Papers by RODERICK CASTILLO
This study was focused on determining the effectiveness of Strategic Intervention Materials (SIM)... more This study was focused on determining the effectiveness of Strategic Intervention Materials (SIM) in teaching chemistry. Specific problems determined the a) profile of the students in terms of sex and GPA, b) the level of validity of the SIM in terms of sub-tasking, congruence, usability/functionality and replicability; ; c) the achievement test scores of the experimental group and the control group; and d) significant difference between the achievement test scores of the experimental group and the control group.
The study used the experimental method of research with the SIM and achievement test as the tools in data gathering which was content validated and administered among third year chemistry science students. The data and findings were presented in terms of percentages, frequency counts and weighted mean scores, mean, standard deviation, skewness and kurtosis. The data on determining the significance of the difference between the post experimental achievement of the two groups, the one-factor analysis of covariance (ANCOVA) was used.
The post-test only control group design of the experimental method of research was used in the study. The two groups are subjected to six weeks treatment period. Five (5) prepared Strategic Intervention Material (SIM) are utilized in this study. The achievement test in the form of multiple choices was the data-gathering instrument in this study.
The study found out that the SIM is valid in terms of sub-tasking, congruence, usability/functionality and replicability.
The involved two groups: the control group and the experimental group. The control group was taught using the conventional way of teaching while the experimental group was exposed to the SIMs. The study revealed that the control group scored 38.17 in the achievement test and the experimental group scored 45.29 in the achievement test. This indicated that the experimental group performed well than the control group.
The scores of the both groups are correlated with their Grade Point Average (GPA) using Analysis of Covariance (ANCOVA) and it showed that the performance of the students in terms of the achievement test is significantly related to their exposure to the SIMs.
The SIMs were effective in teaching lessons in chemistry. There was significant difference between the mean scores in the posttests of the experimental and control groups.
Bookmarks Related papers MentionsView impact
Drafts by RODERICK CASTILLO
This study was focused on determining the effectiveness of Strategic Intervention Materials (SIM)... more This study was focused on determining the effectiveness of Strategic Intervention Materials (SIM) in teaching chemistry. Specific problems determined the a) profile of the students in terms of sex and GPA, b) the level of validity of the SIM in terms of sub-tasking, congruence, usability/functionality and replicability; ; c) the achievement test scores of the experimental group and the control group; and d) significant difference between the achievement test scores of the experimental group and the control group.
The study used the experimental method of research with the SIM and achievement test as the tools in data gathering which was content validated and administered among third year chemistry science students. The data and findings were presented in terms of percentages, frequency counts and weighted mean scores, mean, standard deviation, skewness and kurtosis. The data on determining the significance of the difference between the post experimental achievement of the two groups, the one-factor analysis of covariance (ANCOVA) was used.
The post-test only control group design of the experimental method of research was used in the study. The two groups are subjected to six weeks treatment period. Five (5) prepared Strategic Intervention Material (SIM) are utilized in this study. The achievement test in the form of multiple choices was the data-gathering instrument in this study.
The study found out that the SIM is valid in terms of sub-tasking, congruence, usability/functionality and replicability.
The involved two groups: the control group and the experimental group. The control group was taught using the conventional way of teaching while the experimental group was exposed to the SIMs. The study revealed that the control group scored 38.17 in the achievement test and the experimental group scored 45.29 in the achievement test. This indicated that the experimental group performed well than the control group.
The scores of the both groups are correlated with their Grade Point Average (GPA) using Analysis of Covariance (ANCOVA) and it showed that the performance of the students in terms of the achievement test is significantly related to their exposure to the SIMs.
The SIMs were effective in teaching lessons in chemistry. There was significant difference between the mean scores in the posttests of the experimental and control groups.
Bookmarks Related papers MentionsView impact
Uploads
Papers by RODERICK CASTILLO
The study used the experimental method of research with the SIM and achievement test as the tools in data gathering which was content validated and administered among third year chemistry science students. The data and findings were presented in terms of percentages, frequency counts and weighted mean scores, mean, standard deviation, skewness and kurtosis. The data on determining the significance of the difference between the post experimental achievement of the two groups, the one-factor analysis of covariance (ANCOVA) was used.
The post-test only control group design of the experimental method of research was used in the study. The two groups are subjected to six weeks treatment period. Five (5) prepared Strategic Intervention Material (SIM) are utilized in this study. The achievement test in the form of multiple choices was the data-gathering instrument in this study.
The study found out that the SIM is valid in terms of sub-tasking, congruence, usability/functionality and replicability.
The involved two groups: the control group and the experimental group. The control group was taught using the conventional way of teaching while the experimental group was exposed to the SIMs. The study revealed that the control group scored 38.17 in the achievement test and the experimental group scored 45.29 in the achievement test. This indicated that the experimental group performed well than the control group.
The scores of the both groups are correlated with their Grade Point Average (GPA) using Analysis of Covariance (ANCOVA) and it showed that the performance of the students in terms of the achievement test is significantly related to their exposure to the SIMs.
The SIMs were effective in teaching lessons in chemistry. There was significant difference between the mean scores in the posttests of the experimental and control groups.
Drafts by RODERICK CASTILLO
The study used the experimental method of research with the SIM and achievement test as the tools in data gathering which was content validated and administered among third year chemistry science students. The data and findings were presented in terms of percentages, frequency counts and weighted mean scores, mean, standard deviation, skewness and kurtosis. The data on determining the significance of the difference between the post experimental achievement of the two groups, the one-factor analysis of covariance (ANCOVA) was used.
The post-test only control group design of the experimental method of research was used in the study. The two groups are subjected to six weeks treatment period. Five (5) prepared Strategic Intervention Material (SIM) are utilized in this study. The achievement test in the form of multiple choices was the data-gathering instrument in this study.
The study found out that the SIM is valid in terms of sub-tasking, congruence, usability/functionality and replicability.
The involved two groups: the control group and the experimental group. The control group was taught using the conventional way of teaching while the experimental group was exposed to the SIMs. The study revealed that the control group scored 38.17 in the achievement test and the experimental group scored 45.29 in the achievement test. This indicated that the experimental group performed well than the control group.
The scores of the both groups are correlated with their Grade Point Average (GPA) using Analysis of Covariance (ANCOVA) and it showed that the performance of the students in terms of the achievement test is significantly related to their exposure to the SIMs.
The SIMs were effective in teaching lessons in chemistry. There was significant difference between the mean scores in the posttests of the experimental and control groups.
The study used the experimental method of research with the SIM and achievement test as the tools in data gathering which was content validated and administered among third year chemistry science students. The data and findings were presented in terms of percentages, frequency counts and weighted mean scores, mean, standard deviation, skewness and kurtosis. The data on determining the significance of the difference between the post experimental achievement of the two groups, the one-factor analysis of covariance (ANCOVA) was used.
The post-test only control group design of the experimental method of research was used in the study. The two groups are subjected to six weeks treatment period. Five (5) prepared Strategic Intervention Material (SIM) are utilized in this study. The achievement test in the form of multiple choices was the data-gathering instrument in this study.
The study found out that the SIM is valid in terms of sub-tasking, congruence, usability/functionality and replicability.
The involved two groups: the control group and the experimental group. The control group was taught using the conventional way of teaching while the experimental group was exposed to the SIMs. The study revealed that the control group scored 38.17 in the achievement test and the experimental group scored 45.29 in the achievement test. This indicated that the experimental group performed well than the control group.
The scores of the both groups are correlated with their Grade Point Average (GPA) using Analysis of Covariance (ANCOVA) and it showed that the performance of the students in terms of the achievement test is significantly related to their exposure to the SIMs.
The SIMs were effective in teaching lessons in chemistry. There was significant difference between the mean scores in the posttests of the experimental and control groups.
The study used the experimental method of research with the SIM and achievement test as the tools in data gathering which was content validated and administered among third year chemistry science students. The data and findings were presented in terms of percentages, frequency counts and weighted mean scores, mean, standard deviation, skewness and kurtosis. The data on determining the significance of the difference between the post experimental achievement of the two groups, the one-factor analysis of covariance (ANCOVA) was used.
The post-test only control group design of the experimental method of research was used in the study. The two groups are subjected to six weeks treatment period. Five (5) prepared Strategic Intervention Material (SIM) are utilized in this study. The achievement test in the form of multiple choices was the data-gathering instrument in this study.
The study found out that the SIM is valid in terms of sub-tasking, congruence, usability/functionality and replicability.
The involved two groups: the control group and the experimental group. The control group was taught using the conventional way of teaching while the experimental group was exposed to the SIMs. The study revealed that the control group scored 38.17 in the achievement test and the experimental group scored 45.29 in the achievement test. This indicated that the experimental group performed well than the control group.
The scores of the both groups are correlated with their Grade Point Average (GPA) using Analysis of Covariance (ANCOVA) and it showed that the performance of the students in terms of the achievement test is significantly related to their exposure to the SIMs.
The SIMs were effective in teaching lessons in chemistry. There was significant difference between the mean scores in the posttests of the experimental and control groups.