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Context-Based Approach in the Teaching of Concave and Convex Lenses: Towards Students Motivation and Academic Performance

Luninging M. Dela Cruz, Dennis G. Caballes


The study of lenses is one of the least mastered skill in Physics. Students find it difficult to understand the concept of lens, ray diagramming and the lens equation. Henceforth, this study proposed a context-based lessons with topic and activities associated with the students’ authentic real life experiences that heightened learners’ enthusiasm and learnings. This research examined the effectiveness of the context-based lesson on students’ motivation level and conceptual understanding on the topic of Lens. This study was conducted at San Isidro National High School for two weeks participated by fifty (50) Grade 10 students. A quasi-experimental research one group pre-test and post-test was implemented to facilitate the collection of data. The following instruments: Lens Test (LT), Science Motivation Questionnaire (SMQ) were used to gather quantitative data. Statistical analysis revealed that there was a significant difference in the pre-test and post-test on academic performance. However, there is no significant difference in the students’ motivation before and after the conduct of the study.


Academic Performance, Context-Based Approach, Concave Lens, Convex Lens, Students’ Motivation

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