FORMATIVE ASSESSMENT USING MOBILE PHONE APPLICATIONS AND WORKSHEET IN TEACHING GENERAL PHYSICS 2

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FORMATIVE ASSESSMENT USING MOBILE PHONE APPLICATIONS AND WORKSHEET IN
TEACHING GENERAL PHYSICS 2
GERALD G. PAZ
Bicol University
Legazpi City, Philippines
paz.gersld12@gmail.com
EPIFANIA B. NUÑEZ
Professor, Bicol University College of Education
Legazpi City, Philippines
eppiebnunez60@gmail.com
Abstract
Physics is thought to be difficult subject among high school students due to poor grasp and understanding
on its concepts. Hence, the use of formative assessment incorporating mobile phone applications in instruction and
assessment promotes classroom engagement, monitors progress and provide immediate feedback that leads to the
increase of students understanding on the topic. Phet Mobile Phone Simulation and Socrative is a free and user-
friendly applications that engages students to the lesson provided by guided worksheets in doing activities and by
answering questions posed by teachers using their devices connected to the internet. This descriptive study develops
formative assessments integrating the use of mobile phone applications and worksheets and determined its effects on
student’s conceptual understanding, higher order thinking skills (HOTS) and attitudes towards Physics. Utilizing the
Bring Your Own Device (BYOD) in this study, developed lessons and formative assessment activities were employed
among Grade 12 Science, Technology, Engineering, and Mathematics (STEM) students at San Agustin (Stand Alone)
Senior High School for the school year 2019-2020. This study present its findings after implementation that there was
a significant difference between the students’ conceptual understanding and higher order thinking skills before and
after the conduct of developed formative assessments. More so, it was revealed that it had a positive effects on
students’ attitude towards Physics. Consequently, formative assessments using mobile phone applications and
worksheets in instruction enhances students’ understanding of concepts, HOTS, and increases engagement,
motivation, participation and enjoyment in General Physics 2.
Keywords: Physics education, General Physics 2, mobile phone application, formative assessments, higher order
thinking skills (HOTS), attitude
Declaration
This study was made possible and funded by Department of Science and Technology-Science Education
Institute (DOST-SEI) thru National Consortium for Graduate Science and Mathematics Education (NCGSME).
Introduction
The current society is under radical change on how it interacts and exchanges information. This
transformation is very evident in every sector of our society from government, industry, politics, healthcare, and
education. This change is brought mainly by technology which then makes many possibilities and turns an idea into
reality. Over the course of the year, most of the activities and transactions are already integrated with technology to
hasten the transfer of information, communication, services and even learning. This technology becomes even more
handy and mobile since the birth of smartphones where every services and transactions are adopting the use of this
device.
Currently, there are about 9.21 billion mobile connections globally (GSMA, 2019) and the average screen-
time spend by users on the phone is four hours per day (The Telegraph, 2018), where 90% is by using mobile
applications and 10% on mobile web (TechJury, 2019). This data has provided educators an opportunity to use
smartphones and mobile technology such as mobile applications as a gateway to deliver and access to learning. Hence,
the integration of technology in the classroom has paved the way for new opportunities and enrich the student learning
experience by providing new avenues to enhance student engagement. This is very evident as provided by number of

studies which provided proofs that using technology in the classroom significantly improve the methods of teaching,
interests of the students and assessments which positively impact the students’ understanding, skills and attitude.
The primary use of technology in the modern and digital classroom aims to enhance students’ capacity of
learning, sparks interest and develop the 21st century skills which can be done through formative assessment. Using
technology-assisted formative assessment helps to improve classroom communications, support the formative
assessment practices and creates an effective learning environment that promotes learning (Irving, 2015 & Elmahdi,
et.al, 2018). Thus, Leonidas (2019) asserted that using mobile applications in classroom can influence students
learning, skills and attitudes that offers multitude of opportunities to learn and acquire knowledge.
In line with this, the use of technology and the practice of formative assessments are given emphasis by the
onset of the K to 12 program in the Philippines as the government ratifies and re-enact the educational system which
is known as Republic Act. No. 10533 or the Enhanced basic Education Act of 2013. This change is the most
comprehensive in educational system in the country in response to the globalized change in the sector of education,
this is to improve and provide quality education and produce graduates that are literate, productive and viable members
of society and industry. The science curriculum under K to 12 aims to develop a scientific, technological, and
environmental literate graduates and productive members of society. This new framework of curriculum serves as
basis for the integration of technology in the science lessons.
More so, the formative assessment is an integral part of revisions of the science curriculum which intends to
assess and monitor the progress of the learner and provide an immediate response to determine the level of
understanding and detect the potential grey areas in the lesson to ensure learning (FACTs pg.4). This is highlighted in
the DepEd Order No. 8, series of 2015 which provide greater emphasis to formative assessment to track and measure
learners progress.
The use of assessment is a process that is used to trace learners’ progress in relation to learning standards and
in the development of 21st century skills, promote self-reflection, personal accountability, provide bases for profiling
of student performance on the learning competencies and standards of the curriculum (Deped Order No.8, s, 2015).
Assessment in a technology-assisted formative approach is used to identify the learning needs of the learners, provide
feedback, and make the class interesting, fun, and informative (Elmahdi, et.al, 2018).
The need for change and innovation in the process of assessment and instruction is a must. This is to improve
and create new dynamics and dimensions on how learning and assessment will take place to ensure that students are
engaged, participates in the discussion and develop positive outlook and behavior towards the lesson. This is because
as observed, Filipino learners performed staggeringly low in both national and international in the science and
mathematics education.
The dilemma on science education in the country is usually attributed to the culture that undermines scientific
thinking and technological innovations which resulted to the failure on the inculcation of scientific thought (M.E.
Rabino, par. 8, 2014). This is very evident based on the National Achievement Test (NAT) result for high school with
a general mean percentage score of 51.41%, in science was 41.53% and 46.83% in math for school year 2012-2013
and Programme for International Student Assessment (PISA) 2018 were Philippines ranked dead last among 79
countries with a score on reading 340, mathematics, 353 and science 357.
As a response to the problem, the researcher uses mobile phone applications namely Socrative and Phet
Interactive Mobile Simulation as an intervention to facilitate formative assessments in teaching Physics particularly
Capacitance and Dielectrics, Current, Resistivity, Resistance, Ohm’s Law, Energy and Power, Electrical Safety,
Ohmic and Non-ohmic materials and Series and Parallel Resistors. As cited, Elmahdi et, al (2018), S. Dakka (2015)
&Tirlea et. al (2018) suggests on the use of mobile application, because it creates effective learning, engaging lessons,
improves interaction and thus providing feedback in assessment.
In line with the K to 12 science curriculum which seek to develop scientific, technological, and environmental
literate graduates, the primary reason in use of this intervention is to develop lessons in Physics which will provide an
optimum learning and deeper understanding of the subject. This is designed to improve student learning and
opportunities to learn carefully throughout the instruction (FACTs, chap.1, pg. 5)and intended for students to engage
in the lesson, make meaningful learning, enhance conceptual understanding, develop science processes skills and
motivation.
Anchored on these reasons, this study uses Formative Assessment using mobile phone application and
worksheets in Teaching General Physics 2. It aims primarily to develop formative assessment activities (quizzes, tests
and other educational activities) used to monitor and track student performance and development. This study was
undertaken to revolutionized the way of teaching-learning process, communication, classroom engagement, and
assessment to bring about improvement in the students conceptual understanding, higher order thinking skills and
attitude.

Objectives of the Study
This study uses Formative Assessment using mobile phone application and worksheets in Teaching General
Physics to Grade 12 Science, Technology, Engineering and Mathematics (STEM) students of San Agustin (Stand
Alone) Senior High School, Iriga City, Camarines Sur, Philippines. This study aimed to; (1) develop and adopt
formative assessments using mobile phone application along the following aspects; a) content mastery and b) skill
development; (2) determine the dynamics of the implementation of the formative assessments; and (3) determine the
effects of formative assessment using mobile phone applications and worksheets on students’ a) conceptual
understanding, b) higher order thinking skills, and c) attitude towards physics.
Methodology
Research Method
This study utilize descriptive and developmental method of research. This is to describe the students’
characteristics under the intervention of the developed formative assessments using mobile phone applications and
worksheets in general physics 2 such as conceptual understanding, higher order thinking skills and attitude towards
physics.
Research Design
This study utilized pre-experimental one-group design. This is to gather quantitative and qualitative data for
the results of the developed instruments and to measure the possible changes in the characteristics of the participating
student’s in the study, as such they are classified as one group. More so, the researcher administered a pre-test prior
to the conduct of the study and followed by post-tests after the conduct of the study to determine the change on the
student’s performance. The research design of the study is illustrated below:
_________________________________
O1 X O2
Where: O1 – Pre-test
X – Formative Assessments using Mobile Phone Applications and Worksheets in
Teaching General Physics 2
O2 – Post-Test
Respondents
The respondents of this study were the Grade-12 Science, Technology, Engineering and Mathematics
(STEM) students of San Agustin (Stand Alone) Senior High School, San Agustin, Iriga City, Division of Iriga City
School Year 2019-2020. This study was conducted involving 38 respondents scheduled at 2:00 pm to 3:00 pm in the
afternoon every Monday to Thursday. These are the students who were taking General Physics 2. The respondents
were came from different secondary schools which indicates the students have varied learning experiences and
background.
Instrumentation
Developed Formative Assessments. The researcher created formative assessments that highlights the
aspects of content mastery and skill development of the students. This formative assessments were activities integrated
in the part or stages of every lesson specifically in the Explore part which utilize the use of Phet (Chemistry and
Physics) Interactive Mobile Application Simulation and a Concept Test (ConcepTest), composed of questions and
constructive feedbacks that verify their understanding or mastery of concepts integrated in the Elaborate part utilizing
Socrative Mobile Application in responding to the questions and received immediate feedback during the assessment.
The fifteen (15) formative assessments were composed of two parts; the first part is the Exploration Formative
Assessment Activities which highlights the aspect of skill development and the second part is the Elaboration using
ConcepTest Formative Assessment Activities which target the aspect of content mastery. Moreover, the developed
formative assessments were subject to evaluation using Evaluation Tool for the Developed Formative Assessments.
This tool was used to evaluate the validity of the formative assessments in terms of its cohesiveness to the objectives,
structure and what it intends to measure. The results were interpreted using the scale from 1 as the lowest and 5 as the
highest. Further the results were tallied and weighted mean were obtained and interpreted as follows.

Scale Interpretation
4.50 – 5.00 Highly Evident
3.50 – 4.49 Evident
2.50 – 3.49 Fairly Evident
1.50 - 2.49 Poorly Evident
1.00 – 1.49 Not Evident
Teacher-Made Conceptual Understanding Test. A 50-item were administered as pre-test and post-test on
the following content standard of Grade 12 General Physics 2 under STEM strand the topics are: Capacitance and
Dielectrics, Current, Resistivity, Resistance, Ohm’s Law: Ohmic and Non-ohmic materials, Energy and Power in
Electric Circuits, Electrical Safety, and Series and Parallel Resistors. The 50-item test were composed of the following:
12 items for Capacitance and Dielectrics, 12 items for Current, Resistivity and Resistance, seven (7) item Ohm’s Law:
Ohmic and Non-Ohmic Materials, five (5) item Energy and Power in Electric Circuits, four (4) items for Electrical
Safety and ten (10) item for Series and Parallel Resistors.
The test was sent to five (5) Physics teachers’ experts on the field for validation to review the construction
of tests and the effectiveness of the distractors. This was used to measure the validity, consistency to the competency,
reliability and appropriateness of the tests for the students. The tool consists of the validity, reliability, practicability,
utility and variety of the tests with the following ratings: E-Excellent, VS-Very Satisfactory, S-Satisfactory, U-
Unsatisfactory and P-Poor. The tool also consists three questions for comments and suggestions for the jurors to write
if there were any.
Then, after the validation it was subjected to pilot-testing in Nabua National High School to determine its
reliability, validity, effectiveness of distractors, difficulty index and discrimination index.
Higher Order Thinking Skills Tests. The higher order thinking skills (HOTS) tests which the researcher
constructed consists of 15 items designed to measure the higher order thinking skills of the students based from
Bloom’s Taxonomy which includes Applying, Analyzing, Evaluating and Synthesizing/Creating. The test was
composed of the topics under Capacitance and Dielectrics, Current, Resistivity, Resistance, Ohm’s Law: Ohmic and
Non-ohmic materials, Energy and Power in Electric Circuits, Electrical Safety, and Series and Parallel Resistors. The
15-item test consisted of three items for Applying, five items Analyzing, four items for Evaluating and three items for
Synthesizing/Creating.
The HOTS test would not measure the total higher order thinking skills of the students rather, it is only used
to determine the changes that occur prior and after the implementation of the intervention of the developed formative
assessments. Moreover, the test underwent a validation to measure the validity, consistency to the competency,
reliability and appropriateness of the tests for the students. The tool consisted of the validity, reliability, practicability,
utility and variety of the tests with the following ratings: E-Excellent, VS-Very Satisfactory, S-Satisfactory, U-
Unsatisfactory and P-Poor. The tool also consists three questions for comments and suggestions for the jurors to write
if there were any.
Student’s Journal. This tool was used to gauge the student insights regarding the use of mobile phone
applications during the lessons and assessments. The journal was a worksheet compilation where the learner wrote
what they had learned from the lesson, the unclear part of the lesson and the unanswered question they still have. Prior
to the use of this instrument, orientation was given. This journal provided the researcher with an in-depth information
and insights about the qualitative data of the study.
Teacher’s Observation Sheet. This tool designed to evaluate the demonstration of the lesson and the use of
the formative assessments using mobile applications. This evaluation tool focused mainly on the conduct of the
instruction, administration of the formative assessments, reaction or response of students towards the use of mobile
application and the development of content mastery, skills and attitudes.
Development, Integration and Validation. This study follows the following stages: (1) Development of
teacher-made conceptual understanding tests and higher order thinking skills (HOTS) tests for pre-tests and post-test,
(2) the development of the formative assessments using mobile phone applications and guide worksheets imbedded
in the K-12 lesson using the 5 E’s learning cycle which require students to use their respective devices also known as
Bring Your Own Device (BYOD) which permits the students and/or staff to bring their personal mobile devices (i.e.
laptops, tablets, smartphones, etc) in educational institutions. The mobile applications used by the students as well as
the researcher were Socrative and Phet Interactive Mobile Simulation installed in their respective devices. Students

installed the mobile applications in their smartphones. For the Socrative to be used, teacher utilized the Socrative App
for teachers as a platform to upload the formative assessment in form of ConcepTests as well as the feedback to
monitor the student progress, while students used the Socrative App for students which require them to log in using
the room number unique to the teacher which were provided to the students. For this, the students were required to
give their names as they log in into the server. Meanwhile the Phet interactive mobile simulation was used during
activities in Explore part of the learning stages to visualize the processes through manipulation and construction of
circuits based on the activities. (3) Validation; this stage is where all the developed instruments were subjected to
validation by the selected Physics teacher-experts on the field with doctoral and master’s degree. The instruments
were then pilot tested, revised and pretested.
Securing Permission. Prior to the conduct of Pilot Testing and actual intervention of the study, the researcher
secured all the permissions from all the authority like the selected jurors, principals, teachers and coordinators from
different school where the researcher gathered information necessary for the completion of the study.
Intervention
The target for the study to be implemented was January 20 to March 12 of the academic year 2019-2020
which covers the topics of the developed lessons together with the formative assessments. The students were allowed
to use their mobile devices inside the classroom as a tool for learning used in mobile phone based formative
assessments following the BYOD scheme. In this stage, the students were asked to follow the procedures and answer
the questions on activity worksheets while using the Phet Mobile Simulation during Explore part and on Socrative
during the elaborate part. At the very end of the lesson, students wrote their insights and knowledge gathered on their
journals.
Meanwhile, prior to the intervention students had orientation on how and when to use the mobile applications
used on the instruction for them to be properly guided and to avoid sudden interruption during the discussion because
of misinformation. After the intervention, post-tests were given to determine if it has significant changes and effects
on students’ conceptual understanding, higher order thinking skills and attitude towards physics which are then
subjected to statistical treatment for interpretation.
Statistical Tools
The gathered data were subjected statistical treatment for analysis. This is to determine the significant effect
on students’ conceptual understanding, higher order thinking skills and attitude. Frequency distribution, weighted
mean, mean gain, paired t-test and effect size (Cohen’s D) were used to analyse and interpret the gathered results.
Results and Discussion
Developed and Adopted Formative Assessments in General Physics 2 Using Mobile Phone Application and
Worksheet
The researcher developed fifteen (15) formative assessments assisted using mobile applications and
worksheet alongside the following aspects- (a) content mastery and (b) skill development. The developed formative
assessments were integrated in the developed lessons using the Robert Bybee 5 E’s (Engage, Explore, Explain,
Elaborate and Evaluate) learning model and based on the K to 12 Basic Education Curriculum of the Department of
Education which runs in a 21 hour or 6 weeks implementation. Each learning stage is blended with activities necessary
for the student success. The developed formative assessments using mobile application and worksheet were integrated
in the two learning stages of the (five) 5 E’s Learning model, Explore and Elaborate. This is to ensure that the main
aspects of the assessment which are content mastery and skill development are targeted.
ConcepTest or conceptual tests developed by Arthus Ellis, Clark Landis and Kathleen Meeker (2000) are short,
informal, targeted tests that administered during instruction to help teachers to gauge whether learners understand the
key concepts. This assessment activity was used and adopted to assess understanding of content in the current course
or lesson which in this case was at the elaborate phase and utilize Socrative Mobile Application as a tool for the
conduct of the assessment for the individualized and immediate feedback.
Moreover, Guide Worksheets were also developed and used to guide students on the conduct of the formative
assessments at the explore part which learners used as a guide to follow the procedures, recorded and wrote their
observations, computations, and conclusions. Phet Mobile Application is used on this assessment activity which offers

concepts on physics like capacitor, circuit diagram, electric flow, wire resistivity and resistance, ohm’s law, schematic
diagrams and resistor perfectly suited on developing the skills of the students on how to manipulate variables, its
relationships and effects.
The aspect of the developed formative assessments- (a) content mastery and (b) skill development is
integrated; (a) to target one of the effects which is conceptual understanding and (b) to highlight the development of
self-regulated skills such as higher order thinking skills, critical thinking, and science process skills. Table 1 shows
the lesson number and title, learning stage, and the formative assessments.
Table 1: Aspects of the Developed Formative Assessments Using Mobile Phone Application and Worksheets
Lesson No. & Title
Learning Stage
Elaborate
Explore
Content Mastery
Mobile Application: Socrative
Skill Development
Mobile Application: Phet Mobile
Simulation
1. Capacitor and Capacitance
ConcepTest ( 4 items
Conceptual Test)
“C.Q.P.D. Investigates”
2. Series and Parallel Capacitors
ConcepTest (4 items
Conceptual Test)
“Series and Parallel Circuit
Analysis”
3. Capacitors and Energy
ConcepTest (4 items
Conceptual Test)
“Capacitor’s Energy”
4. Capacitors and Dielectrics
ConcepTest (4 items
Conceptual Test)
“Dielectric Effect”
5. Conventional vs. Electron Flow
ConcepTest (4 items
Conceptual Test)
“Conventional Current vs. Electron
Flow”
6. Drift Velocity and Current Density
ConcepTest (4 items
Conceptual Test)
“Electron Drift and Density”
7. Resistance and Resistivity
ConcepTest (4 items
Conceptual Test)
“It’s so hot, I can’t Resist”
8. Resistance: Material and Shape
Dependence
ConcepTest (4 items
Conceptual Test)
“Does Size and Length Matter in
Resistance”
9. Ohmic and Non-Ohmic Materials
ConcepTest (5 items
Conceptual Test)
“ Ohmic vs. Non-Ohmic “
10. Voltage: Electromotive Force vs.
Potential Difference
ConcepTest (4 items
Conceptual Test)
“Voltage and its personalities”
11. Ohm’s Law Revisit
ConcepTest (4 items
Conceptual Test)
“I, V and R Relations”
12. Power and Energy
ConcepTest (4 items
Conceptual Test)
“I’ve Got a Power”
13. Electrical Hazards, Physiological Effect
and Safety
ConcepTest (5 items
Conceptual Test)
“One, Two…Caption”
14. Electrical Symbols and Circuit Diagram
ConcepTest (6 item
Conceptual Test)
“Electrical Symbols and Diagram”
15. Series and Parallel Resistors
ConcepTest (5 item
Conceptual Test)
“Series vs. Parallel Resistors: Circuit
Analysis”
Dynamics of the Implementation of the Formative Assessments
The dynamics of implementation of the formative assessments refers to the repetitive process of application
of various interactive methods of delivery of online and offline formative assessment activities and types of assessment
questions to address the learning goal and reinforce feedback mechanism in the developed formative assessments

employed at specific learning stages. The tools used for the method of delivery in hands-on activities are Phet
Interactive mobile application, guide worksheets and other devices while in conducting formative assessment
conceptual tests (ConcepTests) utilized Socrative mobile application which apply various assessment questions like
multiple choice, problem solving and essay. The variation on the implementation of formative assessments occur in
the Explore and Elaborate phases.
Lessons (1) Capacitor and Capacitance, (3) Capacitors and Energy, (4) Capacitors and Dielectrics, (5)
Conventional current and Electron flow, (8) Resistance: Material and Shape Dependence, (10) Voltage: Electromotive
force vs. Potential Difference, (11) Ohm’s Law Revisit, (12) Power and Energy, and (15) Series and Parallel Resistors
utilize both Phet Mobile Simulation and Guide Worksheet. On the other hand, worksheets were utilized on this
activities used as guides for procedures and material to record observations and answer questions. Lessons (2) Series
and Parallel Capacitors, (6) Drift Velocity and Current Density, (7) Resistance and Resistivity, (9) Ohmic and Non-
Ohmic Materials, (13) Electrical Hazards, Physiological Effect and Safety, and (14) Electrical Circuits and Circuit
Diagram are topics on explore part solely utilize worksheets as the material and mode to process and engage the brains
of students during learning.
In the same manner, the fifteen developed ConcepTests formative assessments utilized Socrative Mobile
Application as a tool to process the interactive activity and provide feedback. ConcepTest under lessons 1, 2, 5, 6, 7,
8, 10 and 11 composed of two (2) multiple choice, one (1) problem solving and one (1) short response essay that seek
to attain the learning goal, while ConcepTest under lessons 3 and 4 composed three (3) multiple choice and one (1)
short response essay. ConcepTest under lessons 9, 13 and 15 composed of four (4) multiple choice, lesson 14
composed of five (5) multiple choice and one (1) short response essay respectively. On the other hand, lesson 12 was
composed of two (2) True or False, one (1) problem solving and one (1) open response essay. Therefore, the dynamics
of implementation of formative assessments using mobile applications and worksheets focused on the combination of
different modes, methods and tools for assessment in the two targeted learning stages of the lesson namely explore
and elaborate in teaching Grade 12 STEM General Physics 2.
Effects of the Formative Assessment using Mobile Phone Application and Worksheets on Students
To identify the effects of the formative assessment using mobile phone applications and worksheets, the
researcher pinpoints three facets of learning such as conceptual understanding, higher order thinking skills and
attitude towards physics.
a. Conceptual Understanding
The conceptual understanding was measured using the students performance in the 50-item teacher-made
test in General Physics 2 administered as pretest and posttest. As shown in Table 2 (next page), students gained an
overall performance of 59.94 percent an increase from the pretest of 39.42%. It also observed in the main gain of
10.26 denoting an improved score after exposure in the intervention.
Furthermore, post-test result is considered as statistically significant compare to the result in pre-test based
from the result in paired t-test (α=0.05, p-value: 5.57× 10-10). It is also attributed in the large effect size as indicated
by Cohen’s d value of 0.97 which signify an improved score after the exposure on the developed formative assessments
using mobile phone application. This result is supported by the study conducted by Nevarez and McGovern (2018) on
the use of mobile apps in education where they found out that students performed better in the class content and
knowledge assessment.
To further support the quantitative results established by the study, the teacher-researcher has drawn four
important subjects from the students’ responses on the journal entries. These are (a) visualizing and understanding of
General Physics 2 lessons (focused on the capability of the used mobile applications and worksheets in processing
formative assessment to provide visual representation, focus attention, summarize content and provide feedback), (b)
modernizing teaching-learning processes (focused on students’ views with regards to the use of mobile application
and worksheet as compare to conventional way of instruction and feedback) and (3) self-appraisal of the performance
(focused students’ assessment of their own progress in learning General Physics 2 using mobile phone applications)
(Leonidas, 2019).

Table 2: Performance in Conceptual Understanding Test
Lessons Contents
Pre-test
Post-Test
MS
ML%
Descriptive
Interpretation
MS
ML%
Descriptive
Interpretation
Capacitance and Dielectrics
3.71
30.92
Low Mastery
6.53
54.42
Average Mastery
Current, Resistivity and
Resistance
5.10
42.50
Average Mastery
7.21
60.08
Average Mastery
Ohm’s Law; Ohmic and
Non-ohmic Materials
2.37
33.86
Low Mastery
3.21
45.86
Average Mastery
Energy and Power in Electric
Circuits
2.53
50.60
Average Mastery
3.47
69.40
Moving Towards
Mastery
Electrical Safety
2.11
52.75
Average Mastery
2. 76
69.00
Average Mastery
Series and Parallel Resistors
3.89
38.90
Average Mastery
6.79
67.90
Moving Towards
Mastery
Overall
19.71
39.42
Average Mastery
29.97
59.94
Average Mastery
b. Higher Order Thinking Skills
Higher order thinking skills (HOTS) refers to the thinking process of the students like applying, analysing,
evaluating and synthesizing/creating. The study revealed that formative assessments using mobile phone applications
and worksheets in teaching General Physics 2 helps students to improve their thinking skills in applying, analysing,
evaluating and synthesizing/creating in Table 3.
Based from the results of the pre-test and post-test, it was revealed that higher order thinking skills of the students
have been improved from low mastery (18.12 percent) to average mastery (47.60 percent), this corresponds to 29.48
percent of increase, a substantial value attributed to the use of formative assessments using mobile phone applications
and worksheets in teaching General Physics 2.
Table 7. Performance in Higher Order Thinking Skills
HOT Skills
Pre-Test
Post-Test
Gain
Mean
ML%
Descriptive
Interpretation
Mean
ML%
Descriptive
Interpretation
Mean
ML
Applying
1.37
11.42
Very Low
Mastery
3.95
32.92
Low Mastery
2.58
21.50
Analyzing
4.18
20.90
Low Mastery
10.24
51.20
Average Mastery
6.06
30.30
Evaluating
3.50
21.88
Low Mastery
9.03
56.44
Average Mastery
5.53
34.56
Synthesizing
1.82
15.17
Very Low
Mastery
5.34
44.50
Average Mastery
3.52
29.33
Overall
10.87
18.12
Low Mastery
28.56
47.60
Average Mastery
17.69
29.48
Moreover, results of the post-test is statistically significant as compare to the results of the pre-test as revealed in
paired t-test (α=0.05, p-value=1.62×10-4) and large effect size as indicated by Cohen’s d value of 3.13. The foregoing
result is consistent in terms of enhancing students skills based from the studies of S. Shabrina& H. Kuswanto (2018),
which uses android-assisted mobile physics learning which examined the effect on instruction and creative thinking
and problem solving skills. It was found out that using mobile phone can increase and improve the skills and abilities
of the students.
However, it was also revealed that students have a low performance on applying which is considered as the lowest
thinking skills in HOTS. This indicates that students have had difficulty in problems that deals with application of
knowledge in certain situations or problem solving that deals with numbers. This observation is also observed on the

study conducted by M.V.B Reddy & B. Panacharoensawad, (2017), though its 21st century and abundant tools is
present used to improved students conceptual understanding and problem solving skills, some factors affects the
acquisition and development of this facets of learning in physics such as lack of ability to remember related equations,
poor math skills and comprehensive skills of laws, theory, and principles, confusion of units, and lack of practice of
problem solving during the lesson because of limited time. This problem kind of problem was also present during the
implementation as observed by the teacher.
c. Attitude towards physics
To determine the attitude of student’s towards physics, this study utilized Colorado Learning Attitudes about
Science Survey (CLASS) (Adams et.al, 2006). The overall result of pre-assessment obtained a mean of 3.59 which
mean “positive” while post-assessment gained a mean of 3.86 which was interpreted as positive too. The students’
attitude towards Physics both in pre-test and post-test were interpreted as positive but it can be observed that there is
significant change on the grand mean of pre-test and post-test which is 0.27.
The results were analyzed further using paired t-test similar to the other effects, which sought to reject the
null hypothesis of no significant difference between the scores on pre-test and post-test. The result revealed a p-value
of 6.16 ×10-12 which is smaller than the values of the alpha: 0.05, this mean there is a significant change on the score
of the tests. Indicated at the results of Cohen’s d 0.65 which mean a large effect. This value indicates that the
intervention formative assessments using mobile phone application had a positive change on the perception and
attitude of the students based on the difference between the mean of the two tests. Shown in Table 3 the indicators of
the CLASS as well its results.
Table 3. Student’s Attitude toward Physics
INDICATORS
Pre-
Assessment
Post-
Assessment
Mean
Mean
1. A significant problem in learning physics is being able to memorize
all the information I need to know.
3.68
3.87
2. When I am solving a physics problem, I try to decide what would be
a reasonable value for the answer.
3.82
4.29
3. I think about the physics I experience in everyday life
3.61
4.03
4. It is useful for me to do lots and lots of problems when learning
physics
3.79
4.03
5. When I solve a physics problem, I locate an equation that uses the
variables given in the problem and plug in the values.
3.95
4.11
6. I find that reading the text in detail is a good way for me to learn
physics.
4.39
4.39
7. I study physics to learn knowledge that will be useful in my life
outside of school.
4.24
4.55
8. If I get stuck on a physics problem on my first try, I usually try to
figure out a different way that works.
3.97
3.92
9. Nearly everyone is capable of understanding physics if they work at
it.
4.50
4.58
10. Understanding physics basically means being able to recall
something you’ve read or been shown.
3.92
4.21
11. There could be two different correct values to a physics problem if I
use two different approaches.
4.00
3.82
12. To understand physics I discuss it with friends and other students.
3.79
4.26
13. If I want to apply a method used for solving one physics problem to
another problem, the problems must involve very similar situations.
4.05
4.11

14. In doing a physics problem, if my calculation gives a result very
different from what I’d expect, I’d trust the calculation rather than
going back through the problem.
2.74
3.29
15. In physics, it is important for me to make sense out of formulas
before I can use them correctly.
4.24
4.50
16. I enjoy solving physics problems.
3.58
4.03
17. In physics, mathematical formulas express meaningful relationships
among measurable quantities.
4.11
4.50
18. It is important for the government to approve new scientific ideas
before they can be widely accepted.
4.11
4.39
19. Learning physics changes my ideas about how the world works.
4.21
4.29
20. To learn physics, I only need to memorize solutions to sample
problems.
2.95
3.39
21. Reasoning skills used to understand physics can be helpful to me in
my everyday life
4.34
4.42
22. I find carefully analyzing only a few problems in detail is a good way
for me to learn physics.
4.05
4.11
23. I can usually figure out a way to solve physics problems.
3.39
3.89
24. The subject of physics has little relation to what I experience in the
real world.
3.37
3.66
25. There are times I solve a physics problem more than one way to help
my understanding.
3.55
4.00
26. To understand physics, I sometimes think about my personal
experiences and relate them to the topic being analyzed.
3.58
3.95
27. It is possible to explain physics ideas without mathematical formulas.
3.29
3.53
28. When I solve a physics problem, I explicitly think about which
physics ideas apply to the problem.
3.89
4.11
29. It is possible for physicists to carefully perform the same experiment
and get two very different results that are both correct.
3.89
4.08
30. When studying physics, I relate the important information to what I
already know rather than just memorizing it the way it is presented.
3.89
4.21
31. After I study a topic in physics and feel that I understand it, I have
difficulty solving problems on the same topic.
3.11
3.32
32. Knowledge in physics consists of many disconnected topics.
2.84
3.16
33. As physicists learn more, most physics ideas we use today are likely
to be proven wrong.
2.78
3.37
34. If I get stuck on a physics problem, there is no chance I’ll figure it
out on my own.
2.66
3.08
35. I am not satisfied until I understand why something works the way it
does.
3.92
4.21
36. I cannot learn physics if the teacher does not explain things well in
class.
3.68
4.24
37. I do not expect physics equations to help my understanding of the
ideas; they are just for doing calculations.
2.47
2.68
38. I do not spend more than five minutes stuck on a physics problem
before giving up or seeking help from someone else.
2.50
2.89
39. If I don’t remember a particular equation needed to solve a problem
on an exam, there’s nothing much I can do (legally) to come up with
it.
2.71
2.89
40. Spending a lot of time understanding where formulas come from is a
waste of time
2.00
2.11
OVERALL
3.59
3.86
p-value
6.16 x 10-12
Significance
Significantly different

However, shown in the result that indicator number 8 and 11, shows a decline of the results from pre-test and
post-test. These two indicators were categorized on Problem Solving based on the CLASS Instrument. Shown in the
result of the higher order thinking skills test, students find it difficult in the areas of problem solving. This is supported
by the studies conducted by Ogunleye (2009) and Reddy & Panacharoensawad (2017), which utilized an instrument
to identify the perceptions of students difficulties in problem solving in Physics and give comprehensive reasons why
there are high failure rate in Physics.
Nonetheless, using mobile phone application as a learning device during formative assessment noted that
students enjoyed and engaged in activities. Gleaned from their journal entries, students generally stated that using
mobile phone application in the classroom significantly improved their attitude towards the subject as they are more
interested, engaged, and motivated to learn physics.
Student narrated that using mobile phone application in the instruction makes them interested, enjoyable and
fun. This is because mobile application gives them new ways how to learn Physics not just a pure lecture,
memorization, board and seat work problems but rather in a brand-new way which is timely, virtual, convenient and
dynamic. As the application provides a number of activities that help them understand the topic. The positive responses
of the students in the use of technology or mobile phone is supported by Himmelsbach (2019) that it improves student
engagement, encourage collaboration, and enhance thinking.
More so, the use of the mobile application in the process of formative assessment helps learners to process
information, understanding, communication, collaboration and interaction because of the use of feedback. It is noted
on the study conducted by Tirlea et al, (2018) & Altaany, et al, (2015) that using mobile phone application Socrative
in the instruction boosted students engagement, participation and attitude. As reflected from the student response on
the journal entries, it was also evident that using mobile application results to positive attitudes.
Overall, there were fifteen (15) developed formative assessment that utilized the adopted and developed
mobile phone application and worksheets in teaching physics on Grade 12 STEM along the aspect of (a) content
mastery and (b) skill development and sought to determine its effect on students’ conceptual understanding, higher
order thinking skills and positive attitude towards Physics. Thus, as shown in the results it significantly increased the
students’ performance and it was revealed in the student’s responses in their journal entries that it improved their
conceptual understanding, higher order thinking skills and positive attitudes.
Conclusion
Integrating formative assessments and technology in lessons changes the dynamics of the students, resulted
to more interaction, engagement, and exciting discussion. Taken together, the drawn conclusion of the study were the
following; (a.) Formative assessments were developed and adopted using mobile phone application and guided
worksheets to determine its effects on students following the aspects of content mastery and skill development; (b.)
Employing varied online and offline assessment tools and methods were used during the implementation of the
formative assessment; and lastly (c.) resulted to students’ conceptual understanding, higher order thinking skills and
attitude towards physics increases significantly.
Recommendations
The researcher present the following recommendations to deal with the existing situations based on the data
acquired. These are for the betterment of the students, teachers, and schools. (i.) The developed formative assessments
in this study can be adopted, utilized and modified by Grade 12 STEM General Physics teachers. (ii.) Physics teachers
may consider the use of varied tools for online and offline formative assessments in the process of instruction to
address concept mastery and skill development. (iii.) The developed formative assessment using mobile phone
applications and guided worksheet may be adopted by the Department of Education. The use of the tools may be done
through in-service training. (iv.) Curriculum designers and instructional material developers may integrate the use of
formative assessment activities and utilize the use of mobile application and guided worksheets.
Acknowledgement
The researcher express his sincerest gratitude to Department of Science and Technology – Science Education
Institute for giving the researcher the opportunity to be a scholar and funding this study.

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