Effectiveness of Hydropowered Wheel (Hypowheel) Model on Selected Topics in Physics

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United International Journal for Research & Technology
Volume 06, Issue 07, 2025 | Open Access | ISSN: 2582-6832
Effectiveness of Hydropowered Wheel (Hypowheel)
Model on Selected Topics in Physics
Bobby Geografo Corro1 and Jhonner Dichoso Ricafort2
1,2
Graduate School, Sorsogon State University, Philippines
Abstract— This study was conducted to determine the effectiveness of HYPOWHEEL Model on selected topics in
Physics. The Solomon Four Groups design was used to assign the participants into four groups through stratified random
sampling. A 30-item pre-test and post-test were administered to obtain the needed data. Only the experimental groups
were treated with Hypowheel model in the instruction and all the four groups took the post-test. The data revealed that
the performance level in the pretest of the control and experimental was the same at low mastery. However, after the
treatment of Hypowheel model to experimental group and no treatment to control group the performance level (PL) in
the post-test of both groups was improved. Further, the experimental group got higher PL and performed better than
control group. Specifically, the performance level in the post-test along the topic energy transformation, work and heat,
and power of experimental groups was described as moving towards mastery while the control groups generally described
as at average level. In addition, there was a significant difference between the pre-test and post-test result. There was also
a significant difference of post-test result between each group. Using Scheffe’s test, the difference lies between
experimental group 1 and control group 2 with computed F of 22.83(Cohen’s d=1.79) and, experimental group 2 and
control group 2 with computed F of 25.25(Cohen’s d=1.84). It recommended that the teacher and students may develop
suitable instructional aids for physics instruction to enhance student’s level of competency. Hence, they may use
Hypowheel model to help achieve better performance on the said topics. Findings also suggest the need to conduct
trainings on innovation, recycling, investigative project, and further studies about Hypowheel model.
Keywords— effectiveness, Hypowheel model, instructional material, performance level, physics concepts.
I. INTRODUCTION
Education is fundamental and essential in nurturing an
individual's cognitive, psychomotor, and affective
domains. A robust educational system must effectively
allocate resources across various segments to ensure
quality (United Republic of Tanzania, 1995). However,
in Tanzania science education faces significant
challenges, including the lack of resources such as
equipment and apparatus (Mafumiko, 2005).
Furthermore, the insufficient number of science
teachers, huge numbers of students, and insufficient
time distribution for science education complicated this
further (Kaptan & Timurlenk, 2012).
In the Philippine context, the DepEd (2013) emphasized
that science education should focus on developing
scientific literacy among learners and promoting a
strong link between science and technology. Teachers
and learners were encouraged to innovate apparatuses
and develop instructional materials to meet the expected
global competency.
The present state of science education in the country is
hampered by surface learning (Tabamo, 2023). Hence,
poverty, big class size, ineffective pedagogical methods,
very poor materials, and dependency on traditional
teaching may trigger this situation. Consequently, this
may have a negative impact on the student’s interest,
motivation, and academic performance.
Referring to the Philippines' performance in science, the
country has done poorly and has been dropping for
decades. The long-running issues on lack of school
facilities, poor-quality teaching and curriculum were
great walls that blocked the plan for the present
administration’s goal for education.
According to Wallace (2016), the new curriculum of the
Philippines has given more emphasis on the output-
based system. Unfortunately, it has instead become an
educational laggard, and the country got the bottom
rankings in the three global evaluations (Sison,2022).
One of these was the Programme for International
Student Assessment in 2022 and 2018, which tested the
reading, science, and mathematical skills of 15-year-old
students, in which the country ranked fourth and second-
lowest, respectively. Another was the Trends in
International Mathematics and Science Study in 2019,
which was about the evaluation of proficiency in Math
and Science of fourth-grade students, which gave the
Philippines the lowest rank.

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At present, the implementation of the new curriculum,
particularly in Sorsogon, found that the Spiral
Progression Approach in teaching science presented the
concepts and skills in increasing levels of complexity as
the grade level increases too (Valin & Janer, 2019).
Connecting it with Physics learning, Vollmer (2013)
found many problems in understanding the concepts of
Physics that may lead to poor performance of students
in learning other science concepts. This situation may
further contribute to the challenges currently faced in the
teaching and learning of science under the existing
curriculum. Another observed problem by Bancual and
Ricafort (2019) that there were numerous challenges
encountered by science teachers in conducting activities,
such as limited laboratory space and the lack of adequate
facilities and equipment.
These circumstances are perceived to have a direct
impact on the National Achievement Test (NAT) Mean
Percentage Score (MPS) in Sorsogon province. For
instance, data from Danao National High School reveal
a declining trend in science-10, dropping from 33.66 in
the 2016-2017 school year to 31.33 in 2017-2018
(DepEd LIS,2024). This alarming data from the
Learner’s Information System (LIS) gave a signal that
there should be an immediate remediation to be done.
Hence, the science department conducted training to
identify those Physics concepts that the learners
perceived as abstract and difficult to understand.
Hewitt (2014) identified some abstract Physics
concepts, like energy and matter. According to him, the
idea of matter is easy to grasp. Energy, on the other
hand, is abstract. Energy, unlike matter, cannot be
directly observed, making it hard to understand. Thus,
several research studies were conducted on how to
concretize those abstract concepts by observing how
these things are generated through modeling.
To address those problems, DepEd guided its institution
by issuing guidelines on how to procure instructional
materials, using the funds for fiscal year (FY) 2022 and
onwards (DepEd Order no. 20, s. 2022). It ensures the
quality of materials, the delivery procedure, evidence of
documentation and safekeeping. The procurement of
quality learning tools and equipment for science may fill
in the scarcity of supply for both urban and rural school
areas.
Moreover, the Department of Education issued the
DepEd Order no.18, s. 2020 which was about the
implementation of a learning continuity plan. It
mandated the education sectors to be innovative,
responsive, and resourceful in delivering education to be
imposed with quality, accessibility, and liberality that
ensure the safety of students and personnel (Briones,
2020). This call of the Department is believed to be a
key to resolving the long-term effects of the COVID-19
pandemic on learning, especially on science education
by crafting timely resources.
As analyzed by the current study, these issues and
concerns must be motivating variables to propose
additional solutions. Under the Code of Ethics for
Professional Teachers, it was stated in section 1, Article
III (PRC Resolution No.435, s.1998) that every teacher
must be a facilitator of learning. Therefore, the current
study introduced the HYPOWHEEL model that hopes
to help the teacher to become ‘a guide on the side and
not a sage on the stage’ inside the classroom (Tab and
Mind, 2021). Teachers could utilize the Hypowheel as
instructional material to develop a student-centered
classroom. Furthermore, the innovative instructional
apparatus may help simplify concepts of energy
transformation, work and heat, and power in a teaching-
learning process. It was also the goal of this endeavor to
help the department promote higher performance of
students and raise awareness of the importance of
recycling, reusing, and reducing waste, since the
Hypowheel was mostly made of recycled plastic
materials.
II. REVIEW OF RELATED LITERATURE AND
STUDIES
Ambrocio (2016) believes that instructional materials
are tools for teachers for the effective delivery and
promotion of learners’ academic achievement. For him,
audio or aural instructional materials are those that use
the sense of hearing, while audiovisuals are those that
use both hearing and seeing. Okpe (2018) states that the
effect of instructional material on the achievement of
physics students depends on its use and the teacher’s
attitude to arouse the students’ interest. She said that
Physics is perceived as a difficult course. Accordingly,
Heron and Meltzer (2005) consolidate the findings of
many research studies in physics and find that learners
have difficulty in understanding the basic concepts of
physics, like the concept of energy, work, and power.
The factors that the researchers believed to affect this
are, gender issues, language, computational problem
solving, general culture, and quality. Further, Miña
(2002) deduces that a student's learning is affected by
the instruction facilitated by the teacher, the use of

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instructional materials, and wrong concepts learned
from the past.
Pauji, Serevina, and Hanati (2021) developed a
miniature teaching aid on the conversion of motion
energy into electrical energy as a learning medium. The
study found that the aid can be used in the discussion of
the conversion of electrical energy into heat. Munir and
Atiku (2018) studied the comparative effects of
improvised and standard instructional materials in
physics on students’ academic performance. The study
showed that the students who utilized standard
instructional material have equal performance on heat
concepts compare to students who used an improvised
instructional material. Also, Rohman, Werdhiana, and
Saehana’s (2021) study was about the development of
electrical conversion tools as learning media for the
concept of energy sources. Study results indicated that
the tool, as a learning medium, is suitable for use in the
learning process. Further, Michael, Uwaechia,
Omowumi, Chinenye, and Temitope (2024) investigated
the impact of inadequate instructional materials on the
effective teaching and learning of physics. The study
recommended that the teachers should get used to the
culture of using instructional materials during the
lessons. Additionally, Sobremisana's (2017) study was
on the development and evaluation of an innovative
physics device. Her device was developed based on the
students’ difficulties in learning relevant concepts, the
students’ attitude towards the subject, and focused on
the basic concepts in mechanics. The innovative device
helped students perform better in the physics class and
generally improved students’ understanding of
concepts.
Marces (2019) proposed a study about the development
and utilization of supplementary enrichment learning
materials. It was found that the learning materials were
effective and improved the performance of the students
in the chosen least mastered topics in physics. Enteria
and Casumpang (2017) assessed the effectiveness of
developed comic strips as instructional material on
teaching specific science concepts. It found that the
comic strips were effective as instructional material in
teaching science concepts, particularly on waste
generation and management topics in particular.
Bastida and Bastida (2022) study determined the
effectiveness of Strategic Intervention Material (SIM).
The study concluded that if the students are exposed to
SIM, it may help increase their learning outcomes more
than using traditional ways of teaching, eventually
leading to high academic performance. Escultura and
Ricafort (2020) determined the effectiveness of the
whole brain teaching strategy in learning some physics
concepts about waves by grade 7 in Sorsogon. The study
concluded that WBTS improved students’ performance
way better. Villaroya (2017) studied the inquiry-based
approach as a strategy to best learn selected topics in
chemistry by grade 8 students in Bulan, Sorsogon. It was
found that using either the 5Es or 7Es strategy in
teaching Chemistry can enhance the performance of
students in the class.
The principle of motivation states that learners must be
motivated before learning takes place (Felizelda, 2000).
In this study, it is assumed that the HYPOWHEEL
model is a great motivational object to enhance the
participation and performance of learners. Since all
learners have their unique strengths that need to be
identified and strengthened, all learners should perform
specific kinds of tasks critical to their success in school
and at work (DepEd Order No.36, s. 2016). These
principles indicate that a positive and motivating school
climate, imparts the practice of respect for diversity of
students who can possibly develop an impactful well-
being, and may achieve far better.
III. RESEARCH METHODOLOGY
Research Design
This study determined the effectiveness of the
Hydropowered Wheel (Hypowheel) Model on selected
topics in Physics. The research design used in the study
was the technique of Solomon-Four groups. In this
method of research, a treatment or stimulus, such as that
of the Hypowheel model, was administered to two
experimental groups but not to two control groups. The
said method was conducted to evaluate the effectiveness
of the treatment. The design measured the dependent
variable before and after the treatment is implemented.
This design is comparable to a within-subjects
experiment, where each participant is initially tested
under a control condition and subsequently under the
treatment condition (Research Method of Psychology,
2016).
Part of the methodology of the study was the test
administration using the 30-item pre-test and post-test.
The lessons taught to students were guided by the use of
the two types of lesson plan, one type was for control
groups, and the other type was for experimental groups.
The data collected from the test were analyzed by the
use of statistical tools like percentage, mean, t-test with
p-value, ANOVA, Scheffe’s test, and Cohen’s d.

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The Sample
There were 60 students from two regular Grade 9
sections of Danao National High School who were
utilized as respondents. These respondents were divided
into two major groups such as experimental and control
groups, through draw lots. There were 15 participants
per group. Using stratified random sampling, the
previous general average and the result from the
diagnostic test were used to determine the upper 32 and
the lower 28 based on the range of their total weighted
average performance. To obtain their total weighted
average performance, 50% of the performance was
derived from their general average and 50% came from
the equivalent rating of their score from the diagnostic
test, which was arranged from lowest to highest to
determine the upper and lower groups.
Firstly, to get 15 respondents per subgroup, the
researcher got 8 students from the upper group
combined with 7 students from the lower group to come
up with 15 members per group. These students were
distributed evenly to each group to finally establish a 15-
member group; two groups for experimental and two
groups for control.
The Instrument
The main research tool used in the study were two sets
of lesson plans and the 30-item test, which were checked
and validated by three science-teacher experts coming
from senior high school department. Further, the
student’s journal was used as a source of reflection and
analysis on how the Hypowheel model assisted their
learning on physics concepts. The ideas collected from
the journal were incorporated into the interpretation of
the values derived from the computation of verified
variables. These research instruments allowed the
researcher to carry out the inferential approach
effectively with the use of appropriate statistics for data
interpretation.
To check the validity of the test, the science teacher
experts examined it. The test for dry run was initially
conducted on April 24, 2023. After the dry run, the
researcher analyzed the items using the DepEd-
approved item analysis template for the revisions of the
test for the final draft. The final revised 30-item test was
administered again on April 27, 2023 to determine its
reliability coefficient using the Kuder-Richardson
Formula 20 (KR-20). The computed reliability for the
measure of internal consistency was 0.74, which means
that the test was acceptable based on the scale used by
Ricafort (2018).
To validate the usage of the apparatus, the researcher
experimented to test if it can be used to explain certain
concepts last February 2000. The data gathered was
treated with statistics, analyzed, and used to draw
conclusions.
Data Collection Procedures
Firstly, the researcher prepared a letter of request to
conduct a study to be sent to the principal of Danao
National High School and two teacher-advisers handling
the two Grade 9 classes. The researcher asked
permission from the principal to conduct a study within
the school requesting Grade 9 students as the
respondents of the study and, requested to have a
structured schedule of classes which was prepared by
the researcher to avoid disruption and to ensure
continuity of the regular class schedule.
With the approved request, the researcher administered
the pre-test on May 2, 2023, using the validated 30-item
test. These students were instructed on how to answer
the test before its administration. The test papers were
retrieved, checked, and analyzed using the appropriate
statistical treatment. On the afternoon of May 2, 2023,
the first session was attended by control groups,
followed by its second session in the morning of May 3,
2023, for its first lesson (L-1). The experimental groups
attended their first lesson on the afternoon of May 3 and
continued the next day in the morning. This alternating
schedule was followed until all lessons were taught.
After each lesson, the students were asked to write self-
reflections in their journals, highlighting what they had
learned from the specific concepts discussed. They also
articulated the relevance of the Hypowheel model to the
lesson and how it helped their understanding. The
reflection part of the journal was consolidated to support
the interpretation of the values obtained from the
computation of the performance level and significant
difference in the performances of the groups.
After all lessons had been taught to all groups, the post-
test was conducted on May 18, 2023. The researcher
retrieved the results, checked, and analyzed the scores of
the students. It was tallied and interpreted with the use
of statistical tools.
Data Analysis Procedures
The statistical measures used in this study were the
frequency count, percentage, and mean. These were
used to determine the performance level of the students
in the pre-test and post-test of the control and
experimental groups.

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The results of the pre-test and post-test were conveyed
by the use of Mean Percentage Score (MPS) or with the
Performance Level, with its descriptive equivalent in
terms of mastery level. The maximum scale of 96-100%
MPS means that the concepts of the test are “mastered,”
while a minimum rating of 0-4% MPS can be described
as “absolutely no mastery” (DepEd Memo no. 160 s.
2012).
The t-test was used at the level of significance of 0.05.
The t-test for independent samples was used to
determine the significant difference between the pre-test
by the control and experimental groups. Whereas, to test
the difference between the result of pre-test and post-test
gathered from two types of respondents, the t-test for
correlated samples was used. To measure the probability
of significance, the p-value was quantified and
interpreted. The difference among the performance of
the four groups in the post-test was determined using the
F-test, one-way ANOVA. Furthermore, to describe and
compare the post-test results of the four groups of
respondents, the Scheffe’s test was used as a test for
comparison. Moreover, Cohen's d was used to indicate
the difference between the two means and the effect of
the treatment (Bradburn, 2020).
IV. PRESENTATION, ANALYSIS AND
INTERPRETATION OF DATA
4.1. Performance level of the Control and
Experimental Groups in the Pre-test along a. Energy
Transformation; b. Work and Heat; and c. Power
Table 1 shows the computed level of performance of the
experimental group and control group in the pre-test
conducted. The pre-test was done before the treatment
of the Hypowheel model in the lessons.
The result of the pre-test on the topic about energy
transformation of the experimental group got a 24.44%
performance level, which was at low mastery, and the
control group got 30.37%, which was also at low
mastery. On the topic of work and heat, the experimental
group had a performance level of 25.00% while the
control group was at 29.44%, both had low mastery.
And, on the topic of power, the experimental group got
a 23.70% performance level while the control group got
a 24.44% performance level, which were both at low
mastery. In summary, the average performance level in
the pre-test of the experimental group was 24.38, and the
control group was 28.08. Both fell at a low mastery
level.
Table 1. Level of Performance of Control Group 1 and Experimental Group 1 in the Pre-test
Topics
Experimental Group 1 Control Group 1
Rating Description Rating Description
Energy Transformation 24.44 Low Mastery 30.37 Low Mastery
Work and Heat 25.00 Low Mastery 29.44 Low Mastery
Power 23.70 Low Mastery 24.44 Low Mastery
Average 24.38 Low Mastery 28.08 Low Mastery
The respondents from both experimental and control
groups had the same prior knowledge about the topics in
science 9 since they were described under the same
descriptive equivalent of mastery level.
The result also showed that the respondents had already
developed some minimal skills in different aspects of
the lesson.
The low result of the pre-test conducted suggested that
the respondents may need ample learning materials,
learning resource space, appropriate lessons, effective
learning and teaching strategies, remediation of the past
lessons from the last grade level, and reading resource
materials to enhance their academic learning.
Thus, it is needed that the education sector should focus
on diagnosing the educational learning of the students.
4.2. Difference between the Pre-test Results of
Control and Experimental Groups along the
Identified Topics
Table 2 revealed that the computed t-value for the topic
about energy transformation was 0.91 with a p-value of
0.36, for the topic about work and heat was 0.48 with a
p-value of 0.63, and for the topic about power was 0.31
with a p-value of 0.76. These t-values implied that the
null hypothesis could not be rejected because they were
within the critical t-value of 2.05 with the degrees of
freedom of 28 at a 5 percent level of significance. The
p-values further revealed that it failed to reject the null
hypothesis per topic. Hence, there was no significant
difference between the pre-test results of the
experimental and control group along the topics on
energy transformation, work and heat, and power. This
finding revealed that the two groups of respondents had
equal performance in the pre-test.

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Table 2. Difference between the Pre-test Results of Control and Experimental Groups
Statistical Bases
Statistical Analyses
Energy Transformation Work and Heat Power
Computed t-value 0.91 0.48 0.31
Tabulated t-value 2.048 2.048 2.048
P-value 0.36 0.63 0.76
Decision on H0 Do not reject Do not reject Do not reject
Remarks Not Significant Not Significant Not Significant
Note: α = 0.05, df = 28
In addition, the result in all topics with “not significant”
remark showed that the respondents may have similar
conception of the new ideas being presented to them
through a 30-item test.
Few of the students have advanced knowledge on the
new lessons and approximately 90% of the respondents
have little ideas on the topic.
The test result showed that both experimental and
control groups have the same grasp of ideas on new
lessons with low levels of mastery.
According to Escultura and Ricafort (2020), this low
performance in the pre-test of both groups may be
attributed to the following reasons such as the
progression of topics under the K to 12 curriculum and
the readiness of the students to learn new concepts.
Hence, in the case of the spiral progression approach,
there may be a scenario where the concepts of energy
transformation, work and heat, and power were not yet
totally grasped by the learners due to time constraints
and no mastery at all in their previous grade level.
4.3. Performance Level of the Four Groups in the
Post-test along the Identified Topics in Physics
The concepts tested in the post-test were about energy
transformation, work and heat, and power. Those topics
and items were similar to what was being tested in the
pre-test. Hence, the result of the post-test was necessary
for inference purposes. Table 3 revealed the
performance level of the four groups in the post-test
along the identified topics in physics.
Reflected from the table was the obtained performance
level along the topic energy transformation of the
experimental group 1 which was 71.85%, experimental
group to was 73.33%, control group 1 was 58.52%, and
control group 2 was 51.11%.
It can be inferred that the performance level of
experimental groups 1 and 2 was described as moving
towards mastery, while control groups 1 and 2 were at
an average level of mastery of the said topic.
This only suggests that the respondents acquired
knowledge from the lessons with or without the
treatment of the Hypowheel model in the process,
because of the apparent increase in the performance
level in the post-test.
Table 3. Level of Performance of Four Groups in the Post-Test
Topics EG 1 CG 1 EG 2 CG 2
R D R D R D R D
Energy Transformation 71.85 MTM 58.52 A 73.33 MTM 51.11 A
Work and Heat 77.78 MTM 70.00 MTM 79.44 MTM 58.33 A
Power 78.52 MTM 71.85 MTM 78.52 MTM 54.07 A
Average 76.05 MTM 66.79 MTM 77.10 MTM 54.50 A
Legend: R-Rating, D-Description, MTM-Moving Towards Mastery, A-Average, EG 1-Experimental Group 1,
CG 1-Control Group 1, EG 2-Experimental Group 2, CG 2-Control Group 2
The table also reflected the performance level of the four
groups in the post-test along the topics of work and heat.
It can be gleaned from the table that the computed
performance level of experimental group 1 was 77.78%,
experimental group 2 was 79.44%, control group 1 was
70.00%, and control group 2 was 58.33%. It implied that
the performance level of experimental groups 1, 2, and
control group 1 was described as moving towards
mastery, while control group 2 was at an average level
of the said topic.

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Further, it can be gleaned from the table that regarding
the topic of power, the experimental groups 1 and 2
obtained a performance level of 78.52%, control group
1 got 71.85%, and control group 2 got 54.07%. It
indicated that the performance level of experimental
groups 1, 2, and control group 1 was described as
moving towards mastery, while control group 2 was at
an average mastery level of the said topic.
The data revealed that the experimental group led the
other set of groups in terms of achievement in the three
selected physics topics. And, based on the average
performance level, the experimental group 1 got 76.05
and experimental group 2 got 77.10 ratings, while
control group 1 got 66.79 and control group 2 got 54.50
ratings. It can be observed that it seems that the
experimental groups were highly motivated in learning
the lessons. Thus, it was believed that the Hypowheel
model may be one of the factors that helped the students
learn a lot and retain some facts of the lesson since this
learning material is manipulative.
Plate 1. Reflection of Learner 6
As shown in Plate 1, a Learner 6 wrote in his journal that
the Hypowheel model was an aid in learning physics. It
enhanced his analytic skills and understanding of the
topic.
Further, it provided him with a visual representation of
abstract concepts and simplified a complex physical law
of the transformation of energy.
As shown in Plate 2, another student who manipulated
the model showed excitement to use it because it was
new for him. The student used the model and applied it
in the suggested activities from the lesson. It was stated
from his journal that it made the lessons clear and it
could spark conversation about the topic upon
manipulating the model.
The study of Gravito and her colleagues (2023) affirmed
these findings. Their research on homemade
manipulative materials for teaching developed the
students’ cognitive skills. Through real-life
manipulative materials, students can touch and
concretize the concepts they want to learn because the
assimilation of learning is faster. According to them, if
the teacher makes innovation as part of their teaching
strategy, it would be easy for them to facilitate learnings
to their students, while instilling values towards
conservation and recycling.

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4.4. Difference between the Pre-test and Post-test
Results of Experimental and Control Groups
It can be gleaned from Table 4, that the experimental
group 1 had computed t-value of 9.57 for energy
transformation, for work and heat was 10.20 and for the
topic power was 12.80. These values were outside the
boundary of the critical value of 2.215 with level of
significance of 0.05 (df=14). Hence, there was a
significant difference between the pre-test and post-test
result from the said group.
For control group 1, the computed t-values for topic
energy transformation were 4.95, 7.18 for work and heat
and 4.46 for power. This further revealed that, similar to
experimental group 1, significant difference was
observed between the pre-test and post-test result per
topic.
Table 4. Difference between the Pre-test and Post-test Results
Topics Experimental Group 1 Control Group 1
t-computed value Remarks t-computed value Remarks
Energy Transformation 9.57 Significant 4.95 Significant
Work and Heat 10.20 Significant 7.18 Significant
Power 12.80 Significant 4.46 Significant
Note: α=0.05, df=14, t-tab.= 2.215
Based on the result, the null hypothesis was rejected, and
therefore, there was a significant difference between the
pre-test and post-test results of the control and
experimental groups. It implied that the performance of
both the control and experimental groups in the post-test
was improved. However, maybe using the Hypowheel
model in the instruction, the experimental group
improved more than the control group. It may be that the
Hypowheel model helped the students from the
experimental group to be motivated in performing the
activities designed in the four lessons. Maybe it also
helped them to retain facts and understand the abstract
concepts of energy, work, and power.
Based on Plate 3, the Learner 1 said that the Hypowheel
model helped him to become active and participative in
the class. The learner was guided by the model on the
understanding of physics concepts. Since he perceived it
as a simple toy, they manipulated the parts with
enthusiasm.
Table 5. Difference among the Performance of the Four Groups in the Post-test
Sources of Variance df Sum of
Squares
Mean
Squares
F-Values Decision
on H0
Remarks
Computed
F
Tabular F (0.05)
Between Groups
Within Groups
3
56
355.01
753.59
118.37
13.46
8.787 2.77 Reject
H0
Significant

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Reflected from Plate 4 was the feedback of Learner 5, for him, their sessions in the lessons became fun because the model,
as a toy, was a good aid for learning and games. Further, the model helped them to become cooperative, and they learned
a lot by doing the activities.
Since the researcher followed the 7Es of lesson planning
and used the Hypowheel model in the actual teaching-
learning process for experimental groups, it is believed
that these teaching strategies helped in enhancing the
performance of the students in class (Villaroya, 2017).
According to Destura and Ricafort (2022),
improvements in the post-test performance of the
students were due to a strategy that facilitated the
improvement of the level of performance.
4.5. Differences among the Performance of the Four
Groups in the Post-test
It can be gleaned from Table 5 that the value of
computed F of 8.797 is greater than the tabular value of
F of 2.77 at a 5.0% level of significance with 3 and 56
degrees of freedom. Hence, the null hypothesis was
disconfirmed. It implied that the four groups had varied
performances in the post-test.
Further, to check where this difference lies among the
four groups, the Scheffe’s test results confirmed these
findings. Table 6 showed the F’-values of the groups’
post-test performance where significant differences
existed.
As reflected from the Table 6, there was a significant
difference in post-test results between experimental
group 1 and control group 2 with a computed F-value of
22.83, and between experimental group 2 and control
group 2 with a computed F-value of 25.25. Furthermore,
the values computed from Cohen’s d of 1.79 and 1.84
revealed that the effect of the treatment on the
experimental groups was very large, respectively. It
implied that the result may be due to the use of the
Hypowheel model.
Table 6. Comparison of the F-values of the Four Groups Post-test Performance
Comparison
Between Groups F’-Value Statistical Analyses Cohen’s d Interpretation
EG 1 vs EG 2 0.0607 Not Significant - -
EG 1 vs CG 1 3.7679 Not Significant - -
EG 1 vs CG 2 22.83 Significant 1.79 Very Large
EG 2 vs CG 1 4.79 Not Significant - -
EG 2 vs CG 2 25.25 Significant 1.84 Very Large
CG 1 vs CG 2 8.0486 Not Significant - -
As shown in Plate 5, the student found happiness in
doing the activity using the Hypowheel model. The
student further stated that a lot of things can be learned
thoroughly if someone uses the apparatus in doing
experiments. Therefore, Hypowheel model was
essential for learning and an eco-friendly material
according to Learner 2.

269
Right (2018) declared that the use of instructional
materials can significantly increase students’
achievement by supporting student learning. In addition,
Lukman (2021) agreed that it makes learning more
interesting, practical, and realistic that can improve
students’ performance.
Further, the post-test results of control group 1 versus
experimental group 1; control group 1 versus
experimental group 2; and experimental group 1 versus
experimental group 2 revealed no significant difference.
It disclosed that the teaching strategies used in these
groups equally enhanced the performance of the
students, especially those with treatment of the
Hypowheel model. It was also observed that there was
no significant difference between control groups 1 and
2, which suggests that their performance in the post-test
was relatively similar. Agarwal and Bain (2019)
concluded that strategies based on science learning can
increase students’ confidence and engagement.
As shown in Plate 6, the student said that he joined the
group in using the Hypowheel model in the experiment
enthusiastically. He needs to learn more and explore
everything with the use of that model. Since it was a
recycled material, innovation may be possible for
improvement by the student.

270
V. SUMMARY OF FINDINGS, CONCLUSION,
AND RECOMMENDATIONS
Findings
 The performance level in the pre-test of the control
and experimental groups was the same. On the topic
about energy transformation the experimental
group got 24.44% while the control group got
30.37%; on the topic about work and heat, the
experimental group got 25.00% while the control
group got 29.44%; and, on the topic about power,
the experimental group got 23.70% while the
control group got 24.44% performance level. All of
the ratings obtained from the identified topics were
described as at a low mastery level.
 There was no significant difference between the
pre-test results of the control group and
experimental group. It revealed that the computed t-
value for the independent sample was 0.91 with a p-
value of 0.36 for the topic energy transformation,
0.48 with a p-value of 0.63 for the topic work and
heat and 0.31 with a p-value of 0.76 for the
topic power.
 The performance level in the post-test along the
topic energy transformation of experimental group
1 was 71.85%, experimental group 2 was 73.33%,
control group 1 was 58.52%, and control group 2
was 51.11%. It can be inferred that the performance
level of experimental groups 1 and 2 was both
described as moving towards mastery, while control
groups 1 and 2 were at an average level of mastery
of the said topic. Along the topic work and
heat were as follows, experimental group 1 was
77.78%, experimental group 2 was 79.44%, control
group 1 was 70.00%, and control group 2 was
58.33%. It implied that the performance level of
experimental groups 1, 2 and control group 1 were
described as moving towards mastery while control
group 2 was labeled as average. And, along the
topic power by experimental groups 1 and 2 got
both 78.52%, control group 1 got 71.85%, and
control group 2 got 54.07%. It indicated that the
performance level of experimental groups 1, 2 and
control group 1 were described as moving towards
mastery while control group 2 was at average level.
 There was a significant difference between the pre-
test and post-test results of the control and
experimental groups. For control group 1, the
computed t-value for the topic energy
transformation was 4.95, for topic work and
heat was 7.18, and for the topic power was 4.46.
For experimental group 1, the computed t-value for
the topic energy transformation was 9.57, for the
topic work and heat was 10.20, and for the
topic power was 12.80. These values for both
groups were beyond the critical t-value. It implied
that the performances of both control and
experimental groups in the post-test per topic were
improved.
 The value of computed F of 8.797 is greater than the
value of tabular F of 2.77 at a 0.05 level of
significance with 3 and 56 degrees of freedom.
Thus, the null hypothesis was disconfirmed in favor
of the research hypothesis. It implied that the four
groups had varied performances in the post-test.
Specifically, there was a significant difference in
post-test results between experimental group 1 and
control group 2, with a computed F of 22.83, and
between experimental group 2 and control group 2,
with a computed F of 25.25. Further, Cohen's d
values of 1.79 between experimental group 1 and
control group 2 and 1.84 between experimental
group 2 and control group 2 revealed that the effect
of treatment was very large in favor of the
Conclusion
 The level of performance in the pre-test of the
control group and experimental group is the same.
Both groups had equal prior knowledge and skills
in the subject matter before the researcher
conducted the treatment.
 There is no significant difference between the pre-
test results of the control group and experimental
group.
 The experimental groups performed better than the
control groups in the post-test and showed higher
performance along the topic energy transformation,
work and heat, and power.
 There is a significant difference between the pre-
test and post-test results of the control and
 The two experimental groups who were treated with
the use of the Hypowheel model equally performed
in the post-test, but performed differently from the
control groups.
Recommendations
 Teachers may develop instructional materials that
suit the needs of the students attending science
lessons in energy transformation, work and heat,
and power, and those instructional materials should
fit in enhancing students’ level of competency
about the said lesson.

271
 Teachers may keep abreast of the continuous
innovations of instructional materials and updates
on teaching-learning strategies that can arouse
students’ interest to learn science concepts. They
may foster a motivating environment inside the
classroom.
 The Hydropowered Wheel Model (Hypowheel)
may be used in the instructions, specifically in
lessons like energy transformation, work and heat,
and power to achieve better performance.
Furthermore, the teacher may be creative in crafting
activities with the use of Hypowheel on either a
demonstration or experimental approach.
 School administrators may encourage teachers to
attend seminars and training focusing on time-
tested strategies, instructional innovations, and
waste recycling programs to enhance their
creativity and resourcefulness in creating
instructional materials.
 Students may involve themselves in innovating,
recycling, and exploring by conducting
investigatory projects. They may upgrade the
usability of the Hypowheel model and sustain its
usefulness.
 Further studies may be conducted to supplement the
findings of the study.
ACKNOWLEDGMENT
The author wishes to extend his heartfelt gratitude to the
following individuals:
Dr. Geraldine F. De Jesus, whose charismatic leadership
has elevated the institution's research and extension
services to excellence, the author expresses deep
admiration.
Former Dean of the Graduate School, Dr. Gerry A.
Carretero, and the current Dean, Dr. Susan S. Janer, for
their unwavering support and confidence in the value of
this study.
Dr. Jhonner D. Ricafort, for his inspiring mentorship and
unwavering guidance as adviser.
The panel, Prof. Nestor L. Lasala, Jr., Prof. Maria Flora
J. Renovalles, and Dr. Noel G. Benavides, for their
valuable time, effort, and expertise.
Prof. Labo, Mr. De Guzman, Mr. Furaque, Ms. Hate,
Mr. Balaoro, Ms. Gueta, and Dr. Astillero are sincerely
thanked for their tangible and intangible contributions.
Ms. Melba G. Gloriane and Engineer Noel G.
Benavides, for imparting their knowledge of research
and statistics.
To the students, principals, faculty, and staff of J.P.
Laurel High School and Danao National High School
and to all who offered moral support.
To the author’s family, the unwavering source of
inspiration, for their boundless love, care, and support
throughout this academic journey.
Above all, to Almighty God, to whom this manuscript is
wholeheartedly dedicated.
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