Salmon’s E-tivity Approach in Teaching Mathematical Concepts in Physics

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Melanie Garcia

Abstract

The study is a Quasi-Experimental research design employing Solomon’s four-group
method of comparing the performance of the experimental and control groups. It aimed to
determine the impact of Salmon’s E-tivity approach on students’ Mathematical performance
in Physics. E-tivities have five stages namely: access and motivation, online socialization,
information exchange, knowledge construction and development. Relevant activities were
derived from interactive simulations of Physics Education Technology (PHET) and a
facebook group chat was created for the realization of the process. Seventy six (76) Grade 9
students of Subangdaku Technical Vocational School were randomly selected for the conduct
of the study. The researcher adopted a validated questionnaire from DepEd to determine the
performance level of the groups. The data were analyzed via dependent, independent t-tests,
and ANOVA (single factor). Findings of the study showed that Salmon’s e-tivity approach
is more effective in improving students’ Mathematical performance in Physics. The positive
response of the approach was verified from experimental group’s reflection of the entire
stages. Thus, e-tivities fit the learners of today and can help address their difficulties in
dealing with the mathematically challenged topics in Physics.

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