Bulacan State University Sarmiento Campus General and Teacher Education Department

BULACAN STATE UNIVERSITY
Sarmiento Campus
GENERAL AND TEACHER EDUCATION DEPARTMENT
Chapter I
THE PROBLEM AND ITS BACKGROUND
This chapter presented the statement of the problem, significance of the study,
scope and delimitation of the study.
Introduction
Many students find the study of Chemistry difficult, especially in remembering
the positions of the elements in the Periodic Table and thus linking their positions to the
physical and chemical properties of the elements become a tad harder.
In secondary schools, the characteristics and properties of the common element
have to be memorized. Teachers have resorted to the tried and tested method of
memorizing the Periodic Table through worksheets and test. This creates a burden on the
students’ memory and reduces their motivation to learn Chemistry, especially seen in
lower ability students where rote learning often results in causing students to dislike the
subject.
We have all heard the cliché, “a picture tells a thousand words”, but there is real
value in using images to promote scientific content. Images help us learn, grab attention,
explain tough concepts, and inspire. Images can be an effective way of presenting
abstract concepts or groups of data. Instructors have reported that their use of images in
the classroom has led to increased student interactivity and discussion. Teaching with
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images can also help develop students’ visual literacy skills, which contributes to their
overall critical thinking skills and lifelong learning.
To strengthen the understanding of the physical and chemical properties of the
elements in the Periodic Table, the researchers decided to design animated picture clues
to helped students develop cognitive linkages on their own instead of learning by rote.
This will help to lessen the burden memory overload and thus will enhance the students’
motivation to learn Chemistry. Picture clues are chosen because of their portability and
their popularity among students. The researchers documented in this study the productive
use of animated picture clues as tool in teaching the properties of elements in the periodic
table.
Statement of the Problem
The researchers believed to explore the aspect of implementing animated picture
clues to appeal to learn the properties of the elements in the periodic table. Proposing a
theory which explains that animated picture clues can be a great learning tool if it is
designed considering cognitive behaviour so that it can enhance the learning efficiency of
the students. Included on this, are the following overarching question which focuses on
the practical application of these strategies:
The research sought to answer the following questions:
1. What is the profile of the respondents in terms of:
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1.1 age; and
1.2 gender
2. Is there any significant difference between the following:
A. Pre-test and Post-test of control group.
B. Pre-test and Post-test of experimental group.
C. Pre-test of control group and experimental group.
D. Post-test of control group and experimental group.
Significance of the Study
The study on the “Animated Picture Clues as tool in teaching Properties of the
Elements in the Periodic Table” in public secondary schools was expected to be
significant to the following:
Students - To increase students’ motivation and interest in learning the properties of the
elements through animated picture clues.
Science Teacher - To contribute in helping Science teachers to adopt the animated
pictures clues in teaching and learning process, in order to solve some problems in
discussing the properties of the elements.
Administrator - To provide contribution for increasing the quality of teaching-learning
process by using animated picture clues in variety of subjects.
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Future researcher - To help the young academicians in the field of education by finding
research gaps by conducting more and new studies in the field of education.
Scope and Delimitation of the Study
The study was conducted in Sto. Cristo National High School and involved 2
sections of this particular school, a total of 60 students were examined and observed to
fulfilled this study; One (1) section chosen from this school used animated pictures clues
as tool in teaching the properties of the periodic table and another one (1) did not use
animated picture clues in teaching and learning process. The impacts of the aids would be
learned through the performance levels between the two sections. The duration of the
study was started from March 11, 2019 until March 29, 2019. The school does have
adequate equipment such as television which was needed by the researchers to conduct
the study.
Definition of Terms
Animation – this is refers to a method in which pictures are manipulated to appear as
moving images.
Chemistry – this is refers to the study of science that deals with the structure and
properties of substances and with the changes that they go through.
Clues –this is refers to a something that helps the person find, understand or solve a
mystery or puzzle.
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Cognitive – this is relating to or involving conscious mental activities.
Metacognition – this is refers to the awareness or analysis of one’s own learning or
thinking processes.
Motivational – this is refers to the act or process of giving someone a reason of doing
something.
Multimedia – this is refers to a technique such as combining of sounds, video and text for
expressing ideas.
Periodic Table – this is refers to a chart that organizes information about all of the known
elements according to their atomic number.
Pictures – this is refers to a design or representation made by various means such as
painting, drawing or photography.
Psychomotor – this is relating to motor action directly proceeding by mental activities.
Strategy – this is refers to a high level plan to achieve one or more goals under conditions
of uncertainty.
Technology – this is refers to the collection of techniques, skills, methods, and processes
used to accomplish objectives, such as scientific investigation.
Traditional method – this is referring to instructor-led lectures without the inclusion of
any type of technology-based material.
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Chapter II
A careful review of the research journals, books, dissertations, theses and other
sources of information on the problem to be investigated.
Relevant Theories
Cognitive Explanations
Relevance of Reviewed Literature and Studies to the Present Study
The review of related studies, literature and its theories are the references that
guide the researchers in finding solution to the problem with this present study. It helps
the researchers’ study to employ the intervention cited by different researchers who
contributed to the study. In discussing the theories the researchers had gathered, it is
enthusiastic to say that these theories are all related and delve deeper into our studies.
Animated picture clues provides an enriches understanding of the relationship
between two of the most unwieldy and unstable organizing concepts which bring a wide
range of animation practices that will thoroughly engaged students to an educational
animated picture that will conceptually help them to easily understand the lesson.
Sensory motor theories began to concretely expand the use of our sensory motors
in all basis of learning the representations are generally written to emphasize the role of
action as learning through enactive stages when knowledge is acquired and stored for a
manipulative representations through an animated picture.
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Use of multimedia brings teaching methods into the 21st century and helps
students catch the dream of success in demonstrating conceptual topics. Students who are
given access to multimedia take control of their own learning. By scanning them at a
speed and in a sequence that most naturally fits that person’s intellectual strength. In
keeping with theory of intelligences, one would agree that each individual assimilates
knowledge differently, depending on the make-up of his or her mind. It was found that
the animated picture used in the study needed some improvements to avoid further
misconceptions, but overall students who were exposed to the animated picture
performed better.
Animated pictures can be used in different mobilizing agent of educational tools
which was incorporated by technology. Learners will improve their understanding in the
lesson if there is an effective clip that they will comprehend easily. There are different
tools uses in presenting an animated picture in a classroom based instruction.
Animated picture actually enhance learning that can affect meta-analysis of a
learner considering that using animation through demonstration can be able to fasten also
the areas of learning in a concrete or abstract procedure that can gain effective
comprehension.
The study gave emphasis to the fundamental purpose of the topic in relation to the
Animated Picture Clues as Tool in Teaching the Properties of Elements in the Periodic
table. So much more, the different domain of student academic performances are
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designed to fully measure how the researchers study can greatly mediate the student
learning about the properties of element.
Conceptual Framework
Input Process Output
Profile of the student Administering Pre-Test

respondents
Using traditional method Effectiveness of using
Animated Picture Clues and animated picture animated picture clues in
clues in teaching two teaching the properties of
Pres-Test different groups. the elements in the
Periodic Table.
Post-Test Administering Post-Test
Periodic Table Gathering, analyzing and
interpreting data.
Figure 1. Conceptual Model of the Study
The study used the Input-Process-Output model shown in Figure 1.
The first frame contained the input of the study containing the profile of the
respondents, the animated picture clues and the task instruments: pre-test and post-test.
The second frame administering pre-test and post-test, using traditional method
and with animated picture clues in teaching. The two groups of the respondents: control
and experimental groups. It also includes gathering, analyzing and interpreting of data.
The output consists of the effectiveness of using animated picture clues in
teaching the properties of the elements in the Periodic Table.

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Null Hypothesis
Ho1: There is no significant difference between the pre-test and post-test of control group.
Ho2: There is no significant difference between the pre-test and post-test of experimental
group.
Ho3: There is no significant difference between the pre-test of experimental group and
control group.
Ho4: There is no significant difference between the post-test of experimental group and
control group.
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Chapter III
Research Methodology
This chapter presents the research methodology that was used in the study. It
involved description of the study area, research design, methods of data collection,
research instruments sampling techniques, data presentation and analysis, piloting and
ethical implications.
Research Design
The study used the experimental approach which requires two groups of students:
an experimental group and a control one. The experimental group was taught using
animated pictures and control group was taught in conventional way. The experimental
method is the only method of research that can truly test hypothesis concerning cause-
and-effect relationships (www.indianana.edu).
Using this method and design was appropriate to collect or gather data from
student respondents to determine the efficiency of using animated picture clues as
instructional materials.
Population and Sample of the Study
Population is the whole subject of this research. Subject in this research was the
seventh grade students of Sto. Cristo National High School in the academic year of 2018-
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2019. The sampling method used on this study was probability sampling. On this method,
every individual in the population have equal chance of being selected as a subject of the
research. There were two (2) sections used on seventh grade students in conducting this
studies; 7-Frost & 7-Euler.
Table 1
Distribution of sample according to groups
Distribution of sample according to groups

Experimental Control Total
30 30 60
Table 1 presents that distribution of sample according to groups. The
experimental groups in the study were thirty (30) students. Likewise, in the control group
thirty (30) students also were the participants.
Locale of the study
This research took place at Sto. Cristo National High School located at
Guzmanville, Brgy. Sto. Cristo City of San Jose del Monte, Bulacan. It was conducted on
fourth grading period in the academic year of 2018-2019. The study was started on
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March 11, 2019 and ended on March 29, 2019. The school does have adequate equipment
such as television which was needed by the researchers in conduct of the study.
Research Instrument
The researchers used test questionnaire to determine the improvement of the
students in terms of academic performance:
Tests. The test method was used to examine learners’ mastery of content taught. Through
experimental design, one among the two section of the seventh grade was designated the
experimental group and the other one is the control group. The two sections were tested
before the experiment (pre-test), and then the experiment was carried out with pictures
used for experimental group while control group was taught conventionally. Teaching
was done for a period of one (1) week. After the experiment, the same test was given to
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the two sections (post-test). The results of the two tests were then compared. The tests
were administered during class lesson sessions for fifty minutes.
Pre-Test Assessment. A kind of assessment wherein it is conducted before the
lesson to determine the students’ prior knowledge about the lesson.
Post-Test Assessment. This assessment was conducted after the lesson to
evaluate the level of the students’ improvement.
Documentation. The documentation method is used to look for the data concerning
matters or the variable that took the form of the note, transcript, book, newspaper,
magazine, inscription, notes of a meeting, agenda, etc. The research used documentation
to collect data which was related to this research, such as list of students’ name, lesson
schedule, syllabus, lesson plan, students’ worksheet, etc.
Data Gathering Procedure
The data collection plan is a crucial key to develop the study. This part indicated
how the data was gathered from the respondents. A clear data collection plan at the
proposal stage ensures that future researchers can replicate the study. The following are
the methods to conduct the study;
The researchers asked the School Principal and Science Department Head
permission to conduct for their action research at Sto. Cristo National High School. One
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session was devoted for the students to answer those assessments. After the pre-test, the
two lessons were delivered, one for the control (conventional method) and the other one
for the experimental (with infused animated picture clues). Afterwards, post-test was
given to measure the students’ learning improvement. The data was gathered, analyzed
and interpreted.
Statistical Treatment
The researchers gathered and collected information through the use of pre-test,
post-test, figures, tables, and graphs to arrive at the analysis and interpretation of the
results. The statistical treatments used were: percentage and mean, standard deviation and
t-test.
1. Percentage- It is the proportion or rate per hundred parts or any of the proportion that
related to the whole. Thus, percent means “per 100” (Kipfer, 2007. The formulas is
shown below. (Furey, Edward 2006)
N
f x𝑓100
×%100%
P=
Where: 𝑁
P = Percentage
f = Frequency count of the respondents
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N = Total number of the respondent
2. Mean – it is commonly used measure of the center of data which is also referred to as
“arithmetic average” with regards to the study, the formula of grouped mean was applied
since the number of respondents is more than 30. Mean is one of the most useful and
widely use method to find out the average in the statistics. It calculated by adding up all
the numbers and dividing the sum by the total number of the respondents.
𝑆𝑓𝑐𝑚
𝑀=
𝑁
Where:
M = Mean
f = frequency
cm = class mark
Sfcm = summation of the product of frequency and class mark
N = number of respondents
3. Standard Deviation – is a measure that is used to quantify the amount of variation of
dispersion of a set of data values.
Where:
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SD = Standard Deviation
Σ = summation
Χ = data value
N-1 = number of values in the sample minus one
∑( 𝑥 − 𝑥̅ )2
√
𝑆𝐷 = ______________
𝑁−1
4. t-Test – It is analysis of two comparative means through the use of statistical
examination, testing the difference between the samples when the variances of two
normal distributions are not known.
𝑋1 − 𝑋2
𝑡=
𝑆1 𝑆 2
√ +
𝑁1 𝑁2
Where:
X1 = mean of group A
X2 = mean of group b
N1 = sizes of group A
N2 = sizes of group B
S2= estimator of the common variance of the two sample
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Chapter IV
Presentation, Analysis & Interpretation of Data
This chapter deal with reporting, interpretation and discussion of data collected
from questionnaires and tests. Data presentation was guided by the objectives and
research questions of the study. The purpose of this study was to examine the role of
animated pictures clues in learning of the student learning of the properties of the
elements in the Periodic Table.
General information
This section deal with the general demographic data that had significant
implication on the objectives of this study. The main aspects considered were the gender,
age and results of pre-test and post-test of the respondents.
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Gender
28, 46.7 %
32, 53.3 %
Girls
Boys
Figure 1. Pie graph of the respondents according to gender
Concerning gender, the study showed that thirty-two (32) of the respondents were
girls while twenty-eight (28) were boys.
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Age of respondents
14 - 15 years old,
Boys, 8
12 -13 years old,
Boys, 20
14 - 15 years old
12 -13 years old
14 - 15 years old,
Girls, 4
12 -13 years old,
Girls, 28
Figure 2. Bar graph of the respondents’ age
The second area in the sampling of the respondents was age. This was done to
establish whether age of respondents had any bearing on teacher capability and
motivation in teaching the properties of elements using animated picture clues. On the
figure above, it shows that twelve (12) among the sixty (60) respondents are age 14 – 15
years old while the fourty-eight (48) students revealed that majority of the respondents
were 12-13 years old.
Table 2
Results of Pre-Test and Post-test of Group A
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Control Group
Test Type Total Mean Std. t-value p-value Decision Interpretation

Score Deviation
Pre-Test 195 6.5 1.14
3.25 0.001 Reject Significant
Post-Test 223 7.43 1.07 Ho1
The table shows the test for significant difference between the scores of the
respondents in the control group in pre-test and post-test using paired sample t-test. It was
significant because of the result of p-value which is 0.001 less than significance value of
0.05. Therefore, reject the null hypothesis. The researchers rejected the null hypothesis
(Ho1), which stated that there is no significant difference between the pre-test and post-
test of the control group. This showed that the students learned in the traditional method.
Table 3
Results of Pre-Test and Post-test of Group B
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Experimental Group
Test Type Total Mean Std. t-value p-value Decision Interpretation

Score Deviation
Pre-Test 165 5.5 1..08
-10.5122 0.001 Reject Significant
Post-Test 255 8.5 1.13 Ho2
The table shows the test for significant difference between the scores of Group B
respondents (experimental group) in pre-test and post-test using Paired Sample t-Test. It
was significant because of the result of p-value which is 0.001 is less than the
significance value of 0.05. Therefore, the null hypothesis was not accepted. The
researchers rejected null hypothesis (Ho2) which stated that there is no significant
difference between the pre-test and post-test of the experimental group in teaching with
infused animated picture clues.
Table 4
Result of Pre-Tests of Group A and Group B
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Control and Experimental Group
Test Type Total Mean Std. t-value p- Decision Interpretation

Score Deviation value
Control 195 6.5 1.14
Experimental 165 5.5 1.08 Ho3
The table showed the test for significant difference between the scores in the pre-
test of the the respondents, Group A (control group) and Group B (experimental group)
using independent sample t-test. It was significant because of the result of p-value which
was 0.001 is less than the significance value of 0.05. The reseachers reject the null
hypothesis (Ho3) which stated that there is no significant difference between the pre-tests
of Group A (control group) and Group B (experimental group). This showed that control
group had higher knowledge about the properties of the elements in the periodic table
before any method of teaching was conducted.
Table 5
Result of Post-Tests of Group A and Group B
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Control and Experimental Group
Test Type Total Mean Std. t-value p- Decision Interpretation

Score Deviation value
Control 223 7.43 1.07
Experimental 255 8.5 1.13 Ho4
The table showed the test for significant difference between the scores of Group
A and Group B in their post-test using independent sample test. It was not significant
since the p-value which was 0.001 is less than significance value of 0.05. The researchers
rejected the null hypothesis (Ho4) which stated that there is no significant difference
between the post-tests of Group A (control group) and Group B (experimental group).
This showed that Group B learn more with the use of animated picture clues in teaching
the properties of the elements in the periodic table.
Chapter V
Summary, Conclusion & Recommendations
Summary of Findings
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On the provision of teaching/learning resources, the research revealed that it was
the responsibility of individual schools to make such resources available to both teachers
and students. It is hoped that this research has provided valuable information to other
researchers who would want to further investigate the availability and use of teaching-
learning resources in the Sto. Cristo National High School.
The study was conducted in Sto. Cristo National High School, with a total of 60
Grade 7 students. The researchers used random sampling to get 30 students in served as
the control group (Group A) of the study and another 30 students in that served as the
experimental group (Group B). Experimental method was used in this study. The
researchers’ used pre-test and post-test method in order to obtain the relationships of the
variables.
The study was aimed to determine the effectiveness of Animated Picture Clues as
a tool in teaching the properties of elements in the periodic table at Sto. Cristo National
High School, School Year 2018-2019. The objective of this study was to get the profile
of the respondents in terms of age and gender. This research also aimed to know if using
animated picture clues in teaching really effective for strengthening the capability of
students to understand the properties of elements. The improvement of the students'
academic performance, showed in their scores in post-test. The data that the researchers
had gathered indicated that animated picture clues are effective.
Conclusion
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Based on the findings derived from the results of this study at seventh grade
students of Sto. Cristo National High School, animated picture clues can be applied as a
tool in teaching the properties of the elements in the Periodic Table.
The following conclusions were reached: The animated pictures program had
superiority over the traditional method in teaching the properties of the elements in the
periodic table. It is also provided students with a better learning environment which
reflected on their achievements. The animated picture clues developed cooperative
learning within the same group and competition with other groups. The program was also
very effective in motivating shy and low achievers students toward participation and
interaction. The animated picture clues also delivered students with enjoyment, pleasure,
enthusiasm and variation which were significant enough to affect the students’
achievement.
It can therefore be concluded that animated picture clues, are primed to meet the
target audience learning objectives and offers a great potential for cognitive enrichment.
Recommendations
Results show that animation helps to improve the effectiveness of teaching the
properties of the elements in the periodic table by using animated picture clues. It can be
considered as an effective classroom tool. It allows students to be more enthusiastic to
learn Chemistry concepts in an enjoyable way. Children have difficulties to master the
properties of the elements so, learning through animated pictures help them to
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concentrate better. In light of this study, the researchers came out with the following
recommendations:
To the Learners, the researchers recommend this type of intervention because it
may have a big effect on students’ performance in a typical classroom, it will also help to
motivate them and to boost their confidence to answer the questions.
To the Teachers, the researchers recommend this type of intervention for them to
test the effectiveness of animated picture in student learning.
To the future Researcher, the researchers recommend that further research
regarding animated picture shall be conducted to determine the validity of the study to
other groups of respondents and other school areas.
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BIBLIOGRAPHY
 Baylor, A., Ryu, J., & Shen, E. The effects of pedagogical agent voice and
animation on learning, motivation and perceived persona. Paper presented at the
World Conference on Educational Multimedia, Hypermedia and
Telecommunications, Honolulu, Hawaii, USA.
 Bétrancourt, M. The animation and interactivity principles. In R. E. Mayer (Ed.),
Handbook of multimedia learning. Cambridge: Cambridge University Press.
 Bétrancourt, M., & Tversky, B. Effect of computer animation on users’
performance: a review. Le Travail Humain, 63(4), 311-330
 Kirsh, D., & Maglio, P. On Distinguishing Epistemic from Pragmatic Action.
Cognitive Science, 18(4), 513-549.
 Lewalter, D. Cognitive strategies for learning from static and dynamic visuals.
Learning and Instruction, 13(2), 177-189.
 Lowe, R. (2004). Interrogation of a dynamic visualization during learning.
Learning and Instruction, 14(3), 257-274.
 Schnotz, W., & Lowe, R. External and internal representations in multimedia
learning -Introduction. Learning and Instruction, 13(2), 117-123.
 Tversky, B., Morrison, J. B., & Bétrancourt, M. Animation: can it facilitate?
International Journal of Human-Computer Studies, 57(4), 247-262.
LETTER TO THE PRINCIPAL
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LETTER TO THE GRAMMARIAN
May 03, 2019
MS. MARY CRIS C. ESPIRITU
Dear Ma’am
We, the fourth year student of BSEd – Physical Science 4A, are requesting you to be our
grammarian of our Action Research entitled, “ANIMATED PICTURE CLUES AS A
TOOL IN TEACHING THE PROPERTIES OF THE ELEMENTS IN THE
PERIODIC TABLE”. Your profession and expertise in field of education can greatly
contribute for the improvement and development of our study.
Your acceptance to be our grammarian will be greatly appreciated.
Sincerely,
JHUL MHEL V. SONIO

RADIN G. TAGARINO
Researchers
Noted by:
ZENAIDA J. BUENDIA, Ed. D.

Action Research Instructor
ACKNOWLEDGEMENT
I hereby certify that I accepted the responsibility as grammarian in their study entitled
“ANIMATED PICTURE CLUES AS A TOOL IN TEACHING THE
PROPERTIES OF THE ELEMENTS IN THE PERIODIC TABLE”
MS. MARY CRIS C. ESPIRITU

Grammarian Adviser
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ACTION PLAN
OBJECTIVE/ ACTIVITY/ PERSONS TIME RESOURCES EXPEC

TARGET TASK/ INVOLVED FRAME NEEDED TED
STEPS OUTPU
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Scope and Backgro

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11. To create a Creating Researchers March Curriculum PowerP

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research action the study. Summar
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on.
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for FINAL Defense Adviser 2019 RESEARCH N
DEFENSE. Panelist OUTPU RESEA
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DETAILED LESSON PLAN

PHYSICS 7
I. OBJECTIVES
At the end of the lesson, the student should be able to:
1. Identify the elements of the periodic table.
2. Determine the uses and application of each element in the periodic table.
3. Appreciate that everything is made up of elements which are used in everyday life.
II. Subject Matter
Topic:Periodic Table of Elements
Reference:Science 7 Learner’s Material
Materials: PowerPoint Presentation, Television, Periodic Table of Elements,
III. Procedure
Teacher’s Activity Student’s Activity
A. Daily Routine
A.1 Prayer
Class, please stand for the
opening prayer.
Students will stand and recite the
opening prayer.
A.2 Greetings
Good afternoon class!
Good afternoon Sir JM!
A.3 Classroom Management
(Answer in unison)
Before you take your seat, kindly
arrange your chairs properly and pick all
the pieces of thrash underneath.
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(Students will follow the instructions
made)
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made)
A.4 Checking of Attendance
May I call on the class secretary to
report the number of absentees of your
section.
I’m glad to inform you Sir that we
don’t have any absentees today.
Very nice! Give yourself 5 claps.
A.5 Review
Let’s have a short recap before we
proceed to our new topic.
What was our previous lesson all
about? Yes, Neman.
Our previous topic is all about
Solutions and Mixtures.
Exactly. And what is Solutions?

Yes, Ashley.
A solution is made of solute and a
solvent.
Very well said. And when we say

Mixture? Yes, Ernest.
Mixtures can be made with solid,
liquids or gases.
Definitely. It seems that you really

understand our previous lesson. Give
yourself 3 claps. (Students will follow the instructions
made by the teacher)
Alright. And now let’s proceed on

our new topic. Are you ready class?
We are born to be ready Sir!
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B. Motivation
Did you know class the game
Pictionary?
Yes Sir!
Oh? It seems that you are familiar

on the instructions. Did you?
Absolutely Sir!
Great! But for those who do not

know the instructions, I will discuss it first.
Each volunteer student will reveal the
answer on those pictures one by one.
Are we clear?
Crystal!
Is there any questions?

None Sir.
And let’s name this game Guess

me What? Are you ready class?
Yes Sir!
(Teacher will post the pictures and
call a volunteer student’s who raise their
hand to try their luck to get the answer)
Guess Me What?
+ _ e
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What do you think is it? Yes,

Jermayne.
I think its referring to the word

Your right, Maayo! And for our “Periodic”, Sir.
next picture (Teacher will post the second
one)
Your right, Maayo! And for our

next picture (Teacher will post the second
one)
It is referring to a “table” Sir!
_ _
F
What does it mean? Yes, Renzo!
What a right guess! You’re answer

is correct. The second clue is “table”.
I think its referring to the preposition
“of” Sir!
Just keep it on class. For our third
picture, (Teacher will post the third
picture)
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We’re almost done. And for our

last picture.
Elem. +
change “a” to “e”
Try to guess what our last clue

word is? Yes, Lloyd.
I think it’s about “elements” Sir!
Based on the word that we

gathered like PERIODIC, TABLE, OF,
ELEMENTS. Obviously, what is our
topic for this day? Yes, Jucky.
Our topic for this day is about
PERIODIC TABLE OF ELEMENTS
Sir!
You got itJucky. Your answer is
correct. Let’s give herYouGotIt claps
(Teacher will demonstrate first the
YouGotIt claps)
made)
C. Lesson Proper
C.1 Pre-test
Before we proceed on our
discussion, lets have a pre-test to check
your understanding about our lesson for
this day.
Are you ready class?
We are born to be ready Sir!
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(The teacher will post the question

regarding on pre-test)
(The students will answer the pre-test)
C.2 Discussion
Now I will conclusively discuss
about Periodic Table of Elements.
When you heard a topic “Periodic
Table of Elements”, what is the first thing
that comes on your mind? Yes Josh.
It contains an element that is metals and
non metals Sir.
Right. A periodic table is a chart
that organizes information about all of the
known elements according to their atomic
number.
And now class, what is an atomic
number? Yes, John Robert?
The number of protons contained in
each nucleus of its atoms of the
element.
Perfect John Robert. Then in

periodic table, you may have noticed, that
in every element there’s a symbol for it,
and its normally consist of one or two
letters and are written with the first letter
capitalized.
Did you see that class?
Yes Sir!
Bright. And now class, for us to be

able to understand it better, I have here a
set of animated pictures that when you saw
it at first, you can have an idea what are
the properties of the elements pertaining to
it.
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The first one is the Hydrogen, it is

the first element of our periodic Table and
can be written with letter H.
As you observed, what is the thing

that Blastoise produced? Yes, Chester.
As what I see on its water pump, it
produced water.
Perfect guess Chester. Hydrogen
reacts vigorously with oxygen to form
water and it is the most abundant element
in the universe. Hydrogen is found in the
greatest quantities of water.
Did you get me?
Yes Sir.
For our next element, we have

Helium
On the periodic table that you

have, what is the symbol for Helium? And
what is the atomic number for it? Yes
Ashley.
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The chemical symbol for it, is He and

the number 2 on our periodic table of
elements.
Thanks Ashley. And now based on
the animated picture, what can be found
inside the balloon?
Air is the one that can be found on it,
Sir.
Right Ashley. The chemical
properties of Helium is air that used to fill
decorative balloons. A colorless gas that is
totally unreactive and the lightest of the
noble gases.
Did you follow me class?
Absolutely Sir!
And now for our third elements.
Here is Carbon. It can be written as letter
C and has an atomic number of 6.
Ok, as we see the tip of a pencil,

what do you think is the properties of
Carbon? Yes Jucky.
I think Sir, its like a charcoal and has a
color black appearance.
Exactly Jucky, Carbon has a 4 pure
forms. The graphite, diamond, fullerness
and graphene. But graphite is the
commonly known form of it. As we can
see in a pencil tip, it has a black colored
and looks like a charcoal.
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Exactly Jucky, Carbon has a 4 pure

forms. The graphite, diamond, fullerenes
and graphene. But graphite is the
commonly known form of it. As we can
see in a pencil tip, it has a black colored
and looks like a charcoal.
Did you noticed it class?
Yup Sir. It is noticeable.
Next one is Oxygen. It can be

written as big letter O and has an atomic
number of 8.
Ok class, based on the animated

picture. What do you think is Aang
unleashed?
Based on what I watch sir, Aang is a
master of air, so probably air is the one
that Aang unleashed.
Satisfactory Renzo. Your answer is
correct. Oxygen is a colorless and odorless
gas which returns to the atmosphere in the
form of carbon dioxide. It is need by all
living things for respiration.
Now I have here the Aluminum. It
can be written as Al and has a atomic
number of 13.
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So class, based on this picture what

do you is aluminum properties? Yes
Gunita.
I think Sir, the properties of it is like
we can see and touch when we have a
Fabulous Gunita. Aluminum can soda cans.
used in a huge variety of products
including cans, foils, and kitchen utensils.
It has a low density, non-toxic and strong
yet lightweight metals.
And now, here is our sixth element.
Ok class. What do you think is it?

Yes, Lopez.
Right. Matchstick is an example of As we all see, that is a matchstick Sir.
element, Phosphorus. It is the material
stuck on the tip of the match. So class,
specifically when we referring to
phosphorus, first thing that come on our
mind is?
Match tip Sir!
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Good, some of phosphorus can be

poisonous and some of them are not.
Were almost in half. For our
seventh element, we have here a Sulfur.
Sulfur can be written as capitalized S and
the number 16 on our periodic table.
So class based on the animated

picture, what do you think is the properties
of sulfur? Yes Barrozo.
I think Sir, it’s like a gunpowder that
can be released on the tip of the gun.
Remarkable. Sulfur is a smelly,
combative element found in grenades and
gunpowder.
For our next one. We have
Potassium. It is the 19th element on our
periodic table at can be written in
uppercase K.
Now here, what do you think is the

properties of potassium? Yes Quine.
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I feel that the properties of it can be

found on a banana Sir!
Delight Quine. Potassium is an
important fluids and for electrolyte
balance. It is also a very reactive element
that burns with a lilac flame.
Did you follow me?
Yes Sir!
For our ninth element, Calcium is

on our body. It is the 20th element of the
periodic table and can be written as Ca.
Ok class. What do you think is the

properties of Calcium? Yes Kayla.
It can be help to strengthen our bones
and teeth Sir!
Incredible! Calcium is essential to
all living things particularly for the growth
of healthy teeth and bones. It is a soft
metal that tarnishes rapidly in air and
reacts violently in water.
Did you understand it class?
Yeah Sir!
And for our last one, we have here
Strontium. The 38th element of our
periodic table and can be written as Sr.
Ok class. Look at this picture.
What do you think is the properties of
Strontium?
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Yes Patricio. As what I see on the animated

pictures, I guess that the properties of
it is like on what we seen on the
fireworks.
Harmonious. It is a soft, silvery

metal that burns in air and reacts with
water and it is best known for the giving
brilliant color on fireworks.
Ok class. Is there any question
about our topic for this afternoon?
None Sir!
D. Application
Ok class!! Let’s have an activity.
All you have to do is give a simple
definition, specifically the properties of the
elements that I will go to flash later on.
On this activity, lets pick a number
of students randomly so that they will be
the one who share on us, what they
remembered on the element that they will
assigned on them.
Is it clear?
Crystal Sir!
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E. Generalization
Based on the game and discussion
earlier, again what is Periodic Table? Yes, An organization of Earth’s elements
Luke. arranged according to atomic number.
You’re right Luke. And when we
say Elements Yes, Claudine.
A substance composed of one type of
atom and cannot be chemically
Exactly. I guess that you all separated.
understand our lesson for this day. Am I
correct?
Yes Sir!
F. Values Integration
Instruct the student to answer the
following question.
1. What “Science at Home”, is an
example of the element Hydrogen?
Water Sir!
example of the element Helium?
As I heard the element Helium,
Balloon is the first thing that comes on
my mind Sir!
example of the element Aluminum?
Soda Cans Sir!
example of the element Phosphorus?
It can be found on the tip of the match

Sir!
example of the element Sulfur?
It can be used as gunpowder Sir!
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IV. Evaluation
Check your understanding: List down the element that is referring of the
properties of it.
Post-test
V. Assignment
1. What are organisms? What makes them up?
2. What are the levels of organization in an organism?
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Republic of the Philippines
Department of Education
Region III
STO. CRISTO NATIONAL HIGH SCHOOL
City of San Jose Del Monte, Bulacan
School Year 2018-2019
NAME: _____________________________ Date: __________________
Grade and Section: _______________________ Age: __________________
PRE-TEST
1. Which element is used to fill decorative balloons?
A. Sulfur B. Helium C. Osmium D. Calcium
2. Which element is used in the vulcanization of black rubber, as a fungicide and in black
gunpowder?
3. Which element is important for maintaining fluid and electrolyte balance?
A. Potassium B. Calcium C. Oxygen D. Sodium
4. Which element helps for the growth of healthy teeth and bones?
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5. Which element stuck on the side of matchboxes?
A. Aluminum B. Phosphorus C. Osmium D. Potassium
6. Your mom cooked adobo and she put some salt to it. Which element is the most
common compound of salt?
A. Potassium B. Calcium C. Sodium D. Carbon
7. Graphite used in pencils. Graphite is a pure form of what element?
8. Which element reacts vigorously with oxygen to form water?
A. Hydrogen B. Copper C. Sodium D. Carbon
9. An element commonly used for electric equipment such as wiring and motors
A. Copper B. Technetium C. Sodium D. Carbon
10. Which element returns to the atmosphere in the form of Carbon dioxide?
A. Copper B. Cadmium C. Oxygen D. Strontium
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Region III
ANSWER KEY PRE-TEST
1. B.
2. A.
3. A.
4. B.
5. B.
6. C.
7. D.
8. A.
9. A.
10. C.
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TABLE OF SPECIFICATION
PRE-TEST
OBJECTIV NO. NO. LEARNING OUTCOMES

ES OF OF
HOUR ITEM
S S
REMEMBE UNDERSTAN APPL ANALY ITEM
R-ING D-ING Y-ING Z-ING PLACEME
NT
1. Identify
the
elements 1, 2, 3, 5 4 1, 2, 3, 4, 5
of the
periodic
table.
2.
Determine
the uses
and
applicatio 6 9 6, 9
n of each
element in
the
1 10
periodic
table.
3.
Appreciat
e that
everythin
g is made
up of 7, 8, 10 7, 8, 10
elements
which are
used in
everyday
life.
TOTAL 4 2 1 3 10
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Region III
NAME: _____________________________ Date: __________________
Grade and Section: _______________________ Age: __________________
POST-TEST
1. An element commonly used for electric equipment such as wiring and motors.
A. Copper B. Technetium C. Sodium D. Carbon
2. Which element returns to the atmosphere in the form of Carbon dioxide?
A. Copper B. Cadmium C. Oxygen D. Strontium
3. Which element is important for maintaining fluid and electrolyte balance?
4. Graphite used in pencils. Graphite is a form of what element?
5. Which element helps for the growth of healthy teeth and bones?
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6. Your mom cooked adobo and she put some salt to it. Which element is the most
common compound of salt?
7. Which element reacts vigorously with oxygen to form water?
A. Hydrogen B. Copper C. Sodium D. Carbon
8. Which element is used to fill decorative balloons?
9. Which element is used in the vulcanization of black rubber, as a fungicide and in black
gunpowder?
10. Which element stuck on the side of matchboxes?
A. Aluminum B. Phosphorus C. Osmium D. Potassium
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Region III
ANSWER KEY POST-TEST
1. A.
2. C.
3. A.
4. D.
5. B.
6. C.
7. A.
8. B.
9. A.
10. B.
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TABLE OF SPECIFICATION
POST-TEST
OBJECTIV NO. NO. LEARNING OUTCOMES

ES OF OF
HOUR ITEM
S S
REMEMBE UNDERSTAN APPL ANALY ITEM
R-ING D-ING Y-ING Z-ING PLACEME
NT
1. Identify
the
elements 1, 2, 3, 5 4 1, 2, 3, 4, 5
of the
periodic
table.
2.
Determine
the uses
and
applicatio 6 9 6, 9
n of each
element in
the
1 10
periodic
table.
3.
Appreciat
e that
everythin
g is made
up of 7, 8, 10 7, 8, 10
elements
which are
used in
everyday
life.
TOTAL 4 2 1 3 10
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SAMPLE COMPUTATIONS
SCORE OF THE STUDENTS
NO. OF
STUDENTS CONTROL GROUP EXPERIMENTAL GROUP
PRE-TEST POST-TEST PRE-TEST POST-TEST

1 9 10 8 10
2 8 10 8 10
3 8 10 8 10
4 8 9 8 10
5 8 9 8 10
6 8 9 8 10
7 7 8 7 10
8 7 8 7 10
9 7 8 7 9
10 7 8 7 9
11 7 8 7 9
12 7 8 7 9
13 7 8 7 9
14 7 8 6 9
15 7 8 6 8
16 7 8 6 8
17 6 7 6 8
18 6 7 6 8
19 6 7 6 8
20 6 7 6 8
21 6 7 6 8
22 6 7 5 8
23 5 6 5 8
24 5 6 5 7
25 5 6 5 7
26 5 6 4 7
27 5 5 4 7
28 5 5 4 7
29 5 5 4 7
30 5 5 3 7
TOTAL 195 223 165 255
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SAMPLE COMPUTATIONS
STANDARD DEVIATION
NO. OF
STUDENTS CONTROL GROUP EXPERIMENTAL GROUP
PRE-TEST POST-TEST PRE-TEST POST-TEST

MEAN: 6.5 MEAN: 7.43 MEAN: 6.13 MEAN: 8.5
1 9-6.5 = 2.5 10-7.43 = 2.57 8-6.13 = 3.49 10-8.5 = 2.25
2 8-6.5 = 1.5 10-7.43 = 2.57 8-6.13 = 3.49 10-8.5 = 2.25
3 8-6.5 = 1.5 10-7.43 = 2.57 8-6.13 = 3.49 10-8.5 = 2.25
4 8-6.5 = 1.5 9-7.43 = 1.57 8-6.13 = 3.49 10-8.5 = 2.25
5 8-6.5 = 1.5 9-7.43 = 1.57 8-6.13 = 3.49 10-8.5 = 2.25
6 8-6.5 = 1.5 9-7.43 = 1.57 8-6.13 = 3.49 10-8.5 = 2.25
7 7-6.5 = 0.5 8-7.43 = 0.57 7-6.13 = 0.75 10-8.5 = 2.25
8 7-6.5 = 0.5 8-7.43 = 0.57 7-6.13 = 0.75 10-8.5 = 2.25
9 7-6.5 = 0.5 8-7.43 = 0.57 7-6.13 = 0.75 9-8.5 = 0.25
10 7-6.5 = 0.5 8-7.43 = 0.57 7-6.13 = 0.75 9-8.5 = 0.25
11 7-6.5 = 0.5 8-7.43 = 0.57 7-6.13 = 0.75 9-8.5 = 0.25
12 7-6.5 = 0.5 8-7.43 = 0.57 7-6.13 = 0.75 9-8.5 = 0.25
13 7-6.5 = 0.5 8-7.43 = 0.57 7-6.13 = 0.75 9-8.5 = 0.25
14 7-6.5 = 0.5 8-7.43 = 0.57 6-6.13 = 0.07 9-8.5 = 0.25
15 7-6.5 = 0.5 8-7.43 = 0.57 6-6.13 = 0.07 8-8.5 = 0.25
16 7-6.5 = 0.5 8-7.43 = 0.57 6-6.13 = 0.07 8-8.5 = 0.25
17 6-6.5 = 0.25 7-7.43 = 0.18 6-6.13 = 0.07 8-8.5 = 0.25
18 6-6.5 = 0.25 7-7.43 = 0.18 6-6.13 = 0.07 8-8.5 = 0.25
19 6-6.5 = 0.25 7-7.43 = 0.18 6-6.13 = 0.07 8-8.5 = 0.25
20 6-6.5 = 0.25 7-7.43 = 0.18 6-6.13 = 0.07 8-8.5 = 0.25
21 6-6.5 = 0.25 7-7.43 = 0.18 6-6.13 = 0.07 8-8.5 = 0.25
22 6-6.5 = 0.25 7-7.43 = 0.18 5-6.13 = 1.27 8-8.5 = 0.25
23 5-6.5 = 1.5 6-7.43 = 2.04 5-6.13 = 1.27 8-8.5 = 0.25
24 5-6.5 = 1.5 6-7.43 = 2.04 5-6.13 = 1.27 7-8.5 = 2.25
25 5-6.5 = 1.5 6-7.43 = 2.04 5-6.13 = 1.27 7-8.5 = 2.25
26 5-6.5 = 1.5 6-7.43 = 2.04 4-6.13 = 2.25 7-8.5 = 2.25
27 5-6.5 = 1.5 5-7.43 = 5.9 4-6.13 = 2.25 7-8.5 = 2.25
28 5-6.5 = 1.5 5-7.43 = 5.9 4-6.13 = 2.25 7-8.5 = 2.25
29 5-6.5 = 1.5 5-7.43 = 5.9 4-6.13 = 2.25 7-8.5 = 2.25
30 5-6.5 = 1.5 5-7.43 = 5.9 3-6.13 = 6.25 7-8.5 = 2.25
TOTAL 38 33.56 34.27 37.5
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SAMPLE COMPUTATIONS
STANDARD DEVIATION
CONTROL
PRE-TEST
∑( 𝑥 − 𝑥̅ )2
𝑆𝐷 = √ ______________
𝑁−1
38
√
𝑆𝐷 = ______________
30 − 1
𝑆𝐷 = 1.13
POST-TEST
∑( 𝑥 − 𝑥̅ )2
𝑆𝐷 = √ ______________
𝑁−1
33.56
𝑆𝐷 = √______________
30 − 1
𝑆𝐷 = 1.07
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SAMPLE COMPUTATIONS
STANDARD DEVIATION
EXPERIMENTAL
PRE-TEST
∑( 𝑥 − 𝑥̅ )2
𝑆𝐷 = √ ______________
𝑁−1
34.27
√
𝑆𝐷 = ______________
30 − 1
𝑆𝐷 = 1.08
POST-TEST
∑( 𝑥 − 𝑥̅ )2
𝑆𝐷 = √ ______________
𝑁−1
37.5
𝑆𝐷 = √______________
30 − 1
𝑆𝐷 = 1.13
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SAMPLE COMPUTATIONS
T-TEST
RESULTS OF PRE-TEST AND POST-TEST OF GROUP A
𝑋1 − 𝑋2
𝑡=
𝑆1 𝑆 2
√ +
𝑁1 𝑁2
6.5 − 7.43
𝑡=
√1.14 + 1.07
30 30
𝑡 = 3.25
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RESULTS OF PRE-TEST AND POST-TEST OF GROUP B
𝑋1 − 𝑋2
𝑡=
𝑆1 𝑆 2
√
𝑁1 + 𝑁2
5.5 − 8.5
𝑡=
√1.08 + 1.13
30 30
𝑡 = −10.5122
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RESULTS OF PRE-TEST OF GROUP A AND GROUP B
𝑋1 − 𝑋2
𝑡=
𝑆1 𝑆 2
√
𝑁1 + 𝑁2
6.5 − 5.5
𝑡=
√1.14 + 1.08
30 30
𝑡 = 3.48
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RESULTS OF POST-TEST OF GROUP A AND GROUP B
𝑋1 − 𝑋2
𝑡=
𝑆1 𝑆 2
√
𝑁1 + 𝑁2
7.43 − 8.5
𝑡=
√1.07 + 1.13
30 30
𝑡 = 3.76
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PICTURES/DOCUMENTATION
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SAMPLE INTERVENTION USED
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SAMPLE INTERVENTION USED
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Jhul Mhel V. Sonio
Blk 158, Unit 19 Phase V, Tigbe, Norzagaray Bulacan
0956-251-7834
jm_versoza@yahoo.com
Objectives:
 To utilize my best knowledge and skills that I have learned in teaching profession,
in an actual field of teaching and to extend my helping hand to nurture my
students learning and preparing them to be a globally competitive person
someday.
Personal Information:
Age: 20
Date of Birth: February 19, 1999
Gender: Male
Civil Status: Single
Height: 5’3
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Weight: 48 kg
Nationality: Filipino
Religion: Iglesia Ni Cristo
Educational Background:
Tertiary: Bulacan State University-Sarmiento Campus 2015-2019
(Bachelor of Secondary Education Major in Physical Science)
Secondary: North Hills Village High School 2013-2015
Primary: North Hills Village Elementary School 2009-2010
Skills and Interests:
 Have knowledge in teaching profession
 Good in communication skills
 Oriented in Office Application such as:
 Microsoft Office Word
 Microsoft Office Excel
 Microsoft Office PowerPoint
 Have knowledge in basic accounting
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Character Reference:
Ivy Jean V. Dela Rama
0906-238-2093
Private Teacher
I hereby certify that the above information are true and correct to my best knowledge.
Jhul Mhel V. Sonio

Applicant
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Radin G. Tagarino
Blk 54 Lot 24 Area B Purok 1 Sapang Palay City of San Jose del Monte, Bulacan
0975-113-5087
radintagarino1998.gmail.com
Objectives:
 To utilize my best knowledge and skills that I have learned in teaching profession,
in an actual field of teaching and to extend my helping hand to nurture my
students learning and preparing them to be a globally competitive person
someday.
Personal Information:
Age: 20
Date of Birth: February 19, 1999
Gender: Male
Civil Status: Single
Height: 5’6
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Weight: 53 kg
Nationality: Filipino
Religion: Born Again Christian
Educational Background:
Tertiary: Bulacan State University-Sarmiento Campus 2015-2019
(Bachelor of Secondary Education Major in Physical Science)
Secondary: Sapang Palay National High School 2013-2015
Primary: Bagong Buhay B Elementary School 2009-2010
Skills and Interests:
 Have knowledge in teaching profession
 Good in communication skills
 Oriented in Office Application such as:
 Microsoft Office Word
 Microsoft Office Excel
 Microsoft Office PowerPoint
 Have knowledge in basic accounting
73
Sarmiento Campus
Character Reference:
Berith Grace A. Magcalas
0917-566-9475
Teacher II
I hereby certify that the above information are true and correct to my best knowledge.
Radin G. Tagarino
Applicant
74

Bulacan State University Sarmiento Campus General and Teacher Education Department

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Bulacan State University Sarmiento Campus General and Teacher Education Department

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BULACAN STATE UNIVERSITY

THE PROBLEM AND ITS BACKGROUND

scope and delimitation of the study.

Many students find the study of Chemistry difficult, especially in remembering

physical and chemical properties of the elements become a tad harder.

In secondary schools, the characteristics and properties of the common element

overall critical thinking skills and lifelong learning.

To strengthen the understanding of the physical and chemical properties of the

Statement of the Problem

The researchers believed to explore the aspect of implementing animated picture

the practical application of these strategies:

The research sought to answer the following questions:

1. What is the profile of the respondents in terms of:

1.1 age; and

2. Is there any significant difference between the following:

A. Pre-test and Post-test of control group.

B. Pre-test and Post-test of experimental group.

C. Pre-test of control group and experimental group.

D. Post-test of control group and experimental group.

Significance of the Study

Elements in the Periodic Table” in public secondary schools was expected to be

significant to the following:

elements through animated picture clues.

Science Teacher - To contribute in helping Science teachers to adopt the animated

discussing the properties of the elements.

Administrator - To provide contribution for increasing the quality of teaching-learning

process by using animated picture clues in variety of subjects.

Scope and Delimitation of the Study

Animation – this is refers to a method in which pictures are manipulated to appear as

properties of substances and with the changes that they go through.

Cognitive – this is relating to or involving conscious mental activities.

Metacognition – this is refers to the awareness or analysis of one’s own learning or

elements according to their atomic number.

Pictures – this is refers to a design or representation made by various means such as

painting, drawing or photography.

Psychomotor – this is relating to motor action directly proceeding by mental activities.

used to accomplish objectives, such as scientific investigation.

Traditional method – this is referring to instructor-led lectures without the inclusion of

any type of technology-based material.

sources of information on the problem to be investigated.

Relevance of Reviewed Literature and Studies to the Present Study

Animated picture clues provides an enriches understanding of the relationship

range of animation practices that will thoroughly engaged students to an educational

manipulative representations through an animated picture.

Animated pictures can be used in different mobilizing agent of educational tools

tools uses in presenting an animated picture in a classroom based instruction.

Animated picture actually enhance learning that can affect meta-analysis of a

learning about the properties of element.

Input Process Output

Profile of the student Administering Pre-Test

Figure 1. Conceptual Model of the Study

The study used the Input-Process-Output model shown in Figure 1.

The output consists of the effectiveness of using animated picture clues in

teaching the properties of the elements in the Periodic Table.

and-effect relationships (www.indianana.edu).

student respondents to determine the efficiency of using animated picture clues as

Population and Sample of the Study

studies; 7-Frost & 7-Euler.