03794nam a22001817a 4500 OSt 20250320111216.0 250320b |||||||| |||| 00| 0 eng d NVSU Martin, Ian Daryl M. An interactive guided-inquiry virtual experiment (igive) in chemical reactions for junior high school students/ Ian Daryl M. Martin Bayombong: Nueva Vizcaya State University, 2019. xii, 122 leaves : photos ; 28 cm. This study entitled "An Interactive Guided-Inquiry Virtual Experiment (GIVE) in Chemical Reactions for Junior High School Students" was conducted to develop and assess the effectiveness of the use of computer-assisted instruction (CAI) in teaching the factors affecting the rate of chemical reaction to Grade 10 students of Bintawan National High School for the School Year 2018-2019. The researcher developed a computer simulation of a laboratory activity on factors affecting the rate of chemical reaction using Adobe Flash™, It has been validated by experts in teaching Science and Technology 10, with their comments and suggestions later considered. The study employed a pseudo-experimental design, wherein a Grade 10 science class consisting of 31 students was selected for the conduct of the study. The class used a guided-inquiry virtual experiment as an intervention. Their pretest and posttest scores were treated statistically for analyses and interpretation. Findings showed that there is a significant difference between the pretest (overline x = 5.77 SD = 2.25) and posttest (vec x = 11.68, SD = 3, 46) 1 (30)-8.56, p<.001). Females (overline x = 12.13 SD = 2, 77) performed better than males (\mathbb{x} = 10.38, SD = 4.96) thus, there was a significant association between gender and their posttest scores (x ^ 2 * (4) - 9, 77, p = (44) Religious sect (x ^ 2 * (12) = 16.38. p = 0.175) showed no significant association with the posttest scores of the respondents. Age, as well, did not significantly affect the level of achievement of students as the correlation resulted t = 28 p =,880 Their computer skills, however, showed a strong positive significant association with the posttest scores of the students (r - 0.575) p = 0.001) Findings showed that there was no significant relationship between the mean scores of the evaluation of students on the developed CAI and the evaluation of teachers on the different criteria. Instructional Process (t (5.52) = 0.676. p = 527), Screen Design and Layout (t (5.16) = 0.852 p = 0.432), Ease of Operation and Execution (t (5.29) = 0.643 p = 547) and Leamer Responses (prime (34) = 0.577, p = 568) This means that teachers and students alike feel and think similarly on the developed CAI that had an overall qualitative description of very good Quantitatively, teacher's evaluation had an overall mean score of 46, while students mean score resulted to 4.5 overall. Therefore, it can be concluded that groupings according to age and religious sect do not significantly affect the level of achievement of students when using the intervention. However, results showed that gender and computer ability of students affect the performance of students significantly through the use of the intervention. Additionally, teachers and students agree to the same parameters on evaluating the developed intervention material. These conclusions could imply that the intervention could be used as an alternative and/or an enhancement to the laboratory way of dealing the topic on factors affecting the rate of chemical reactions but not entirely as its substitute. Thesis (Master of Education in Science Education - General Science) Includes appendices and bibliographical references. ddc TH 0 135 135 0 0 ddc 0 0 NVSUBAY NVSUBAY GS 2025-03-20 Donation 0 T M198i 2019 T845 2025-03-20 11:13:23 2025-03-20 TH