and simulated science laboratory activities. The researcher will also use

a validated result of least mastered competencies in Science based on previous National

Achievement Test (NAT) results as a guide in crafting modules for the conduct of

computer aided and simulated science laboratory activities.

 Plan for Data Analysis

The study will start with the Pre-test in Physical Science to be administered to

Grade 12 students of SENHS to identify the area where students have less

understanding or idea and will be followed by actual teaching using crafted modules for

computer aided and simulated laboratory activities and actual experiments.

VI. WORK PLAN

Program of Persons Involved Time Frame Success Indicators

Research Activities

Researchers, School March, 2018 Submitted

I. Submission and
Approval of Research
Proposal
Heads, Division Research Research Proposal
Coordinator, Senior High
School Program
Supervisor, SGOD Chief,
CID Chief Schools Division
Superintendent,

II. Evaluation Researchers, DepEd April, 2018 Approved Proposal

Region XII Research Team for Funding
a. Revision

b. Report Work Plan

c. Approval

III. Pre-implementation Researchers, DepEd May 2017 The fund is released

a. Revision and Submission
b. Approved Fund
a. Purchase of needed
instructional materials
Region XII Research for printing the
Personnel survey materials to
be used for the
program as well as
for Travel Expenses
and Food
Allowance.
b. Travel Expenses

c. Food Allowance

IV. Implementation of Researchers, Teachers, June- Every participant is

Action Research School Principal, SHS November prepared/everything
Assistant Principal and 2018 for the study
a. Conduct the survey respondents

b. Enhance Research Researchers, Volunteer

Assistants June- Conducted study is
Work November intensively done and
Subjects
2018 materials as well as
other needs are well
provided
Researchers, Volunteer November Ready for Final
c. Conduct Post-test,
Assistants 2018 Report
Data Collection and
Subjects
Findings/Analysis

V. Finalization of Report Researchers, School December Final Report is

Heads 2018 ready for
submission

VI. Submission and Researchers, DepED December Final Report is

Acceptance of Report Region XII 2018 accepted and
(Second Tranche) approved.

a. Revision, Endorsement
and Acceptance

b. Final Report/Liquidation

c. Receive Certificate of
Acceptance
 VI. COST ESTIMATES

NEEDED MATERIALS ESTIMATED DATE REMARKS

COST
1. Pre-Test/Post-Test PhP 2,000.00 June 2018 All needed materials will be
Materials utilized only within and among
Reproduction/ the respondents of the study.
Photocopying of
Validated Survey
Questionnaires

2. Production of PhP 3,000.00

Modules to be used

a. Travel Expenses PhP 9,000.00 March – Funded by Basic Education

November Research Fund (BERF)
b. Food Allowance PhP 9,000.00 2018

c. e-load for
internet/text and call PhP 4,000.00 June –
transaction November
2018

Total PhP 27,000.00

VIII. ACTION PLAN

Objectives Strategies Persons Involved Time MOV's

Frame
Submit Submit and edit School Heads, Edited Research
Research Proposal Division Research March, Proposal
Proposal to Coordinator 2018
the Division SGOD Chief,
Office Division Research
Committee,
 Division
Superintendent
Researcher

Submit Submit edited Division Research April, 2018 Approved

research research proposal Coordinator Research Proposal
proposal to DepEd Regional DepEd RO XII
DepEd Office XII Research
Regional Coordinator
Office XII Regional Director

Prepare Purchase of Researchers May, 2018 Released Fund for

survey Materials Intended the Conduct of
materials for the Study Research
and
equipment
needed to
conduct the
study.
Conduct of Administer the Researchers and June Survey Results
survey survey assessment respondents 2018
among respondent
Conduct of Actual and Researchers and June- Recorded and
Interview/FG personal interview respondents November evaluated
D among the among the 2018 interviews
respondents respondents
Survey Evaluate and Researchers and November Overall Survey
Result interpret the survey respondents 2018 Results
Evaluation questionnaire and
interviews made

IX. LIST OF REFERENCES

http://etec.ctlt.ubc.ca/510wiki/Simulation_for_Science_Education, Retrieved

March 15, 2018

 http://scarfedigitalsandbox.teach.educ.ubc.ca/science-simulations-and-electrical-

circuits/, Retrieved March 15, 2018

https://serc.carleton.edu/sp/library/simulations/why.html, Retrieved March 15,

2018

Prepared by:

MELMAR JAY G. PUEDAN

LOVELYN S. TANGPOS, MIB

Research Proponents

Noted:

ELSA L. ABID
SENHS Senior High School Assistant Principal

LIGAYA A. CATEDRILLA, Ed.D.

Principal II