Simplified Wave Energy Converter: An Apparatus for Teaching Energy Transformation

Abstract

This study developed and evaluated an instructional tool used to teach energy transformation processes to Junior High School students particularly Grade 9 students. This investigation employed a quantitative method utilizing developmental research design and a quasi-experimental pretest-posttest nonequivalent groups design comprising two classes from Pangdan National High School. The experimental group (30 students) received instruction with the aid of the simplified WEC apparatus, while the control group (30 students) was taught using conventional teaching methods that involve lectures. A reviewed and validated researcher-made evaluation tool for the Wave Energy Converter (WEC) apparatus to evaluate it as to its: Instructional Quality (GM = 3.78); Technical Quality (GM = 3.89); and Adaptability (GM = 3.86) all rated as “Very Good”. A validated test questionnaire for energy transformation was used to measure students’ conceptual understanding before and after the intervention. Statistical methods such as mean, standard deviation, frequency, t and p values, and item analysis were used to extract and examine the data. The results showed that both groups performed similarly, with the controlled group achieving a mean pre-test score of 14.23 (SD = 3.96) and the experimental group slightly higher at 14.63 (SD = 3.58). Following the intervention, both groups showed improvements in their post-test scores. The control group, which underwent traditional instruction, achieved a mean score increase from 14.23 to 18.53, reflecting a mean difference of 4.30. In contrast, the experimental group, which utilized the improvised Wave Energy Converter as an intervention in discussing energy transformation in systems, exhibited a more substantial improvement, with mean scores rising from 14.63 to 22.73, resulting in a difference of 8.10. The integration of the WEC-assisted approach in this study demonstrates how innovative instructional tools can foster deeper learning and better conceptual understanding in energy transformation. Technologically, it supports the development of localized instructional devices. Culturally, it encourages resourcefulness in education using contextually relevant tools. Societally, it promotes deeper scientific understanding among youth, empowering them to engage with energy and environmental issues more meaningfully.