This study describes the authors’ efforts to assess the status of a physics laboratory in a junior public high school setting and to develop and validate the effectiveness of the low-cost physics lab-box and Context-based laboratory (CbL) activities to 10th-grade level based on the lab assessment result. The efficacy of these teaching materials was also evaluated and quantified by expert and learner respondents via descriptive survey and quantitative measures. Moreover, the perceptions of both respondents were gathered and analyzed using reliability analysis. The CbL activities and low-cost boxes aimed to promote the use of readily available materials; encourage the improvisation and utilization of low-cost equipment and materials. These materials were evaluated by 12 expert experts and field-tested by 30 Grade 10 learners. Furthermore, a standardized multiple-choice pretest and posttest consisting of 50 items in physics were used to measure the mean gain performances of the learners who used these activities and boxes. Aside from employing a test of normality, the pretest was also used to confirm the parallelism of the least mastered topics before allowing them to use the learning materials. After the learners used these materials, the posttest was administered to measure their Hake’s gain performances. Both the expert and learner respondents perceived the learning materials as effective and acceptable overall. Hake’s gain performances in physics increased significantly for the two (lecture, and CbL) groups. In addition, the mean scores of learners who used these activities and boxes were significantly higher than those who did not.
Richard Sagcal, De La Salle University, Philippines
Maricar Prudente, De La Salle University, Philippines
Voltaire Mistades, De La Salle University, Philippines
Joel Maquiling, Ateneo De Manila University, Philippines
Nestor Valera, Ateneo De Manila University, Philippines