The relationship among physics achievements, cognitive levels of development and moral-spiritual values held by the fourth year high school students

• Main Author: Raymundo, Angelina S.
• Format: text
• Language: English
• Published: Animo Repository 1988
• Subjects: Academic achievement; Physics > Study and teaching > Audio-visual aids; Achievement motivation; Physics
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/51
• Institution: De La Salle University

The study determined the relationship among physics achievement, cognitive levels of development, and some moral-spiritual values held by the fourth year high school students of Notre Dame of Greater Manila. With the framework of the basic problem, investigated the difference in the levels of cognitive development of the three groups of achievers in physics. Also, the relationship between cognitive levels of development and the values held by the students were determined such as devotion to truth and moral equality. The students were grouped into three achiever groups using the standard deviation of their over-all scores in the Physics Achievement Test. Two other instruments were used to measure values and cognitive development: Moral-Spiritual Values Inventory Test and Cognitive Development Test. Means, standard deviations, skewness, and kurtosis were computed to classify the students into three achiever groups i.e. the high, the average and the low achievers in physics. Difficulty and discrimination indices of the items from PAT were determined to analyze the items. The Physics achievement, as indicated by the scores, was correlated to the following variables: cognitive development, devotion to truth, respect for excellence, moral responsibility, respect for human person, moral equality and pursuit of happiness, using Pearson's product moment correlation. Hypotheses were tested at the .05 level of significance. ANOVA was used to find out the significant difference in the cognitive development of the three achiever groups in physics. The high achievers in physics differed significantly in the cognitive development with the average and low achiever group. The results also showed a significant correlation between cognitive levels of development and physics achievement. A student who puts high regard to respect for excellence tends to achieve higher in physics. Comprehension is highly correlated to achievement. Students perform better in application items than in the knowledge and comprehension items. This implies that classroom discussion is focused on problem solving involving direct substitution. Based on the findings, the researcher recommended the integration of values during classroom discussions and the use of audio-visual materials. Since the students were found in the concrete and early formal stage of cognitive development, the use of audio-visual materials could eventually increase physics achievement.