Thesis ( M.A.Ed - Science Education ) - Mariano Marcos State University,2019.

Bibliography: leaves 49-52.

ABSTRACT TARRIGA, CHRISTINA S. Mariano Marcos State University. May 2019. EFFECTS OF GRAPHIC INTERCHANGE FORMAT (GIF)-ENCHANCED LESSONS ON STUDENTS’ PERFORMACE IN SCIENCE. Major adviser: Dr. Natividad E. Lorenzo This study determined the effects of graphic interchange format (GIF)-enhanced lessons on the performance of students in Science using the experimental two group pretest-posttest design. A teacher-made test that served as pretest and posttest was the main tool in gathering data. The lessons in the Learner’s Manual that were enhanced with GIF were units on Particle Nature of Matter (Module 1), The Structure of the Atom (Module 2), and the Periodic Table Elements (Module 3). Two Grade 8 heterogenous science classes with 35 students each at Pinili National High School served as subjects of the study. The pretest was administered to the two groups after which, the two treatments were randomly assigned to the tow classes; that is the method using GIF-enhanced lessons was assigned to section Purity while the traditional laboratory-lecture method was assigned to section Charity. Data were analyzed using frequency counts, percentage distribution, standard deviations. In the inferential aspect, the t-test of independent samples and t-test of two-dependent samples were applied and the level of significance was set at the 0.05 probability level. Results showed that the significant difference exists between the pretest and posttest mean scores of two groups, with their posttest mean scores being significantly higher that their pretest mean scores, indicating that the two methods were effective in teaching science concepts and improving science process skills. However, the results of the t-test of difference between the posttest mean scores of the experimental group was significantly higher than that of the control group. This implies that the Graphic Interchange Format (GIF) -enhanced lessons were more effective than the traditional laboratory-lecture method in teaching science concepts and in the improvement of the science process skills of the grade 8 students.