Title: The Use of Virtual World Environment in Teaching Physics Education in Grade 10 in

Relation to Students Level of Performance

Conceptual Framework

A . P re -te s t a n d P o s t-te s t: E n ric h m

S tu d e n ts ' S tu d e n ts ' P e rfo rm a n c e e n t P la n
P r o fil e

Problems:

1. What is the students profile (Grade X students) in terms of:

1.1 Motivation;
1.2 Level of Emotional Intelligence?
2. What is the students level of performance in physics in terms of the following teaching
methods:
2.1 Lecture,

2.2 Lecture + Virtual Reality as Supplement;

2.3 Use of Virtual Reality without Lecture?
3. Is there a significant difference between the pre-test and post-test scores of students in
physics terms of:
3.1 Lecture,
3.2 Lecture + Virtual Reality as Supplement;

3.3 Use of Virtual Reality without Lecture?

4. Is there a significant difference among the pre-test and post-test scores of the students in
physics in:
4.1 Lecture,
4.2 Lecture + Virtual Reality as Supplement;
4.3 Use of Virtual Reality without Lecture?
5. Based on the findings, what enrichment plan can be developed to improve the students
performance in physics with the use of virtual reality?
Mam, ang sample sa pag-sampling kay:
-A total of 3 groups. Each group consisted of two classes of around 35. After presenting these,
we tested the students' knowledge improvement.
The first group didn't use the VRPS programs at all; instead, they were taught by traditional
methods such as OHP and multimedia courseware. In the second group, the VRPS program was
used in the class only by a teacher as a supplement to lecture. The third group used the VRPS
program in the PC room where the students were actively engaged by themselves without any
lecture. They had only the study guide papers and were expected to learn by themselves. We
called the first assessment group "the teacher-centered group," the second assessment group "the
teacher-centered VR group,+ and the third assessment group "the learner-centered VR group."
Research Design: Experiment Research Design Three group Design

Title: Perceived Challenges of the Students and their Coping Mechanisms towards Physics
Problem-Solving Tasks
Conceptual Framework

Problem:
1. What is the extent of perceived challenges of students in solving Physics problems?
2. What is the extent of the students coping mechanism towards students challenges in
Physics problem-solving tasks?
3. What is the extent of students opinion on the corrective measures needed to overcome
students challenges in Physics problem-solving tasks?
Research Design: Descriptive Survey Research Design
Note: This research will make use self-administered questionnaires. It will purely assess
the students perceptions towards physics problem-solving tasks.

Title: Physics Anxiety, Academic Achievement and Coping Mechanisms Of Grade X Students in
(name of school)
Conceptual Framework
Level of anxiety

Grades of the

Coping

in Physics of the

Students in

mechanisms of

Students

Physics.

the Students
towards Physics
anxiety.

Student Factors
a. Age
b. Gender/ sex

Problem:
1

What is the level of Physics anxiety of the respondents according to:

a age
b

2
3
4

gender or sex

What are the coping mechanisms adopted by the respondents in Physics anxiety?
What is the respondents grade in Physics?
Is there a significant relationship between the students level of Physics anxiety and their
grades in physics?

Research Design: Descriptive Survey Research Design

Note: Theory 1: If the students will use coping strategies often with their physics anxiety, there is
a tendency that they will get lower grades. Grades are directly proportional to the coping
mechanisms used and inversely to the physics anxiety.