Effects of Physics Alphabet Model on the mean achievement of student’s performance

Abstract

Abstract This study focuses on the development and assessment of an instructional tool known as the “Physics Alphabet Model” for Grade 10 students at Cantilan National High School. The research employs a descriptive design and post-test scores to measure the tool’s effectiveness. Each group, consisting of 30 students, is divided into a control group and an experimental group, where the experimental group is exposed to the Physics Alphabet Model as an instructional aid. The teaching method employed for both groups is the Conventional Method, and the integration of the Physics Alphabet Model occurs within the respective classrooms of the participants. After collecting and analyzing the test scores from both groups, it becomes evident that there is a notable improvement in mean scores between the pre-test and post-test assessments for both methods. Statistical analysis, specifically the T-test, indicates a significant difference when comparing the means of pre-test and post-test scores for both the control and experimental groups. Furthermore, it is noteworthy that the post-test mean score and the associated significance value obtained when integrating the Physics Alphabet Model are significantly higher than those achieved through the Conventional Method alone. Consequently, this study concludes that the incorporation of the Physics Alphabet Model as an instructional resource in the study of physics leads to a substantial enhancement in students’ mean achievement scores.