MAED THESIS 2019

1. A pleasant afternoon!

2. Graduate School, Laoag City
ORAL EXAMINATION
CRISTINA S. TARRIGA
MAED-SCIENCE EDUCATION

3. The Effects of Graphic Interchange Format (GIF)-
Enhanced Lessons on Students’ Performance
in Science

4.  Improve national
competitiveness
 Responsive to the
needs of the people
The focus of education in the Philippines
is the full development of all Filipinos.
Background of the Study

5. Background of the Study
 To attain these goals…
 Implementation of the K to 12
Enhanced Basic Education Curriculum
Implemented June 3, 2016
by 45, 000 public schools
 Overhauled the curriculum by adapting the
“spiral” approach which is to challenge and
stimulate learners to improve critical thinking
skills.

6. • Improve students’ abilities in Science and Tech.
• Learners become critical thinkers, creative and
develop entrepreneurial spirit needed for national
sustainability.

7.  Despite the change in the curriculum,
 The quality of education is still
uncertain.
o Luis (2016) (“Telling the concept”)
o Resurreccion and Adanza (2015)
Spiral progression: Teachers are not
knowledgeable (e.g. science)
o Daguio, 2017 (Low performance
INorte)lack of time to develop IMs
o Researcher’s observation: shortage of
illustrations on LMs

8.  Lindgren (2009) emphasized that
visualization is useful for helping students to
see structures and process that are
traditionally invisible to students.
 According to Rutten, 2014 as mentioned by
Batuyong (2017) traditional instruction can be
successfully enhanced by simulations.
To address the low performance of the learners,
several researchers suggested ways on how to
overcome or do intervention in this problem.

9. The Effects of Graphic Interchange Format (GIF)-
Enhanced Lessons on Students’ Performance
in Science

10. EMOTIONS
GREETINGS
ADVERTISEMENTS

12. Here are some samples of GIFs that
were used in the study

14. Solid Liquid Gas

22. Topic: Periodic Table of Elements
Concept: Elements behave differently

23. 1. What is the level of performance of the
experimental and the control group in the pretest?
STATEMENT OF THE PROBLEM
2. How effective is the integration of GIF animations
in the teaching of science concepts and basic science
process skills?
3. What is the level of performance of the experimental
group and the control group in the posttest?

24.  Integration of downloaded Graphic Interchange Format
(GIF) animations in the lessons.
 The study covers all topics in Unit 3 on the Learners’
Module of Grade 8.
 The determination of the effects of GIF in improving
science concepts and basic process skills will be
limited to pretest and posttest results.
SCOPE AND DELIMITATIONS OF THE STUDY

25. STUDENTS:
 Solution to catch the attention of the students and enhance
their cognitive skills and concept formation.
SIGNIFICANCE OF THE STUDY
TEACHERS:
 Guide to teachers who wish to use other e-learning applications
available in the internet in their classes.
ADMINISTRATORS:
 Serve as springboard for the formulation of remedies to address
the issues, problems and difficulties in the field.
E-LEARNING DEVELOPERS:
 Serve to stimulate the improvement of design and construction
of computer applications for teachers to use in instruction
RESEARCHERS
 Provide researchers new insights on doing similar studies
in other topics in science or in other subjects to improve
teaching-learning process.

26. THEORETICAL FRAMEWORK
This study is anchored on the
visual learning theory and
cognitive theory of multi-media
learning by Mayer (2006)

27. The Cognitive Theory of
Multimedia Learning

28. Findings: Visual
communication is the primary
support system that drive the most
significant cognitive mode for
solving problems and
advantageous behavior toward
human success and sustainability.

29. Dependent Variable
The EffectS of Graphic
Interchange Format
(GIF) Enhanced
Lessons on the
Students’
Performance
Independent Variable
Students’ Performance
Based on Knowledge
on Science Concepts
and Science Process
Skills
Figure 1. Research Paradigm of the Study.

30. Research Hypotheses:
There is a significant difference in the students’
performance specifically, in the acquisition of science
concepts as indicated by the pretest and posttest mean scores
of the control group and experimental after the intervention of
the GIF-enhanced lessons.
The following are the hypotheses of the study:
There is a significant difference in the students’
performance specifically, in the acquisition of basic science
process skills as indicated by the pretest and posttest mean
scores of the control group and experimental after the
intervention of the GIF-enhanced lessons.

31. III. METHODOLOGY
Research Design
This study had a quasi-experimental design.

32. Data Gathering Procedure
Securing of clearance certificate from the University Research
Ethics Review Board (URERB)
Securing permission from the school principal for endorsement
Securing permission from the Schools Division Superintendent
Administration of the pretest on science concept and science process skills
Identifying the weak points of the students
Formulation of GIF-Enhanced Lessons
Application of the GIF-Enhanced Lessons to the Experimental Group
Administration of the Posttest on science concept and process skill

33. IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
================================================================================
Range of Descriptive Experimental Control
Scores Interpretation Group Group
f % f %
41-50 Outstanding _ _ _ _
31-40 Very Satisfactory _ _ _ _
21-30 Satisfactory 5 14.29 7 20.00
11-20 Fair 30 85.71 27 77.14
0-10 Poor _ _ 1 2.86
________________________________________________________________________
Total 35 100.00 35 100.00
________________________________________________________________________
Mean 16.77 (Fair) 17.17 (Fair)
SD 2.83 3.47
===============================================================
Table 1. Distribution of the pretest scores of the experimental and control group in
the test on science concepts.
The mean scores of the experimental and control groups which are 16.77 and
17.77, respectively, indicate that the students have fair level of knowledge on the
science concepts covered in the study. This means that the students are only fair
knowledgeable about the science concepts.

34. ================================================================================
Range of Descriptive Experimental Control
Scores Interpretation Group Group
f % f %
49-60 Outstanding _ _ _ _
37-48 Very Satisfactory _ _ _ _
25-36 Satisfactory 21 60.00 17 48.57
13-24 Fair 14 40.00 18 51.43
0-12 Poor _ _ _ _
________________________________________________________________________
Total 35 100.00 35 100.00
________________________________________________________________________
Mean 25.51 (Satisfactory) 25.14 (Satisfactory)
SD 4.55 5.33
===============================================================
Table 2. Distribution of the pretest scores of the experimental and control group in
the test on science process skills.
The mean scores of the experimental and control groups which
are 25.51 and 25.14, respectively indicate that both groups of students have
satisfactory level of performance on the basic science process skills

35. Results therefore, imply that the two groups have the same
level of entry knowledge on science concepts and basic science
process skills.

36. Table 4. Results of the t-test of difference between the pretest mean score and posttest mean score
of the experimental group in the test on science concepts and science process skills.
It shows that the students in the experimental group
significantly improved their performance in the posttest which implies
that GIF enhanced lessons was effective in the acquisition of science
concepts and science process skills.

37. Table 5. Results of the t-test of difference between the pretest mean score and posttest mean
score of the control group in the test on science concepts and science process skills
This implies that traditional laboratory-lecture discussion was also effective in the acquisition
of science concepts and science process skills. However, it is noted that the level of performance
is significantly lower than the experimental group which suggests a greater impact of the GIF
enhanced lessons in improving students’ performance in the science concepts and science process
skills.

38. These findings confirm with Altintas et. al (2017)
that GIF animations in Math can be useful in
learning concepts, algorithms, relations and
structures.
Likewise, with the study of Khiyabani, et. al
(2014) found in his study that giving students the
opportunity to use images, watch videos and
other kinds of multimedia raised their level of
enthusiasm.

39. ================================================================================
Range of Descriptive Experimental Control
Scores Interpretation Group Group
f % f %
41-50 Outstanding 2 5.70 _ _
31-40 Very Satisfactory 31 88.60 6 17.14
21-30 Satisfactory 2 60.00 29 48.57
11-20 Fair _ 40.00 _ _
0-10 Poor _ _ _ _
________________________________________________________________________
Total 35 100.00 35 100.00
________________________________________________________________________
Mean 34.40 (Very Satisfactory) 27.97 (Satisfactory)
SD 3.19 2.39
===============================================================
Table 6. Distribution of the posttest scores of the experimental and control group in
the test on science concepts.
The mean score of the experimental group is 34.40 with a descriptive
interpretation of very satisfactory while the control group has a mean score
of 27.97 with a descriptive interpretation of satisfactory.

40. ================================================================================
Range of Descriptive Experimental Control
Scores Interpretation Group Group
f % f %
49-60 Outstanding 10 28.57 _ _
37-48 Very Satisfactory 18 51.42 4 11.43
25-36 Satisfactory 7 20.00 31 88.57
13-24 Fair _ _ _ _
0-12 Poor _ _ _ _
________________________________________________________________________
Total 35 100.00 35 100.00
________________________________________________________________________
Mean 42.71 (Very Satisfactory) 31.51 (Satisfactory)
SD 7.99 4.12
===============================================================
Table 7. Distribution of the posttest scores of the experimental and control group in
the test on science process skills.
The mean score of the experimental group is 42.71 with a descriptive
interpretation of very satisfactory while the control group has a mean score

41. Table 8. Results of the t-test of difference between the posttest mean score of the experimental group
and control groups in the test on science concepts and science process skills.
It can be gleaned from Table 8 that the posttest mean scores in the test on science concepts of the
experimental (34.40) and control (27.97) groups with a computed t-value (9.531) that has a probability of
0.000 which is less than the 0.05 level of significance. Likewise in the science process skills with posttest
mean scores of the experimental (42.71) and control (31.51) groups that yielded a t-value (7.373) that has
a probability of 0.000 which is less than the 0.05 level of significance degrees freedom of 68.
This means that experimental group has a significantly higher level of performance in the
acquisition of science concepts and process skills because of the Graphic Interchange Format
images/animations.

42. Conclusion
• The use of graphic interchange format (GIF) in
lessons facilitates learning.
• Visual Learning Theory states that images
instantaneously shape perception of reality
yielding to true concepts.
• People can learn deeply from pictures rather
than from words.
• Thus the acquisition of science concepts and
basic process skills is greatly facilitated by the
use of GIFs than through the traditional
laboratory-lecture method of teaching.

43. • The findings likewise support the
Cognitive Theory of Multimedia Learning
that the working memory of a person has
two channels for information acquisition
and processing.
• Science is one subject area where both
channels should be used in instruction and
learning.
• Learners build a coherent mental
representation from animated picture and text
making him an active participant in the
construction of new knowledge and transfer it
to real life thus developing the process skills.

44. Recommendations:
1.There is a need to get away with the traditional methods
2. Teachers are encouraged to use GIFs to engage learners on this e-
learning application aside from using them on social media
specifically Facebook and Instagram instead in teaching-learning
too.
3. Teachers should developed localized or contextualized GIFs
exclusively for Filipino learners.
4. Learners must be provided with concrete representations of
concepts, such as animated images and not words alone that will
help them build mental representations to process and understand
information easily.
5. Similar studies utilizing either the same and/or additional
variables should be conducted on other subjects to strongly
establish the findings of the study.

45. 6. Administrators should provide teachers
encouragement and opportunities to enhance their
lessons with the available web-based materials,
specifically Graphic interchange format (GIFs). The
production of at least one e-learning material every
school year will lead to the development of several
materials after sometime which would gently
benefit and facilitate instruction.