VEE MAPPING STRATEGY ON CONCEPTUAL UNDERSTANDING OF GRADE 11

STEM STUDENTS

A Thesis
Presented to the
Faculty of the College of Education
Iloilo Science and Technology University
La Paz, Iloilo City

In Partial Fulfilment of the Requirements for the Degree

Bachelor of Secondary Education Major in Science

Angel Faith S. Golingay

Kreeza Joy M. Gumban

June 2023
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Chapter 1

INTRODUCTION

Background of the Study

High-school students generally perceive chemistry as a difficult subject. Coping with

this, many chemistry teachers consider the teaching of chemistry and then science concepts to be

key components of instruction. Such chemistry teachers’ impression stems from students’ vague

understanding of science and chemistry concepts; therefore, chemistry teachers incline to focus

on teaching the concepts. Indeed, chemistry teachers have made various endeavours to overcome

this problem. Although teaching chemistry concepts in high-school is demanding of chemistry

teachers, it is not only challenging but also rewarding for them to make sure that students

improve the quality of their learning the concepts over the course of instruction. It will be more

challenging if chemistry teachers have a rich science curriculum that allows them to build an

exciting activity-based exploratory learning environment. In order to make their endeavours

successful, chemistry teachers have to take account of three factors: specialized usage of terms,

mathematical nature and the volume of material to be learned within a limited period of time

(Boo, 2005).

In recent decades, the concept of meaningful learning styles has steadily gained influence

in the endeavours of teaching and imparting knowledge to the learners. These styles include

progress in monitoring of high school students’ achievement in chemistry, for example, their

understanding of the science concepts, chemistry teachers have just taught. Teachers endeavors

are essentials for the progress as Toh, Ho, Chew & Riley (2003) pointed out that most science
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textbooks do not explain to teachers how to deeply explore deeper into content concepts. Science

textbooks of this kind result in weak learning or non-learning. Learning is definitely weak and

poor (Yuan & Hong Kween, 2007) without Vee Diagram (VD) in science classroom teaching. It

is true that VDs make it easier for students to gain a better understanding of a scientific concept,

but it is also true that students learn science concepts by rote. However, those students who

acquire an understanding of science concepts by rote tend to view science as dissembled pieces

of information nor do they see the big picture of a unit of learning.

This study was to investigate the effects of using the Vee mapping teaching strategy on

the conceptual knowledge of Grade 11 Senior High School (SHS) students in the Academic

Strand in General Chemistry 1 subject during the academic year 2022-2023 at Pavia National

High School (PNHS).

Statement of the Problem

The purpose of this study was to investigate the effects of the intervention of the Vee

mapping strategy on the conceptual understanding of Grade 11 Senior High School (SHS)

students in the Science, Technology, Engineering, and Mathematics (STEM) Strand in

Chemistry during the academic year 2022-2023 at Pavia National High School (PNHS).

Specifically, this study aimed to answer the following questions:

1. What is the level of conceptual understanding on selected topics in chemistry of the

Vee Mapping and Non-vee Mapping groups in the pre-test and post-test?

2. Is there a significant difference in the pre-test scores of the Vee and Non-vee group?
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3. Is there a significant difference in the post-test scores of the Vee and Non-vee

mapping group?

4. Is there a significant difference on the pre-test and post-test scores of the Vee

mapping group and Non- vee mapping group?

5. Is there any significant difference between the mean gains in the conceptual

understanding of Vee mapping group and Non-vee mapping group?

Hypotheses

In view of the preceding problems, the following hypothesis were advanced:

1. There is no significant difference in the pre-test scores of the Vee and Non-vee

group.

2. There is no significant difference in the post-test scores of the Vee and Non-vee

mapping group.

3. There is no significant difference between the mean gains on the students’

conceptual understanding of vee mapping group and non-vee mapping group.

4. There is no significant difference between the mean gains in the conceptual

understanding of vee mapping group and non-vee mapping group.

Theoretical Framework

The study is anchored on Ausubel’s and Novak’s theory of meaningful learning where

the student chooses to relate new information to existing knowledge (Novak, 2002). The process

of relating particular concepts in learning is best facilitated through the construction of VDs.

Because students’ temporal cognitive structures and patterns of meaning appear as their concept

hierarchies. The hierarchies consist of interconnecting nodes with propositional links. The
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method of presenting individual work and criticizing peer work is based on several principles

established in social constructivist and socio-linguistics perspectives that view the process of

learning as being influenced and modulated by the nature of interactions and linguistic discourse

undertaken in a social setting. Gowin’s theory of educating, and Ausubel’s cognitive theory of

meaningful reception learning, and a constructivist epistemology provide the philosophical and

theoretical bases: how VDs are constructed. The theories help the teacher classify the relevant

aspects of educative event. In an educative event, teachers and learners share meanings and

feelings to bring about a change in the meaningful experience.

The Vee Diagram is essentially a pedagogical technique, or heuristic, whereby learning

occurs via student-directed, constructivist, and inquiry-based discoveries (Roehrig, Luft, &

Edwards 2001). It is ideal for enabling students to understand how events, processes, or objects

are meaningfully related because its overall purpose is the interplay between what is familiar and

what they have yet to be known or understood in scientific or mathematical investigations

(Gowin& Alvarez 2005). The Vee heuristic was developed by Gowin to enable students to

understand the structure of knowledge (e.g., relational networks, hierarchies, and combinations)

and to understand the process of knowledge construction. Gowin’s fundamental assumption is

knowledge is not absolute but, dependent upon concepts, theories, and methodologies by which

we view the world. To encourage meaningful learning, teachers must lead individuals to relate

new knowledge to relevant concepts and propositions they already know. Carrying out this

policy, Vee Diagrams help student to link concepts by acting as a metacognitive tool. Students

make explicit connections between previously learned and newly acquired information. The need

for the Vee Diagram as an instructional tool to enhance conceptual learning has been stressed

repeatedly by Novak.
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Conceptual Framework

Figure 1
Research Paradigm
The figure below shows the conceptual framework of the study.
INDEPENDENT VARIABLE DEPENDENT VARIABLE

Non-Vee Mapping Group

Students’ Level of
Conceptual
Understanding in
selected Topics in
Chemistry

Vee Mapping Group

Figure 1. The diagram depicts the link between the independent variable, Vee Mapping Group, and the dependent variable,

Students Level of Conceptual Understanding in Selected Topics in General Chemistry 1.

Significance of the Study

The findings of this study may be useful to the following institutions, and groups of people:

Department of Education. This study would be a great help in reviewing and reorganizing the

secondary school chemistry syllabus.

Curriculum Makers. The findings may thus, help in preparing learning materials to support

the curriculum. This includes class textbooks, revision books and teacher guides.

Universities and Teachers Trainings. Charged with the task of training and producing

effective chemistry teachers. The findings may help these institutions develop programs aimed at

producing teachers who are capable of making students to be active participants in class instead

of being passive recipients of knowledge.

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Teachers. This study will help teachers in designing and adapting appropriate instructional

strategies that will foster learning of chemistry concepts and science process skills by secondary

school learners.

Students. Enable students to identify the major concepts and relate them to the concepts in

their existing knowledge structure (Kinchin, 2000). While using this teaching/learning approach,

students identify major and more inclusive concepts at the top followed by the minor and more

specific concepts at the bottom.

Future Researchers. They could also make use and employ this study by using it as a

reference for further investigation on other contexts of instructional method particularly vee

mapping.

Definition of Terms

For the purpose of clarity and understanding, the following terms are conceptually and

operationally defined:

Traditional teaching. The traditional method of teaching is an old way of teaching where

teachers are the main players in the classroom while students are mere listeners. The common

ways of teaching are the use of chalk and talk, visual aids, reporting, and different activities that

lead to teacher-student interaction (Cielo, 2019, April 1).

In this study, traditional teaching will act as our control approach in the set-up.

Vee Mapping. A learning activity that involves making of a V – shaped representation

with two sides namely the theoretical (thinking side) on the left and methodological (doing side)
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on the right. The left hand side outlines the theory, principles, constructs and relevant concepts

that constitute the prior knowledge of the learner (what the learner knows). The right hand side

outlines value claims, knowledge claims (facts), transformations and records that shows how to

carry out a learning task for example an experiment in order to answer the focus question,

(Stanford, 2001).

In this study, vee mapping is the strategy that will be measured and experimented.

Conceptual Understanding. Conceptual understanding refers to an integrated and

functional grasp of mathematical ideas. Students with conceptual understanding know more than

isolated facts and methods. They understand why a mathematical idea is important and the kinds

of contexts in which is it useful.

In this study, conceptual understanding is the learner’s understanding as indicated by the

scores obtained in the prestest and posttest with and without the intervention of vee mapping on

the following related topics in General Chemistry 1.

Scope and Limitation of the Study

The purpose of this study was to investigate the effects of the intervention of the Vee

mapping strategy on the conceptual understanding of Grade 11 Senior High School (SHS)

students of the STEM Strand in General Chemistry 1 during the academic year 2022-2023 at

Pavia National High School. This was focused on adapting two existing setups in PNHS. It

focuses on the selective topics in General Chemistry 1 based on the K–12 program's prescribed

competencies for Grade 11 General Chemistry 1, which are ‘Chemical Reactions and Chemical

Equations, and Types of Chemical Reactions in Aqueous Solutions’.

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Grade 11 SHS STEM Strand students at PNHS are the primary demographic target of this

study. It was conducted during the second term of the academic year 2022-2023. This study is

limited only to 60 selected Grade 11 SHS STEM strand students enrolled during the academic

year 2022-2023.

This study was a pre-test and post-test quasi-experimental investigation that focused on

how the Vee mapping strategy will affect students' conceptual understanding of a few different

General Chemistry 1 topics. The instrument that was used is an adopted test in General

Chemistry 1, a Vee Map activity sheet, and lesson plans.

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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature

Science Education

Science education has been part and parcel of the curricular programs of basic up to

higher education. The science curriculum distinguishes the role of science and technology in

daily human activities. Sunga and Hermosisima claimed that science education is an important

key to succeed in today’s global knowledge environment profoundly shaped by science and

technology. Moreover, science education is vital in navigating the volatile, uncertain, complex,

ambiguous, disruptive, and diverse (VUCAD2) world, which is considered a new normal in

education. Morales reiterated that education in the modern world faces compounded

uncertainties due to globalization and the extensive and contemporary use of technologies.

Manalansan et al. stressed that it is imperative to develop the passion and love for learning in a

VUCAD2 world among students. However, many countries around the world face serious

challenges in science education. According to Kaptan and Timurlenk, the main problems include

insufficient teacher salary and professional development opportunities, students lack motivation

in studying, achievement gaps in science and math, large class size, inadequate school, and

intensive curriculum but lacking time allocation for science education. In the Philippines, science

education is likewise ailing.

Orleans revealed that the existing state of science education in the country, mostly in the basic

education level, lags behind other countries in the world. International and local studies have

revealed that Filipino students have low retention of concepts and inadequate reasoning and
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analytical skills. A large section of Grade 6 and fourth-year learners in specified schools cannot

apply perceptions to real-life problem-solving scenarios nor create an inquiry to explain a

problem; and student performance in Trends in International Mathematics and Science Study and

the National Achievement Test is constantly low. At the helm of the 21st-century society and the

onset of the fourth industrial revolution (FIRe), science learning remains to be confronted with

numerous challenges. Several studies have confirmed this scenario. Science education faces

problems such as scarcity of instructional resources, training of educators, and disapproval of

pioneering science teaching. Furthermore, Kaptan and Timurlenk stated that some of the pressing

challenges in learning science are an insufficient number of science teachers, lack of motivation

among learners and low self-assurance in learning science, huge numbers of students in every

class, broken connection with other lessons, inadequate number of laboratory equipment and

facilities, insufficient time distribution for science education despite the intensive curriculum.

With the inception of Education 4.0, students are likewise expected to be digitally literate to

learn science better. Restructuring current science education has re-focused on teaching the

learners to be conversant and conclusive about how science influences their lives and uses

scientific knowledge to solve difficulties. This is congruent with the Philippine science education

under the K to 12 curriculums which puts science education at the core of emerging scientific

literacy among learners that will formulate them to be knowledgeable and participative citizens

who can formulate verdicts and concerning applications of scientific knowledge that may have

social, health, or environmental impacts. Hence, this prompted the researchers to find out the

effectiveness of Vee mapping strategy in student’s achievement test and motivation.

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Science Education in the Philippines

According to Ambag, our country's state of science education is not considered at

strength. Results from the year 2014 shows the passing rate for the national achievement test

(NAT) for grade six pupils is only 69.21%. The passing rate for secondary schools appears to be

worse, only having a passing rate of only 46.38% from 2010 statistics. Other international

surveys such as Trends in International Mathematics and Science Study (TIMSS) showed that

the Philippines has exhibited a consistently abysmal performance. In the Philippines, most of the

students are facing several challenges, examples are family problem, poverty, and large number

of students in each classroom, lack of motivation and low self-confidence, difficulty in science

and bullying. Each of these problems put a great impact on the students’ learning process.

Science education in the country is at its edge. When it comes to science, numerous aspects can

be attributed to the country's current dilemma. Some of these are the scarcity of educators in the

country, lack of teaching space and absence of science laboratories, the poor quality of students’

learner’s module, and numerous educators reporting that the books are outdated and flooded with

errors. As mentioned earlier, Philippine education's problems harshly limit how most public

schools can teach science to their students. Knowing these restrictions in science teaching, it is

not a surprise how our fellow Filipinos perceive science. From one of the best in Asia, the

country’s state when it comes to science education, is now known to be lagging behind other

countries specifically in the Southeast Asian region, such as Thailand, Malaysia, and Singapore,

in terms of excellence and access to instructional resources. Having the goal to have an

internationalized economy, higher educational institutions (HEIs) are mandated to produce

professionals. HEIs must ensure the relevance of science education program outcomes in the new

industrial era in which machine intelligence and disruptive technologies are transforming the
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educational setting. There is a requirement to consider the factors linked to the enthusiasm to

contribute and compete in a more globalized higher education setting, such as the diverse

pointers of quality and efficacy of Philippine higher education. The Department of Education

(DepEd) in the Philippines implemented the new K-12 Curriculum, which started in school year

2012-2013 by virtue of Republic Act No. 10533 or the Enhanced Basic Education Law of 2013.

The new science curriculum program includes many modernizations in terms of planning

competencies, integrating each branch of science in every grade level, mode of instruction, and

learning pedagogies.

Chemistry

Chemistry occupies a central and unique position among various science subjects offered

at Secondary School level and is at the core of every science based professions. This is the

reason why a credit pass in chemistry remains a requirement for such courses at the tertiary level

of education. Chemistry is the branch of science that deals with the properties of different atoms;

how they are linked together to form molecules; and the interaction of various kinds of

molecules with one another and the accompanying energy changes (Adeyemo, 2005). Chemistry

is also concerned with the utilization of substances and the creation of artificial ones (Njelita,

Udogu & Onwuachu, 2010). Chemistry is a subject that is very essential for human survival

because everything around us is chemistry; the air we breathe, the food we eat, our cloths, where

we live and work are all aspects of chemistry. In spite of the central and importance of chemistry

among other science and related disciplines students’ performance in chemistry has consistently

been unimpressive (Njoku, 2004). It was also revealed in the study of Owolabi & Adeyemo

(2007) that students’ performance in secondary school level chemistry is generally poor. Many

factors such as being mathematical and with large number of abstract concepts and laws; and use
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of poor teaching methods by chemistry teacher’s account for students’ poor performance (Njoku,

2004). Akinleye in Njoku (2004) observed that students’ poor performance in practical aspect of

the subject contributes substantially to the high failure rates in secondary school level chemistry.

The West African Examination council (WAEC) Chief examiners’ Report (2005) has indicated

that students have many weaknesses in the practical aspects of the chemistry examination and

this might be due to the fact that most of the time, science (chemistry inclusive) is taught to the

students/learners using descriptive or lecture method instead of hands-on approach. Chemistry is

an activity-oriented subject and which conceptual understanding depends on some level of

practical activities. Thus, Federal Ministry of Education (2002) guidelines on the Inspection of

Chemistry in Secondary Schools and Technical Colleges recommended that chemistry should be

taught using activity oriented and participatory methods for effective learning through conduct of

practical chemistry in secondary schools. Mustapha (2009) suggested the shift to student-

centered learning which encourage inquiry and activity base learning. Activity enhances active

participation of the learner. Manipulation and experimentation in the laboratory are examples of

activity based learning. Functional education is a holistic and educational experience that is

focused on the identification of situational problems, gathering of information to make decisions

in a world of challenges and realities of life, enhancing users and end users to acquire

knowledge, skills and attitudes to showcase new concepts as a vehicle of globalizing such

countries or state for meaningful co-existence, sustainability and developments (Adewale,2014).

Chemistry Instruction in the K-12

K-12 chemistry instruction focuses on real-life situations and usher’s improvisation and

localization. The research highlighting the benefits of authentic learning, together with a growing

interest in providing students with more engaging, thought-provoking learning opportunities, has
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prompted teachers at all grade levels to experiment with incorporating inquiry-based learning

into their curriculum. But interest alone does not directly translate into effective implementation

of new models. Indeed, “learning by doing” has a somewhat checkered track record, in part

because teachers often lack the information, support, and tools necessary to fully integrate and

support this alternative approach to teaching and learning (Barron & Darling-Hammond, 2008).

K-12 chemistry instruction employs inquiry-based learning and performance-based

learning though the utilization of varied strategies. Friesen and Scott (2013) suggests that

inquiry-based approaches to learning positively impact students’ ability to understand core

concepts and procedures. Inquiry also creates a more engaging learning environment (Friesen &

Scott, 2013).

As one important element of the K-12 curriculum, inquiry-based learning was employed

in chemistry instruction. Inquiry-based learning offers promise in supporting students to become

thoughtful, motivated, collaborative, and innovative learners capable of engaging in their own

inquiries and thriving in a world of constant change (Student Achievement Division-Ontario,

2013). There is little doubt that starting the learning process from the students’ own point of

interest, or at least with their understanding of why they should learn a specific topic, might

serve as a powerful tool for a meaningful learning process. Orion (2007) suggested in his study

that the learning process should start with a “meaning construction” session, where students

could discover what interested them about a particular subject

Vee Mapping

Vee mapping is another learning activity (strategy), which involves making of a V-

shaped representation with two sides, that is, the theoretical (thinking) side and methodology
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(doing) side. The Vee mapping strategy was designed by Gowin (1970) from the Vee heuristic

derived from his interest in the structure of knowledge and work dealing with problems of

laboratory instruction. The formal definition of heuristic is a method of solving problems by

finding practical ways of dealing with them or learning from past experience (Hornby, 2002).

For purposes of this research, heuristic teaching/education is one, which encourages students to

learn by discovering things for themselves. Gowin’s epistemological concerns are part of a more

general effort in theory development for any act of teaching (Novak & Gowin, 1983). He came

up with ten key elements as illustrated in Figure 2, showing the general form of the Vee.

Figure 2: Gowin’s Vee heuristics showing the ten elements included in this representation

for the structure of knowledge.

Gowin’s outlines the following procedure for constructing a Vee map:

1. Identify the “focus” question or questions and the events or objects observed to answer the

questions. These first steps can be difficult thus leading to much useful class discussion.

2. Identify the eight other elements on the Vee. This step can also be very challenging
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3. Map out the identified elements in their respective positions on the Vee.

4. The end product is a Vee map, which shows hierarchical organization of the key elements of

knowledge.

The benefits of Vee mapping include the ability to make students understand the general

worldview and philosophy guiding the inquiry and the beliefs about the nature of knowledge

being sought. It also enables learners to become aware of relevant concepts and theories, the data

recording and transforming procedures as well as the knowledge and value claims that derive

from the inquiry. It therefore allows students to understand the interplay between conceptual and

methodological elements involved in practical work and facilitates integration of each element

into the learner’s cognitive meaning frameworks. This departs widely from the usual practice in

school learning where rote memorization of knowledge is emphasized. Vee maps can therefore

be constructed for laboratory exercise/practicals, a textbook description of an experiment or a

research study.

When students perform a laboratory investigation and “place it on the Vee” they are often

surprised to learn that different principles or theories considered on the “left side” will lead to an

expectation of different knowledge claims. Novak and Gowin, further notes that science students

may be surprised to learn that every knowledge claim can also be the basis for a value claim. In

conclusion, Vee mapping produces on paper the structure of the unit of knowledge being studied.

It is therefore a valuable instructional tool since it enhances understanding and use of knowledge.

Novak and Gowin carried out research studies on use of Concept mapping and Vee mapping

strategies with high school students in Ithaca, New York. The results of the study showed that

most students were successful in using the Concept mapping and Vee mapping strategies and

that the performance also improved. The best explanation to this is that CVMS produce
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meaningful learning, which leads students to organize knowledge hierarchically with consequent

improvement in their ability to use this knowledge.

Advantages of Vee Mapping

Roehrig, Luft and Edwards (2001) mentioned three important reasons which govern/

favours the use of vee diagram. First one is, use of Vee map provides a format for students to

construct their knowledge about a science concept, secondly vee maps can demonstrate the

process by which a student constructs knowledge and third one is vee maps can be graphical

formats which encourage communication. Findings of the research conducted by Thorn and

Myers (2010) reported a statistically significant difference in content knowledge achievement of

students taught through Vee mapping (treatment group) to students taught through traditional

laboratory reports. It further adds that students taught through vee mapping method achieved

higher than those who taught through traditional laboratory report. Kumuda (2009) analysed

relative effects of vee mapping method in comparison with lecture method on achievement in

Physics of standard XII students and reported that the gain score obtained by students taught

through vee mapping method is significantly higher than the gain score obtained by students

taught through lecture method. Evren and Sülün (2010) concluded that V-Diagram has more

positive effects on student’s achievement and retention when compared to the effects of teaching

carried out through laboratory methods. Thorn and Myers (2010) mentioned that when students

utilised Vee map, they no longer conduct laboratory activities to just answer questions on a

report. Now students conduct and form their own conclusions rather than try to reproduce the

same answers as their peers or what they read from the book.
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Vee Mapping on students Conceptual Understanding

Vee diagram was an effective media to achieve meaningful learning and it was able to

develop metacognitive thinking skills. The use of Vee diagram could facilitate students to learn

better (Njue P and Magana T. 2016). Implementation of Vee diagram also has a good influence

on the process and students’ outcomes and also can be used as a teaching and learning strategy

which allows students to explore and understand the specific knowledge (Calais, 2009). Vee

diagram could help students, teachers, or researchers to understand the object of research related

to the questions and solutions of the problems (Chamizo, 2012). These indicated that Vee

diagram is an invaluable tool in the learning process which leads students to construct their own

knowledge in accordance with the principles of constructivism. Evren & Sulun, 2010 revealed

that Vee diagram engaged students to construct their own knowledge, so it made the learning

process more meaningful. The use of Vee diagram also could stimulate metacognitive skills and

provide accurate information to students (Vanhear,2012). Mind mapping or mind map was firstly

investigated by Novak in the late 1970s, but it popularized by Tony Buzan. According to Buzan

(2012), mind map was an external expression of an integrated knowledge in the individual mind.

The mind map can be used in various phases of instruction, for example, to revise, practice and

improve knowledge, and as a feedback (Simonova 2014). Novak revealed four ways the use of

mind map, that is mind map as a learning strategy, teaching strategy, a medium to construct the

concept and content of a single subject and instruction, and a medium to gather information of

students’ comprehension. Mind mapping was a form of writing notes creatively and effectively,

easy and efficient for students to generate their ideas, and to notes materials or tasks.
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Related Studies

Vee Mapping

In the research paper done by Gaiya & Yunana (2020), “The impact of Vee Mapping

Strategy on Chemistry Students’ Performance in Quantitative Analysis in Kaduna State Nigeria”

investigated the impact of vee mapping strategy on chemistry students’ performance. The

pretest-posttest experimental control design was employed. With a total of 80 students assigned

randomly as experimental and control groups. Wherein experimental undergoes vee mapping

strategy and control as conventional practical method. The result shows that students in the

group of experimental group outperformed their counterparts in the control group. No gender

differences emerged when male and female used vee mapping strategy. It was concluded that the

strategy is gender friendly thus science teachers should utilize the strategy.

Polancos (2021) conducted a study of “Vee Diagram and Concept Mapping on the

Achievement of Students in Chemistry”. It followed a quasiexperimental and a non-equivalent

comparison group approach. The experiment involved two classes of third-year students of Liceo

de Cagayan University High School in Cagayan de Oro City. Both set-ups take same Pre-test and

post-test exams before intervention. The t-test and analysis of Covariance (ANOCOVA) were

used to interpret the result pf the study. The POT result shows that there is no significant

difference in students’ achievement between these two approaches: Vee Diagrams and Concept

Maps. Evidently, both helps students develop a rich system of concepts and their learning

strategies that stimulate learners not only to use concepts that have already internalized but also

to build conceptual interconnections. The conceptual interconnections that help students

formulate theoretical explanations about observed changes. Teachers should stimulate students to
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integrate knowledge from the various scientific disciplines. The findings point to the importance

of emphasizing connections between concepts in high-school Chemistry instruction.

In the research paper done by Lehman, “Mapping Biological Concepts: Concept-Vee

Maps An Improver Of Students’ Performance In Photosynthesis”. The results of an experiment

that compared the effectiveness of the use of integrated Concept-Vee mapping (CVM) against

that of Concept mapping (CM) and Vee mapping (VM) in teaching and learning of the light

stage and Calvin cycle of photosynthesis. The study adapted a quasi-experimental and a non-

equivalent comparison group approach. A sample size of 125 was selected through a purposive

sampling technique. A photosynthesis achievement test (PAT) is developed, and used for both

pre-test and post-test. Results of the study showed that the difference between concept mapping

and concept-vee mapping instructional groups is statistically significant in favour of concept-vee

mapping group. While the difference between concept mapping and vee mapping instructional

groups is not statistically significant. Thus, the integrated use of CMs and Vee Maps/Heuristics

(CVM), in teaching and learning of the light stage and Calvin cycle of photosynthesis leads to

higher student achievement compared to concept mapping or vee mapping alone.

In another study, “The effect of a vee-mapping strategy on students' perceptions of

laboratory activities”. Practical work is considered important for learning science, by teachers

and science educators. This acceptance though, has been reported as based on intuition rather

than evidence. A significant proportion of class time is occupied with doing practica1 work. The

results of the study showed that students believed they had gained more from both the pre-

laboratory and post-laboratory discussions after the vee-mapping strategy had been implemented.

There was a significant gain in their ability to identify pre-requisite concepts of an experiment.

However, there was no increase in their ability to identify the purpose or the experimental
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outcomes of a laboratory exercise. The teacher found the vee-mapping strategy easy to

implement into the pre-laboratory and post-laboratory discussions

Student’s Performance in Chemistry

In research from Margaret Oginni et al. (2003) “School Factors as Correlates of Students’

Achievement in Chemistry”, there is abundant research evidence to support the view that when

Chemistry is taught in an enabling environment, a lot of enjoyable learning takes place. But in

reality this is not always so, the implication is that students' achievement in this subject still

continue to dwindle. The study aimed at finding the extent to which school factors predict senior

secondary school students' achievement in Chemistry The sample used consisted of senior

secondary school Chemistry students and teachers drawn from fifty-seven (57) local

governments and development areas of Lagos state. The findings from the study shows that as

the conditions accrued to school factors improve, the performance of students in chemistry

improves.

According to a new research (Vivian,2018) the study investigates some of the factors

which affect the performance of Chemistry students in Secondary schools in Mbaitolu Local

Government Area in Imo State, following the general public outcry on the increasing rate of

examinations in the school system. For an effective research work the study sample of 50

teachers and 120 students were randomly selected from five secondary schools in Mbaitolu local

government area A15 item questionnaire was designed and administered on them. Four research

questions were formed. The factors tested includes; Teachers Academic performance, teacher’s

workload, teachers sex and parent’s attitude/educational background. The statistical techniques

employed were the frequency and the percentage for research questions. Therefore, the findings
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tell that research work are of immense value to the students, teachers, curriculum planners.

Examination bodies, Educators, the public and future researchers.

According to new research, “Study of Performance in Chemistry among Lower

Secondary Government Schools in Zanzibar”. (Anthony et al., 2019). The study was conducted

on 31 government schools shows that the performance has been poor and persistent.

Furthermore, it recommends heuristic approach of teaching intertwined with instructional

objectives to bring learners into meaningful learning and effective understanding guided by the

four domains of Bloom’s taxonomy with more motivational orientations and innovations.

In research from Sibomana et al., (2021), “Factors Affecting Secondary School Students’

Academic Achievements in Chemistry”. Secondary school students continue to consider

chemistry as difficult to learn and develop a negative attitude towards it. This leads to low

achievement in the subject and reduces their interest. Studies on students' achievement in

chemistry have been conducted and different instructional strategies of teaching and learning

have been provided. This study highlights the influence of teaching methods on students'

achievements, updating teachers on the factors affecting students' achievements in Chemistry,

misconceptions in chemistry instruction, and ways for remedying those misconceptions, as well

as methods for improving students’ academic achievements.

Synthesis

Science education is an important key to succeeding in today’s global knowledge

environment, profoundly shaped by science and technology (Sunga & Herosisima, 2016).

However, many countries around the world face serious challenges in science education (Kaptan

& Tirmurlenk, 2012). The existing state of science education in the country, mostly in basic
 23

education, lags behind other countries in the world. Filipino students have low retention of

concepts and inadequate reasoning and analytical skills. Science education in the country is at an

edge (Ambag, 2018). Science education is very significant in our daily lives. Different studies

show that science education here in the Philippines is slowly failing due to different factors

affecting its implementation.

In spite of the central importance of chemistry among other sciences and related

disciplines, students’ performance in chemistry has constantly been unimpressive, and

performance in secondary school-level chemistry is generally poor (Njoku, 2004). Factors such

as being mathematical and having a large number of abstract concepts and laws; and the use of

poor teaching methods by teachers (Owolabi & Adeyano, 2007). It is suggested that we shift to

student-centered learning, which encourages inquiry and activity-based learning (Mustapha,

2009). Inquiry-based approaches to learning positively impact students’ ability to understand

core concepts and procedures (Friesen & Scott, 2003). Studies show that there is a decline in

progress in the Chemistry subject here in the Philippines. Students have a hard time coping with

their lesson involving application in life and the theories that surround it. We therefore

concluded that it is really a great way of introducing a new strategy that will help students cope

with this problem, and that is by integrating the Vee mapping strategy.
 24

Chapter 3
METHODOLOGY

Research Design

This study used a quasi-experimental design, which is similar to a true experiment but

lacks random assignment to experimental and control groups. It aims to establish a cause-and-

effect relationship between independent and dependent variables. The main difference in a true

experiment is that groups are not randomly assigned. (Thomas, 2022) In addition, Boomsman et

al. (2009) assume the purpose of a quasi-experimental design is to evaluate the change in a

subject’s result that is caused by receiving the treatment compared to maintaining the treatment.

Participants

The respondents of the study were the 114 grade 11 STEM students of Pavia National

High School enrolled officially during the academic year 2022-2023. For the conduct of the

study, the research used a combination design, a type of quasi-experimental design. The

researchers choose two existing groups that appear similar, but only one of the groups undergoes

the treatment. The researchers also selected two classes at the same school that had the same

subject teacher in General Chemistry 1. The researcher conducted individual matching that

involves pairing participants with similar attributes such as sex and grades in general science to

determine the final 30 pairs of participants. Then the matched pair is split, with one participant

going to the non-vee group and the other to the vee group; this is to increase the interval validity

of the study because it would eliminate some of the most important confounding variables (R.L.,

2020).
 25

The study consisted of two existing groups: the Non-Vee Mapping Group and the Vee

Group. Non-Vee Group did utilize the traditional approach in General Chemistry 1, which Vee

Group undergoes in the treatment of Vee mapping strategy.

Researchers have chosen 15 students with the highest average in General Science from

their Grade 10 grades and another set of 15 students with the lowest average grade in General

Science in both the Non-Vee Group and the Vee Mapping Group. Furthermore, researchers have

chosen 15 female and 15 male respondents for each group which a total of 30 respondents in

both Non Vee Group and Vee Mapping Group.

Table 3.2 Distribution of Respondents

Respondents Final n
As a whole
Control Group
Male 15
Female 15
Experimental Group
Male 15
Female 15

Data Gathering Instruments

Adopted Test on Selected Topics in Chemistry

In this study, the researchers used an adopted test, which is a 45-item test, and a lesson

plan as instruments. There were two tests that were used by the researchers: the pre-test and the

post-test. A pre-test and post-test were conducted simultaneously for both the non-vee group and

the vee group. Here, the researchers adopted a General Chemistry Test limited to the scope of the

topics mentioned in the study.

 26

The adopted instrument was pilot-tested. The pilot test was conducted with Grade 11

STEM students of New Lucena National Comprehensive High School who officially enrolled for

the school year 2022-2023.

The reliability investigation of the adopted form of the chemistry test was administered

face-to-face for trial testing with the consent of the subject adviser and the principal of the

school. The reliability of the research instrument was analysed using Cronbach’s Alpha with

reliability of 0.878, indicating an acceptable internal consistency.

Vee Maps. These are researcher-made vee maps that were utilized by the teacher in

teaching three selected topics in chemistry, which are ‘Chemical Reactions and Chemical

Equations, and Types of Chemical Reactions in Aqueous Solutions’. The Vee Mapping activity

was then checked by three validators, two of whom are in the field of expertise in chemistry,

specifically a licensed Chemical Engineer and an Educator Major in General Chemistry. In

addition, the instrument was validated by an English teacher for grammar and techinical

checking.

The vee map was presented during the discussion by the teacher, wherein the teacher

utilized the vee elements to discuss every topic in Chemistry. After the discussion, the students

have been tasked to answer the vee mapping activity based on their understanding of the lessons.
 27

Figure 3.1 Vee mapping made by university Mathematics Teacher anchored in Gowin’s
epistemological vee which will be adapted in this study. (Afamasaga-Fuata’i, 2006,
2004)

Lesson Plan. Lesson plans created by the Department of Education (DepEd) for Grade 11

General Chemistry 1 were utilized by researchers.

A letter has been given to the principal as well as to the head of the science department

for permission and approval for the conduct of the study. A letter has also been sent to the

chemistry teachers that were involved for permission and assistance in facilitating the

implementation of the research. The significance and aims of the study were explained to the

teacher. The teacher who handles the experimental group has been oriented to the method of

using the vee mapping strategy. The same teacher assigned to the traditional group has been

informed in how the study was conducted.

The researcher adopted a test that was used as a pre-test and post-test. A 45-item test was

composed of 45 multiple-choice tests worth 1 point each. It modifies according to the: Part 1

includes the personal information of the respondents, like their names and sections. Part 2, the

test proper, consists of 45 multiple-choice questions.

 28

Data Gathering Procedure

The data was gathered according to these three systematic stages: the pre-experimental

stage, the experimental stage, and the post-experimental stage.

Pre-intervention phase. First, the researchers asked for the permission of the school.

Principal and the class adviser of Pavia National High School grade 11 STEM students by

making letters approved by the institution. The researchers administered the pre-test face-to-face

to the two sections before the teacher discussed the selected topics in General Chemistry. This

study consisted of two groups: the experimental group and the control group. The choice of

whether the group was subjected to the vee mapping strategy or the traditional approach was

determined through the toss-coin technique.

Pre-test. A pre-test was done by the control and experimental groups of STEM A and

STEM B at Pavia National High School. It is conducted to determine their pre-understanding of

the topics in General Chemistry 1. The items of the pre-test are focused on the topics ‘Chemical

Reactions and Chemical Equations, and Types of Chemical Reactions in Aqueous Solutions’’.

They have 60 minutes to finish the 45-item test.

Intervention Phase. The experimental group and control group both have the same

lessons and references. The topics that were discussed are: Chemical Reactions and Chemical

equations; and Types of Chemical Reactions in Aqueous solutions.

Different learning strategies were used in the learning materials for the experimental

group and the control group. Each group session lasted for an hour. On the other hand, in the

non-vee group, the teacher did not use a vee map in teaching the selected topics in General

Chemistry 1 and just referred to the traditional way of teaching the selected topics in General
 29

Chemistry 1. The control group was exposed to the traditional method, wherein the concepts

presented using vee mapping in the experimental group were converted and modified through

discussions.

The duration of the data gathering was exactly 10 days, which started on May 8, 2023,

and ended on May 19, 2023. The pre-test was conducted on May 8, 2023, and the post-test was

conducted on May 22, 2023.

Post-intervention phase. The Grade 11 students did take the post-test adopted test

following the two-week intervention program as part of the post-test. Statistical Package for

Social Sciences (SPSS) software was used to assess the post-test data to see if there was a

significant change in the students' conceptual understanding after being exposed to the vee

mapping strategy and traditional instruction approaches.

Post-test. A post-test was taken by the experimental and control groups of STEM A and

STEM B at Pavia National High School. The post-test has the same procedure as the pre-test, but

the post-test was conducted after giving all treatments to the experimental group. This was to

measure the effect of the treatment based on their scores in the general chemistry test. The items

and topics covered by the post-test are the same, but they have been reordered to reduce the

effects of repeated exercise.

Data Analysis Procedure

Statistical Tools Used

The very first thing that the researchers will do is conduct a pre-test and a post-test, then

check the individual responses of the students with 1 point for every correct answer, and after

that, they will encode their scores. Then the data will be analyzed to determine if the integration
 30

of vee mapping has an effect on the learning of selected topics in General Chemistry 1 concepts

among grade 11 STEM students.

The data for this study was statistically analyzed to answer specific questions and test

hypotheses.

The non-parametric tools for research are used in this particular study. The descriptive

statistics used the mean and standard deviation. For the inferential statistics, the Wilcoxon

Signed Rank Test and Mann Whitney Test are utilized. Mean. The mean is used to describe the

scores of students as reflected in their pre- and post-chemistry tests. Standard Deviation. The

standard deviation was used to quantify the amount of variation or dispersion of a set of data

values from the mean.

In determining the student’s conceptual understanding, the following criteria was

observed in their scores: To interpret the obtained mean scores in their test and the level of

conceptual understanding of the experimental group and control group, the following are:

Scale Description: 40-45 Very High Conceptual Understanding, 30-39 High Conceptual

Understanding, 20-29 Moderate Conceptual Understanding, 10-19 Low Conceptual

Understanding, 0-9 Very Low Conceptual Understanding.

 31

Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the results, findings, and analysis of data collected for this study.

Results and Discussions

This chapter presents the results, analysis, and interpretation of the data gathered to

determine the effect of vee mapping strategy in conceptual understanding of grade 11 students of

Pavia National High School in General Chemistry 1 Furthermore, this chapter discusses the

significant differences in the level of conceptual understanding of Grade 11 students in General

Chemistry 1 when grouped according to variables.

Descriptive evaluation between the level of conceptual understanding on selected topics in

general chemistry of the vee mapping and non-vee mapping groups in pre-test and posttest

Table 2

Descriptive evaluation between the level of conceptual understanding on selected topics in

general chemistry of the vee mapping and non-vee mapping groups in pre-test and posttest
Group Pretest Posttest
n M Description SD M Description SD

Non-Vee Moderate
Low Conceptual
Mapping 30 14.61 3.561 26.33 Conceptual 6.076
Understanding
Group Understanding
Moderate
Vee Mapping Low Conceptual
30 17.67 4.456 29.59 Conceptual 5.485
Group Understanding
Understanding
Note. 40-45 Very High Conceptual Understanding, 30-39 High Conceptual Understanding, 20-29 Moderate Conceptual
Understanding, 10-19 Low Conceptual Understanding, 0-9 Very Low Conceptual Understanding

Table 2 shows the descriptive evaluation between the level of conceptual understanding

on selected topics in general chemistry of non-vee mapping and vee mapping group. Pretest of
 32

the non-vee mapping group obtained a mean of 14.61 (SD=3.561), while the pretest of the

experimental group obtained a mean of 17.67 (SD=4.456). Both the mean of the groups were

interpreted having “Low Conceptual Understanding”. The posttest of the non-vee mapping group

obtained a mean of 26.33(SD=6.076) interpreted having “Moderate Conceptual Understanding”

which has the interpretation on the vee mapping group posttest that obtained a mean of 29.59

(SD=5.485).

The findings of this study corroborate Agustiya's (2017) assertion that the control group

should closely resemble the experimental group in terms of their initial (pre-intervention)

characteristics. The purpose of having a control group is to capture the potential outcomes that

would have occurred if the program or policy had not been implemented, essentially providing a

counterfactual scenario. Consequently, any disparities in outcomes between the experimental and

control groups can be attributed to the influence of the program or policy. These results support

that vee mapping strategy enhance students’ conceptual understanding and is an effective tool in

providing the retention of new knowledge.

Significant difference on the pre-test scores of students on selected topics in General

Chemistry 1 in Vee Mapping Group and Non-vee Mapping Group

Table 3

Significant difference on the pre-test scores of students on selected topics in General Chemistry 1
in Vee Mapping Group and Non-vee Mapping Group
N SD Mean Sig. Remarks

Vee Mapping Group 30 4.46 17.67 .209* Not Significant

Non-vee Mapping Group 30 3.356 14.61
Note: *p<.05
 33

Table 3 presents Wilcoxon Signed Ranks Test on the pre-test scores of students on

selected topics in General Chemistry 1 in Vee Mapping Group and Non-vee Mapping Group. As

shown in Table 5, the mean of the vee mapping group in pretest is (M=17.67, SD=4.46) was

higher than that of the pretest score of non-vee mapping group (M=14.61, SD=3.356). There is no

significant difference found between the pretest scores in conceptual understanding between

non-vee mapping group and vee mapping group.

The results having no significant difference between the two pretest scores suggests that

both vee mapping and non-vee mapping group are on the same conceptual knowledge during the

pre-intervention. The findings of this study corroborate Agustiya's (2017) assertion that the

control group should closely resemble the experimental group in terms of their initial (pre-

intervention) characteristics

Significant difference on the postest scores of students on selected topics in General

Chemistry 1 in Vee Mapping Group and Non-vee Mapping Group

Table 4

Significant difference on the posttest scores of students on selected topics in General Chemistry
1 in Vee Mapping Group and Non-vee Mapping Group
n SD Mean Sig. Remarks

Vee Mapping Group 30 5.48 29.59 .580* Not Significant

Non-vee Mapping Group 30 6.07 26.33
Note: *p<.05

Table 4 presents Wilcoxon Signed Ranks Test on the pre-test scores of students on

selected topics in General Chemistry 1 in Vee Mapping Group and Non-vee Mapping Group. As

shown in Table 5, the mean of the vee mapping group in posttest is (M=29.59, SD=5.48) was
 34

higher than that of the posttest score of non-vee mapping group (M=26.33, SD=6.07). There is no

significant difference found between the posttest scores in conceptual understanding between

non-vee mapping group and vee mapping group.

The results having no significant difference between the two posttest scores suggests that

both vee mapping and non-vee mapping group are on the same conceptual knowledge during the

post intervention.

Significant difference between the pretest and posttest scores of students in Non-Vee

Mapping Group

Table 5

Significant difference between the pretest and posttest scores of students in Non-Vee Mapping
Group
n SD Mean Mean Sum of Z Sig. Remarks
Rank Rank
Pretest 30 3.561 14.61 1.50 3.00 4.884 .000* Significant
Posttest 30 6.076 26.33 17.50 525.00
Note: *p<.05

Table 5 presents a Wilcoxon Signed Rank Test was employed to determine the

significant difference between the pretest scores and posttest of students in Non-Vee Mapping

Group. There was a significant difference between the pretest (M= 14. 61, SD=3.561) and

posttest (M=26.33, SD=6.076) scores in non-vee mapping group. The median posttest ranks

were statistically significantly higher than the median pretest ranks, Z= 4.884, p= .000. The

result meant that the learners' conceptual understanding in selected topics in General Chemistry 1

from pre-intervention increased. This is only true at the .05 level of significance.
 35

Significant difference between the pretest scores and posttest of students in Vee Mapping

Group

Table 6

Significant difference between the pretest and posttest scores of students in vee mapping group
n SD Mean Mean Sum of Z Sig. Remarks
Rank Rank
Pretest 30 4.456 17.67 0.00 0.00 5.453 .000* Significant
Posttest 30 5.485 29.59 20.00 780.00
Note:
*p<.05

Table 6 presents a Wilcoxon Signed Rank Test was employed to determine the

significant difference between the pretest scores and posttest of students in Vee Mapping Group.

There was a significant difference between the pretest (M= 17.67, SD=4.456) and posttest

(M=29.59, SD=5.485) scores in vee mapping group. The median posttest ranks were statistically

significantly higher than the median pretest ranks, Z= 5.453 p= .000. The result meant that the

learners' conceptual understanding in selected topics in General Chemistry 1 from pre-

intervention increased. This is only true at the .05 level of significance.

Significant difference of mean gains between the pretest scores and posttest of students’

conceptual understanding on selected General Chemistry 1 Topics

 36

Table 7

Significant difference of the mean gains between the control and experimental group of students’
conceptual understanding on selected General Chemistry 1 topics
Rank
n Rank Total U Z P
Average
Non-Vee Mapping
30 37.80 1247.50 600.500 -.488 .626*
Group
Vee Mapping
30 35.40 1380.50
Group
Total 60
p* < .05 significant

Table 7 presents a Mann-Whitney U test was used in order to determine whether there is

a significant difference in mean gains between the pretest scores and posttest of students’

conceptual understanding on selected General Chemistry 1 topic. Table 7 shows the conceptual

understanding rank average of the Non-Vee Mapping Group is at 37.80, and the conceptual

understanding rank average of the Vee Mapping Group is at 35.40. There is a 2.4-point

difference between the rank averages of the two groups. According to this analysis, the value

(U= 600.500, p > .05) obtained shows that there is no significant difference between the two

groups. This result shows that the students’ conceptual understanding on selected General

Chemistry 1 topics between Non-Vee Mapping Group and Vee Mapping Group is the same.
 37

Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary, findings, conclusions, and recommendations of this research

study.

Summary of the Study

This study aimed to determine the effect of the vee mapping strategy on the

conceptual understanding of grade 11 students at Pavia National High School in General

Chemistry 1 for the academic year 2022-2023. Specifically, it sought to answer the

following questions: 1. What is the level of conceptual understanding on selected topics in

chemistry of the Vee Mapping and Non-vee Mapping groups in the pre-test and post-test?

2. Is there a significant difference in the pre-test scores of the Vee and Non-vee group? 3.

Is there a significant difference in the post-test scores of the Vee and Non-vee mapping

group? 4. Is there a significant difference on the pre-test and post-test scores of the Vee

mapping group and Non- vee mapping group? 5. Is there any significant difference

between the mean gains in the conceptual understanding of Vee mapping group and

Non-vee mapping group? The respondents of this study were the chosen Grade 11 students

of Pavia National High School who were officially enrolled in Academic Year 2022–2023.

This study utilized purposive random sampling. Data were gathered using an adopted test

questionnaire. The data gathered was analyzed and interpreted using the mean, standard

deviation, and non-parametric tests, which are the Wilcoxon Signed Ranks Test and Mann-

Whitney Test, to determine the effectiveness of the vee mapping strategy on the grade 11

STEM students.
 38

Summary of Findings.

The following were the answers on the questions in this study through the obtained

results that were analyzed and interpreted:

1. The pretest of the control group obtained a mean of 14.61 (SD = 3.561), while

the pretest of the experimental group obtained a mean of 17.67 (SD = 4.456).

Both the means of the groups were interpreted having "Low Conceptual

Understanding". The post-test of the control group obtained a mean of 26.33

(SD = 6.076), while the experimental group post-test obtained a mean of 29.59

(SD = 5.485). Both the means of the groups were interpreted having "Moderate

Conceptual Understanding".

2. The mean of the vee mapping group in pretest is (M=17.67, SD=4.46) and the

pretest score of non-vee mapping group (M=14.61, SD=3.356). There is no

significant difference found between the pretest scores in conceptual

understanding between non-vee mapping group and vee mapping group (Sig.

=.209) . The mean of the vee mapping group in posttest is (M=29.59, SD=5.48)

and the posttest score of non-vee mapping group (M=26.33, SD=6.07). There is

no significant difference found between the posttest scores in conceptual

understanding between non-vee mapping group and vee mapping group (Sig.

=.580).

3. Wilcoxon Signed Ranks Test result regarding the non-vee mapping group

students’ pre-test and post-test scores The mean of the non-vee mapping group
 39

in the posttest (M = 26.33, SD = 6.076) was higher than that of the pretest score

(M = 14.61, SD = 3.561). A significant difference was found between the pre-

and post-academic performance of the non-vee mapping group (Z = -4.884b,

Sig =.000). While the mean of the vee mapping group in the posttest (M =

29.59, SD = 5.485) was higher than that of the pretest score (M = 17.67, SD =

4.456), A significant difference was found between the pre- and post-academic

performance of the vee mapping group (Z = -5.453b, Sig =.000).

4. There was no significant difference found between the pre- and post-academic

performance of the vee mapping group (Z = -.488b, Sig. =.626.

Conclusions:

Based on the research study conducted, the following conclusions can be drawn:

1. The level of conceptual understanding on selected topics in General Chemistry 1 in

the pre-test for both groups was low. Which is expected for the reason that the

respondents haven’t yet studied the lesson thoroughly. Furthermore, in the post-test

results, both groups have moderate conceptual understanding. Depicting that

students have difficulties in the chosen topics in General Chemistry 1, which are

"Chemical Reactions and Chemical Equations, and Types of Chemical Reactions in

Aqueous Solutions," considers them complicated topics to learn.

2. There was no significant difference in the pre-test scores of the two groups, the

Non-vee mapping group and the vee mapping group. This indicates that the groups
 40

are equivalent in their entry level, meaning that both groups were comparable. In

addition, in the post-test of the Vee Group and Non-Vee group, the findings show

that there was also no significant difference. Researchers have considered the

subject teacher’s difficulty in implementing the Vee Mapping Strategy because it is

not a well-known strategy yet. Another variable that contribute to the findings of

the study was that students had difficulty understanding some of the vee elements.

3. There was a significant difference in the pre-test and post-test scores of the two

groups, the Non-vee mapping group and the vee mapping group, indicating that

there was an improvement in students’ performance in General Chemistry 1.

Futhermore, in the comparison of the mean of the two groups, the vee group and

the non-vee group have a quite similar mean score. Depicts that both groups

perform at the very same level of conceptual understanding in General Chemistry 1.

4. There was no significant difference between the mean gains in conceptual

understanding of the Vee group and the Non-Vee group. A possible reason for the

lack of significant difference may have resulted from the post-intervention phase of

the lesson. The traditional method and vee mapping strategy are similar in their

teaching strategies as they both discuss the topics in General Chemistry 1.

However, the two strategies differ markedly in the approach to pre-intervention, as

vee mapping develops the focus question, highlights the procedure, and introduces

the associated concepts, theories, and principles, whereas the traditional method

does not. A further possible explanation for the lack of difference is that the

treatment of the vee mapping strategy was not well implemented. The study has a

limited time frame of just about 2 weeks of intervention. For that reason why the
 41

findings of this study shows there is no significant difference between the Non-Vee

group and the Vee group.

Recommendations

Based on the findings and conclusions of the study, the following are hereby recommended:

Based on the findings and conclusions draw, the following recommendations are
advised:

1. Teachers may utilize a more interactive environment by exposing the students

to actual experiments related to the process of chemical reaction. In addition,

students are recommended to put more effort into learning in different ways,

like watching educational videos and reading more about the said topic.

2. Researchers suggest that further research should be conducted into Vee-

mapping, but on a larger sample and for a longer time period, to reveal if

gains in learning occur. It would be particularly interesting to see whether

significant gains are made over a slightly longer teaching period using the

Vee mapping strategy.

3. Teachers and student should be sensitized on the use of meta-cognitive

methods such as Vee map or any conceptual based strategy to enhance

student performance.

4. Teachers are encouraged to motivate student’s early interest in practical

activities and utilize more student-centered activities by supervising them in

their work.
 42

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Vee mapping with junior high school science students. Science Education, 67, 625-645.
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Recent developments and remaining challenges for substantive improvements. The
Australian Educational Researcher, 34(1), 33–54. https://doi.org/10.1007/bf03216849
Polancos, D. T. (2011). Effects of Vee Diagram and Concept Mapping on the Achievement of
Students in Chemistry. Liceo Journal of Higher Education
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Proctor, C. (1984). Teacher expectations: A model for School Improvement. The
Elementary School Journal, 469 – 481.
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Rafanan, R. J. L., De Guzman, C. Y., & Rogayan, D. V. Jr. (2020). Pursuing STEM careers:
Perspectives of senior high school students. Participatory Educational Research, 7(3), 38-
58. https://doi.org/10.17275/per.20.34.7.3
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state university from 2008-2018: A tracer study. The Normal Lights, 14(1), 56-79.
Sunga, D. L., & Hermosisima, M. V. C. (2016). Fostering better learning of science concepts
through creative visualization. The Normal Lights, (Special Issue), 50 – 63.
Tan, M. C. (2010). Science education in the Philippines: Where to? In current challenges in basic
science education. UNESCO.
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Jalmasco, N.M. (2014). Science education realities. The Manila
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realities/100096/
Toh, K. A., B. T.Ho, M. K. Chew, & J. P. Riley 2003 Teaching teacher knowledge and
constructivism. Educational Research Policy for Policy and Practice, 2, 195-204.
UNESCO (2010). Current challenges in basic science education. UNESCO Education Sector.
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learning about science in the twenty-first century: Exploring the abilities and constraints
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1245#:~:text=The%20traditional%20method%20of%20teaching,lead%20to%20teacher

%2Dstudent%20interaction.
 45

Appendix A
Letter Of Permission To Conduct The Study
 46

February 17, 2023

DR. LOURDES A. MONTEFRIO
Principal IV
Pavia National High School
Evangelista St, Pavia Iloilo

Dear Dr. Montefrio,

Greetings of peace and good health!

We, the BSED Science 3-A of Iloilo Science and Technology University- Lapaz Campus are
currently conducting our study entitled, “Vee Mapping Strategy on Conceptual Understanding of
Grade 11 STEM students” as one of our requirements in the subject, Research in Teaching
Science II. The purpose of this study is set to investigate the intervention of Vee Mapping
Strategy on conceptual understanding of Grade 11 Science, Technology, Engineering and
Mathematics (STEM) students in General Chemistry 1.

In line with this, we would like to ask earnestly request permission from your good office to
allow the grade 11 students to participate for they will serve as our respondents in the said study.
Rest assured that all answers will be held confidential and will be used only for the completion
of our requirements in Research in Teaching Science II
.
We are looking forward that our request would merit your positive response.

Thank you and God Blessed.

Respectfully yours,

ANGEL FAITH. S GOLINGAY

KREEZA JOY M. GUMBAN

Researchers

Noted by:

JOHN LORENCE D. CAMACHO

Research Adviser

Approved by:

DR. LOURDES A. MONTEFRIO

 47

Principal IV, PNHS

February 17, 2023

DR. SIENA G. CAJILIG
Head, Senior High School Science Department
Pavia National High School
Evangelista St, Pavia Iloilo

Dear Dr. Cajilig,

Greetings of peace and good health!

We, the BSED Science 3-A of Iloilo Science and Technology University- Lapaz Campus are
currently conducting our study entitled, “Vee Mapping Strategy on Conceptual Understanding of
Grade 11 STEM students” as one of our requirements in the subject, Research in Teaching
Science II. The purpose of this study is set to investigate the intervention of Vee Mapping
Strategy on conceptual understanding of Grade 11 Science, Technology, Engineering and
Mathematics (STEM) students in General Chemistry 1.

In line with this, we would like to ask earnestly request permission from your good office to
allow the grade 11 students to participate for they will serve as our respondents in the said study.
Rest assured that all answers will be held confidential and will be used only for the completion
of our requirements in Research in Teaching Science II.

We are looking forward that our request would merit your positive response.

Thank you and God Blessed.

Respectfully yours,

ANGEL FAITH. S GOLINGAY

KREEZA JOY M. GUMBAN

Researchers

Noted by:

JOHN LORENCE D. CAMACHO

Research Adviser

Approved by:

DR. SIENA G. CAJILIG

 48

Head Coordinator, SHS Department

February 17, 2023
MRS. WELNA P. CALDERA
Faculty, Pavia National High School
Evangelista St, Pavia Iloilo

Dear Mrs. Caldera,

Greetings of peace and good health!

We, the BSED Science 3-A of Iloilo Science and Technology University- Lapaz Campus are
currently conducting our study entitled, “Vee Mapping Strategy on Conceptual Understanding of
Grade 11 STEM students” as one of our requirements in the subject, Research in Teaching
Science II. The purpose of this study is set to investigate the intervention of Vee Mapping
Strategy on conceptual understanding of Grade 11 Science, Technology, Engineering and
Mathematics (STEM) students in General Chemistry 1.

In line with this, we would like to ask earnestly request permission from your good office to
allow the grade 11 students to participate for they will serve as our respondents in the said study.
Rest assured that all answers will be held confidential and will be used only for the completion
of our requirements in Research in Teaching Science II.

We are looking forward that our request would merit your positive response.

Thank you and God Blessed.

Respectfully yours,

ANGEL FAITH. S GOLINGAY

KREEZA JOY M. GUMBAN

Researchers

Noted by:

JOHN LORENCE D. CAMACHO

Research Adviser

Approved by:

MRS. WELNA P. CALDERA

 49

Appendix B
Letter for Validators
 50

March 3, 2023
MRS. ELLEN MAE L. BERNOSA
New Lucena National Comprehensive High School
Sorrilla St. Brgy. Poblacion, New Lucena

Dear Mrs. Bernosa,

Greetings of peace and good health!

We, the BSED Science 3-A of Iloilo Science and Technology University- Lapaz Campus are
currently conducting our study entitled, “Vee Mapping Strategy on Conceptual Understanding of
Grade 11 STEM students” as one of our requirements in the subject, Research in Teaching
Science II. The purpose of this study is set to investigate the intervention of Vee Mapping
Strategy on conceptual understanding of Grade 11 Science, Technology, Engineering and
Mathematics (STEM) students in General Chemistry 1.

In line with this considering your expertise in Chemistry, may we request your expert opinion as
to the content validity of our lesson plan. Attached are copies of our Vee mapping activity sheet
and criteria. Please make corrections, comments, and/or suggestions on tour lesson plan content
and format.

We highly appreciate your positive response on this request.

Respectfully yours,

ANGEL FAITH. S GOLINGAY

KREEZA JOY M. GUMBAN

Researchers

Noted by:

JOHN LORENCE D. CAMACHO

Research Adviser

Approved by:

MA. ELLEN MAE L. BERNOSA

Researcher Validator
 51

March 3, 2023
MRS. LUCIL E. DONGUINES
New Lucena National Comprehensive High School
Sorrilla St. Brgy. Poblacion, New Lucena

Dear Mrs. Donguines,

Greetings of peace and good health!

We, the BSED Science 3-A of Iloilo Science and Technology University- Lapaz Campus are
currently conducting our study entitled, “Vee Mapping Strategy on Conceptual Understanding of
Grade 11 STEM students” as one of our requirements in the subject, Research in Teaching
Science II. The purpose of this study is set to investigate the intervention of Vee Mapping
Strategy on conceptual understanding of Grade 11 Science, Technology, Engineering and
Mathematics (STEM) students in General Chemistry 1.

In line with this considering your expertise in English, may we request your expert opinion as to
the content validity of our lesson plan. Attached are copies of our Vee mapping activity sheet
and criteria. Please make corrections, comments, and/or suggestions on tour lesson plan content
and format.

We highly appreciate your positive response on this request.

Respectfully yours,

ANGEL FAITH. S GOLINGAY

KREEZA JOY M. GUMBAN

Researchers

Noted by:

JOHN LORENCE D. CAMACHO

Research Adviser

Approved by:

LUCIL E. DONGUINES
Researcher Validator
 52

March 3, 2023
MS. MELODY B. MORATA, RCHE
This University
Natural Science Department

Dear Ms. Melody,

Greetings of peace and good health!

We, the BSED Science 3-A of Iloilo Science and Technology University- Lapaz Campus are
currently conducting our study entitled, “Vee Mapping Strategy on Conceptual Understanding of
Grade 11 STEM students” as one of our requirements in the subject, Research in Teaching
Science II. The purpose of this study is set to investigate the intervention of Vee Mapping
Strategy on conceptual understanding of Grade 11 Science, Technology, Engineering and
Mathematics (STEM) students in General Chemistry 1.

In line with this considering your expertise in Chemistry, may we request your expert opinion as
to the content validity of our lesson plan. Attached are copies of our Vee mapping activity sheet
and criteria. Please make corrections, comments, and/or suggestions on tour lesson plan content
and format.

We highly appreciate your positive response on this request.

Respectfully yours,

ANGEL FAITH. S GOLINGAY

KREEZA JOY M. GUMBAN

Researchers

Noted by:

JOHN LORENCE D. CAMACHO

Research Adviser

Approved by:

MS. MELODY B. MORATA, RCHE

Researcher Validator
 53

Appendix C
Research Instrument, Vee Mapping Activity Sheet
Adopted Test, Lesson Plans
 54

TEST IN GENERAL CHEMISTRY 1

Name: __________________________________ Strand: __________________ Score:

Part A. Instruction: Read each question carefully and choose the letter of the correct answer. Write it
on the blank provided after each number.

1. Based on the reaction shown in the picture below, what are the evidence that a chemical 1.
_______
reaction has taken place?

I. Change in color
II. Evolution of gas
III. Formation of precipitate
IV. Change in particle size
` A. I and II C. I, II and III
B. I and III D. I, II, III and IV
2. Which statement is true about the role of a catalyst in a chemical reaction based on the
figure below?

A. It slows down the reaction.

B. It increases the activation energy required in a reaction.
C. It decreases the activation energy required in a reaction.
D. It maintains activation energy required in a reaction.

3. Evolution of gas, an evidence of chemical reaction, can be observed when baking soda is
added to a vinegar. What do you think will happen when a student places 2g of baking soda
in a balloon and 100 mL of vinegar in an Erlenmeyer flask and the opening of the balloon
was stretch across the neck of the flask?

A. Bubbles will form and will collapse the balloon.

B. Bubbles will form and will crumple the balloon.
C. Bubbles will form and will expand the balloon.
D. Bubbles will form and will overflow from the flask.

For more additional details, please contact:

kreezajoy.gumban@gmail.com/af.golingay@gmail.com
Lesson Plan
 55

For more additional details, please contact:

kreezajoy.gumban@gmail.com/af.golingay@gmail.com

Vee Mapping Activity Sheet

56
 57

For more additional details, please contact:

kreezajoy.gumban@gmail.com/af.golingay@gmail.com
 58

Appendix D
Match-Pairing
 59

Match pairing of the respondents according to their general average in Science and their
sex.

Sex Non-Vee Group Average in Sex Vee-Group Average in

General Science General Science
F Student 1 97 F Student 1 97
M Student 2 96 M Student 2 96
F Student 3 96 F Student 3 96
M Student 4 95 M Student 4 95
F Student 5 94 F Student 5 94
M Student 6 93 M Student 6 93
F Student 7 93 F Student 7 93
M Student 8 93 M Student 8 93
F Student 9 92 F Student 9 92
M Student 10 92 M Student 10 92
F Student 11 92 F Student 11 92
M Student 12 92 M Student 12 92
F Student 13 91 F Student 13 91
M Student 14 91 M Student 14 91
F Student 15 90 F Student 15 90
M Student 16 88 M Student 16 88
F Student 17 86 F Student 17 86
M Student 18 86 M Student 18 86
F Student 19 85 F Student 19 85
M Student 20 85 M Student 20 85
F Student 21 85 F Student 21 85
M Student 22 84 M Student 22 84
F Student 23 84 F Student 23 84
M Student 24 84 M Student 24 84
F Student 25 83 F Student 25 83
M Student 26 83 M Student 26 83
F Student 27 83 F Student 27 83
M Student 28 82 M Student 28 82
F Student 29 82 F Student 29 82
M Student 30 81 M Student 30 81
 60

Appendix E

Result of Reliability Test

 61

Reliability Statistics

Cronbach's
Alpha N of Items

.878 45

Item-Total Statistics

Scale Mean if Item Scale Variance if Item Corrected Item-Total Cronbach's Alpha if
Deleted Deleted Correlation Item Deleted

Q1 23.2973 65.104 .449 .874

Q2 23.7297 66.369 .215 .878

Q3 23.1351 67.009 .330 .877

Q4 23.6486 65.623 .298 .877

Q5 23.6757 64.781 .408 .875

Q7 23.2973 66.159 .289 .877

Q8 23.7297 62.925 .669 .870

Q9 23.5405 65.811 .272 .877

Q10 23.7297 63.480 .594 .871

Q11 23.7027 62.604 .701 .869

Q12 23.8378 63.584 .652 .871

Q13 23.2973 65.548 .381 .875

Q14 23.8649 64.287 .573 .872

Q15 23.2973 65.715 .356 .876

Q16 23.2703 65.036 .485 .874

Q17 23.5135 65.590 .302 .877

Q18 23.7027 64.937 .394 .875

Q19 23.5676 63.586 .551 .872

 62

Q20 23.3243 65.225 .411 .875

Q21 23.5405 64.089 .489 .873

Q22 23.8378 66.417 .239 .877

Q23 23.3784 65.131 .395 .875

Q24 23.3514 66.512 .216 .878

Q25 23.5405 66.089 .238 .878

Q26 23.5676 65.419 .320 .876

Q27 23.6486 64.456 .445 .874

Q28 23.2973 66.104 .298 .877

Q29 23.6757 65.281 .344 .876

Q32 23.7838 66.452 .216 .878

Q34 23.2162 66.508 .296 .877

Q35 23.4865 65.479 .319 .876

Q37 23.8108 64.491 .499 .873

Q38 23.5135 66.368 .205 .878

Q39 23.4865 63.535 .569 .872

Q40 23.5405 64.144 .482 .873

Q41 23.3514 65.290 .386 .875

Q42 23.8108 65.935 .296 .877

Q43 23.9189 65.632 .417 .875

Q44 23.6486 65.901 .263 .877

Q45 23.6216 66.075 .240 .878

Q6 23.2973 67.715 .060 .880

Q30 23.7027 66.770 .160 .879

Q31 23.6216 67.297 .090 .880

 63

Q33 23.3784 67.464 .081 .880

Q36 23.3784 68.575 -.064 .882

Kuder-Richardson 21

Statistics

TotalScore

N Valid 37

Missing 0

Mean 24.0811

Variance 68.299

TotalScore

Cumulative
Frequency Percent Valid Percent Percent

Valid 11.00 1 2.7 2.7 2.7

12.00 2 5.4 5.4 8.1

13.00 2 5.4 5.4 13.5

16.00 1 2.7 2.7 16.2

17.00 2 5.4 5.4 21.6

18.00 1 2.7 2.7 24.3

19.00 3 8.1 8.1 32.4

20.00 3 8.1 8.1 40.5

22.00 4 10.8 10.8 51.4

23.00 3 8.1 8.1 59.5

26.00 1 2.7 2.7 62.2

27.00 1 2.7 2.7 64.9

 64

28.00 2 5.4 5.4 70.3

30.00 1 2.7 2.7 73.0

31.00 3 8.1 8.1 81.1

32.00 1 2.7 2.7 83.8

33.00 1 2.7 2.7 86.5

34.00 1 2.7 2.7 89.2

36.00 1 2.7 2.7 91.9

39.00 1 2.7 2.7 94.6

41.00 2 5.4 5.4 100.0

Total 37 100.0 100.0

 65

Appendix F

Analysis of Data Obtained from the Statistician

Descriptive Statistics

n Mean Std. Deviation

Wilcoxon
Signed NVPRETEST 30 14.61 6.076

NVPOST-TEST 30 26.33 5.485

VPRETEST 30 17.67 3.561

VPOST-TEST 30 29.59 4.456

 66

Ranks Test

Independent Samples Test

Levene's Test for Equality of t-test for Equality of

Variances Means

F Sig. t df

NVPREVPRE Equal variances assumed 1.608 .209 3.178 70

Equal variances not 3.238 69.795

assumed

Independent Samples Test

Levene's Test for Equality of t-test for Equality of

Variances Means

F Sig. t df

NVPOSVPOS Equal variances assumed .309 .580 2.389 70

Equal variances not 2.369 65.232

assumed

Test Statisticsa

NVPOST-TEST –
NVPRETEST VPOST-TEST - VPRETEST

Z -5.453b -4.884b

Asymp. Sig. (2-tailed) .000 .000

Mann-Whitney Test
 67

Test Statisticsa

NVMEANGAIN

Mann-Whitney U 600.500

Wilcoxon W 1380.500

Z -.488

Asymp. Sig. (2-tailed) .626

 68

Appendix G

Certification from the Statistician/Grammarian

May 28, 2023

 69

CERTIFICATION

This is to certify that this research study titled, “Vee Mapping Strategy On Conceptual

Understanding Of Grade 11 Stem Students”, prepared and sudmitted by Angel Faith S. Golingay

and Kreeza Joy M. Gumban, in partial fulfillment for the degree of Bachelor of Secondary

Education major in Science has been statistically processed and interpreted by the undersigned

using the Social Package for the Social Sciences (SPSS) version 25.

Signed:

DR. CRISTIE S. SUMBILLA

Statistician

July 20, 2023

 70

CERTIFICATION

This is to certify that the undersigned has reviewed and went through all the pages of the thesis

study titled, “Vee Mapping Strategy on Conceptual Understanding of Grade 11 Stem Students”

by Angel Faith S. Golingay and Kreeza Joy M. Gumban ligned with the set of structural rules

that govern the composition of sentences, phrases and words in English language.

Signed this 20th day of July in the year of our Lord, 2023 at

Signed:

Mrs. Lucille E. Donguines

Grammarian
 71

Appendix H
Evidences

Pre-Intervention

A pre-test was administered by the cooperating teacher on the vee mapping and non-vee
mapping groups.
 72

During Intervention

The teacher utilized the vee mapping strategy on the class evaluation and tasked students. Non-
vee mapping group utilized the conventional way of classes.
 73

Post-Intervention

The teacher administered the post test on both Vee mapping and Non-vee mapping groups.
74
 75

Appendix I

Researchers’ Curriculum Vitae

CURRICULUM VITAE

ANGEL FAITH S. GOLINGAY

 76

Address: Brgy. Bilidan, New Lucena, Iloilo

Contact number:
Email address: af.golingay@gmail.com

PERSONAL DATA

Age: : 21

Birth Date: : January 21,2002

Gender: : Female

Civil Status: : Single

Religion: : Roman Catholic

Citizenship: : Filipino

Father’s name: : Jose Alvin S. Golingay

Occupation: : Farmer

Mother’s name: : Felipa B. Golingay

Occupation: : OFW

EDUCATIONAL BACKGROUND
Primary: : Bilidan Elementary School
Secondary;
Junior High : New Lucena National Comprehensive High School
Senior High : New Lucena National Comprehensive High School
Tertiary: : Iloilo Science and Technology University
o Course: : Bachelor of Secondary Education Major in Science

CURRICULUM VITAE

KREEZA JOY M. GUMBAN

 77

Address: Sitio Cabunga, New Lucena, Iloilo

Contact number: 09106138788
Email address: kreezajoy.gumban@gmail.com

PERSONAL DATA

Age: : 21

Birth Date: : March 31,2001

Gender: : Female

Civil Status: : Single

Religion: : Roman Catholic

Citizenship: : Filipino

Father’s name: : Antonio J. Gumban

Occupation: : Farmer

Mother’s name: : Josephine M. Gumban

Occupation: : Housewife

EDUCATIONAL BACKGROUND
Primary: : New Lucena Central School
Secondary;
Junior High : New Lucena National Comprehensive High School
Senior High : New Lucena National Comprehensive High School
Tertiary: : Iloilo Science and Technology University
o Course: : Bachelor of Secondary Education Major in Science