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.
Recommended Citation
Garcia, Melanie
(2020)
"Salmon’s E-tivity Approach in Teaching Mathematical Concepts in Physics,"
CNU Journal of Higher Education: Vol. 14:
Iss.
1, Article 3.
DOI: https://doi.org/10.70997/2546-1796.1024
Available at:
https://jhe.researchcommons.org/journal/vol14/iss1/3