\

Journal of Interdisciplinary Perspectives Print ISSN 2984-8288 eISSN 2984-8385 Vol 2(3), 2024

Effects of the Implementation of an Interactive Students’

Notebook (ISN) on Students’ Conceptual Understanding of
Atomic Structure and Motivation Towards Science

Jay Meng S. Jusgado

University of San Carlos, Cebu City, Philippines
Author email: [email protected]

Dated Submitted: January 30, 2024 Originality: 85%

Date Revised: February 16, 2024 Grammarly Score: 99%
Date Published: February 20, 2024 Similarity: 15%

Recommended citation:
Jusgado, J. M. (2024). Effects of the Implementation of an Interactive Students' Notebook (ISN) on Students' Conceptual
Understanding of Atomic Structure and Motivation Towards Science. Journal of Interdisciplinary Perspectives, 2(3), 102–
112. https://doi.org/10.5281/zenodo.10680261

This work is licensed under a Creative Commons

Attribution-NonCommercial 4.0 International License.

ABSTRACT

This study investigated the impact of an interactive student's notebook on Grade 8 Junior high school chemistry students'
conceptual understanding of atomic structure and motivation toward science. Using a mixed-method sequential explanatory
approach, a quasi-experimental non-equivalent groups design was employed, with pretest and posttest assessments,
interviews, and questionnaires. The experimental group (using interactive notebooks) showed significantly higher conceptual
understanding gains compared to the control group. The interactive notebook intervention also positively affected students'
motivation, particularly intrinsic and career motivation. The study provides compelling evidence that incorporating
Interactive Student Notebooks positively influences students' conceptual understanding of atomic structure and their
motivation toward science. The use of ISNs facilitates higher levels of conceptual understanding, as reflected in the increased
percentage of students achieving Level 4 proficiency in interpreting atomic theory and accurately representing atomic
models. Moreover, ISNs contribute to higher levels of motivation, particularly in terms of career motivation and intrinsic
motivation.

Keywords: Interactive students’ notebook; Conceptual understanding; Motivation; Conceptual evolution

Introduction
In the Philippines, the science curriculum was developed to produce scientifically literate people who can use their
knowledge to solve problems in their communities and make responsible decisions. (De La Cruz, 2022). The Philippines,
however, performed the worst among all participating nations in the 2018 Program for International Student Assessment
(PISA), which included Science as one of the disciplines evaluated. The results of the Philippines' inaugural participation in
PISA have prepared the path for the Department of Education to propose more measures to address the country's poor
academic performance and improve education quality (De La Cruz, 2022).
There is a gap in the current educational landscape regarding the use of effective note-taking strategies (Kiewra, et
al., 2015), which can contribute to poor performance in science and other subjects. The Philippines' poor performance on the
Programme for International Student Assessment (PISA) in 2018 highlights the need for research on strategies that can
improve student performance in science and other subjects.
While researching other systems and strategies, the researcher came across a tool that the researcher thought could
be used in connection with improving the students’ conceptual understanding of different topics and areas of education and
their motivation towards science. Social Studies Are Alive! curriculum written by the Teachers’ Curriculum Institute (TCI)
developed a tool known as the Interactive Students’ Notebook (ISN).
Using interactive student notebooks for note-taking improved students' conceptual understanding on atomic
structure and motivation towards science by providing a more engaging and interactive way for students to process and retain
information.

102
Effects of the Implementation of an Interactive Students’ Notebook (ISN) on Students’ Conceptual Understanding of Atomic Structure and Motivation Towards Science
The fact that students actively participate in their education shows that the ISN engages them. The notebooks serve
as a portfolio of the students' learning, and they are urged to employ several intelligences (Bower & Lobdell, 2005).
With this, the study intended to contribute to the existing knowledge on the effect of Interactive students’ notebooks
on students’ conceptual understanding of atomic structure and motivation towards science, specifically in the Philippine K to
12 science curricula. The study investigated the effects of interactive student notebooks on Grade 8 junior high school
students’ conceptual understanding of atomic structure and motivation toward science.

Methodology
Research Design
The study utilized a mixed method sequential explanatory in a quasi-experimental non-equivalent groups research design.
This design investigates a research question or hypothesis using a combination of both quantitative and qualitative methods in
a specific order. This type of research design is often used when there is a need to gather a more in-depth understanding of a
phenomenon or to triangulate findings from different sources (American Psychological Association, 2020). The combination
of quantitative and qualitative methods is used to reveal the significant relationship between variables. For quantitative
methods, this study will utilize a non-equivalent control group quasi-experimental design. The researcher compares a group
of subjects who have received the independent variable (the experimental group) to a group of subjects who have not (the
control group). The quantitative data was obtained from a published test, it will serve as the pre-test and post-test. A post-in-
depth personal interview with the aid of an observation log, audio tapes, and journal with possible probing/follow-up
questions will be employed for qualitative design and triangulation, in which students’ conceptual understanding and learning
experiences will be gathered. This entailed one-on-one interviews with two representatives from each level (lowest, average,
highest) of the participating class, using an interview schedule, and allowing free-flowing discussion. The analysis of the
responses is through deductive approach thematic analysis. Deductive or theory-driven data analysis is a top-down approach
in which the researcher codes and interprets the data based on a range of concepts, ideas, or subjects that they bring to the
data (Braun & Clarke, 2012). The collection and analysis of quantitative data will be the first step in this approach, followed
by the qualitative data acquired during the interviews and observations to explain or broaden the conclusions of the test
results.

Research Locale
This study was conducted in one of the rural far-flung mountainous public schools in Victorias City, Negros Occidental,
where cell phone/internet signal coverage was scarce. It took place in a Chemistry 8 Junior High School Science class, with
the topic of Atomic Structure generally being discussed in the third quarter of the school year, as stated in the Science
Curriculum guide of the Department of Education. Therefore, this research was implemented in the third quarter of the
academic school year of 2022-2023.

Research Participants
In this study, one teacher was assigned to two sections of Grade 8 Chemistry. The teacher was a full-time teacher with five
years’ experience in teaching Chemistry 8. The implementing teacher was a graduate of a university also located in Victorias
City, Negros Occidental, under the BSEd Biological Science Program, with a license to teach. The implementing teacher
facilitated the class by implementing the interactive students' notebook on the experimental group, while the control group
used the DepEd conventional module. The teacher was present in the classroom, particularly during exercises, and responded
to students' inquiries while assisting them with any confusion or questions they had.
The participants in this study were grade 8 students enrolled in DepEd's Junior High School Chemistry 8 K-12
Curriculum from a rural far-flung mountainous public school in Victorias City, Negros Occidental, where cellphone/internet
signal coverage was scarce. A total of two sections were used, one for the control group and one for the experimental group.
The sample was collected through non-random convenient sampling. Only students who answered both the pre-test and post-
test were considered as respondents/participants for the quantitative data. For the qualitative data, only selected participants
from each level (lowest, average, highest) were interviewed to assess the evolution of their conceptual understanding.

Research Instrument
As mentioned in the previous sections, this research collected both quantitative and qualitative data. This section presents the
detailed features of the different instruments that were used to collect the target data.

Z Fitriza and F Gazali’s open-ended test for students’ conceptual in atomic structure
Using open-ended questions, this study seeks to identify how students conceptualize the ideas of atomic structure. For this
reason, chemistry high school students in Grade 8 will take a 7-item essay test. Where questions 1 and 2 have 5 levels (0 –
lowest and 5 – highest), the question has 3 levels (0 – lowest and 3 – highest), and questions 4, 5, 6, 7 have 2 levels (0- lowest
and 2- highest). An open-ended test covering the idea employed in the topic of atomic structure will be used to gather the
data. The purpose of the open-ended conceptual test for students was to measure students' conceptual understanding of the

103
\

Journal of Interdisciplinary Perspectives Print ISSN 2984-8288 eISSN 2984-8385 Vol 2(3), 2024

concepts in Atomic Structure, find any alternative conceptions they might have, and determine how they might think about
those concepts.

Science Motivation Questionnaire II (SMQ-II)

Science Motivation Questionnaire II by Shawn M. Glynn (2011) will be utilized to pre-and-post-assess students’ motivation
level in learning science. This can be applied in all areas of science, such as Biology, Chemistry, and Physics, and could
interchangeably replace the word “Science” depending on the need of the research. This study adopted the science-specific
version of SMQ II.

Data Gathering Procedure

The process of data gathering occurred during the 3rd quarter of the school year 2022-2023. Data gathering consisted of two
phases: gathering the data and treating the data. By ethical standards, the researcher sought approval from the Division
Superintendent, Principal, Parents, and Student participants of this study. The following section explains the process of data
gathering in detail.
Ethical approval was obtained from relevant stakeholders - Division Superintendent, Principal, Parents, and Student
participants. Phase I included pre-implementation, where materials were prepared, permissions obtained, and orientations
conducted. Students were introduced to the Interactive Students' Notebook (ISN) on topics related to atomic structure after a
pretest. Phase II, Implementation, spanned four weeks with pre/post-tests, interventions, and qualitative study selection. Post-
implementation involved analyzing mean scores and frequency counts to determine learning gains and levels, respecting a
two-week test gap. Phase II, Treatment of Data, outlined the procedure and statistical tools used for analysis.

Ethical Considerations
The study will strictly adhere to ethical guidelines by obtaining prior authorization from students, parents, teacher-
implementer, and school for data collection. Informed Consent Forms will ensure transparency about risks, benefits, and
processes, with participant confidentiality maintained throughout. The four-week intervention includes pre and post-tests and
interviews, allowing withdrawal at any stage. The study ensures no known risks, emotional distress, or discrimination, and all
collected data, stored securely, will be analyzed anonymously. After three years, the complete deletion of data, including test
results and recordings, will be executed, reinforcing the study's commitment to ethical conduct, transparency, and
confidentiality.

Results and Discussion

This section reveals the results of the implementation particularly the data collected in the pretest, posttest, and the interviews
made. The data collected was used to determine whether there was sufficient evidence to answer the problem statements.
Data were analyzed to determine the general distribution properties of the data. Forty-six (46) students from the experimental
group and fifty- two (52) students responded to the pretest on Atomic Structure, a total of ninety-eight (98) students, but only
thirty-three (33) students from the experimental group and twenty-six (26) students from the control group, a total of fifty-
nine (59) students, accomplished both pretest and posttest. Thirty-nine (39) students were not included in the overall analysis
of the study since they failed to take one of the tests, thus, a comparison of the progress before and after the intervention will
not be possible. Deficiency of submission may stem from the reason that answering or complying with the test was not
necessary or has no bearing on their grades or exam.

Initial Levels of Students’ Conceptual Understanding of Atomic Structure

The Open-Ended Test for Students' Conceptual Understanding of Atomic Structure, developed by Z Fitriza and F Gazali,
aims to assess students' comprehension of atomic structure concepts using open-ended questions. The test consisted of seven
items and was administered to gather data on students' understanding of the topic. However, due to time constraints and other
school curricular activities, the teacher-implementer was unable to cover topics addressed in questions 4 to 7. Therefore, the
test was reduced to three items. The first two questions had five levels of proficiency, with level 0 representing the lowest
level of understanding and level 5 representing the highest. The third question had three levels of proficiency, with level 0
being the lowest and level 3 being the highest. The following are the results of the pre-, and post-tests given to the students
during the conduct of the study.
Most participants in both the experimental and control groups lacked a solid understanding of the concepts. As
shown in Figure 1, in terms of the definitions, approximately 81.82% of participants in the experimental group and 80.77% in
the control group were unsure or had misconceptions about atoms based on different theories. Only a small portion of
participants (18.18% in the experimental group and 11.54% in the control group) were able to correctly mention the atom
based on Dalton's atomic theory.

104
Effects of the Implementation of an Interactive Students’ Notebook (ISN) on Students’ Conceptual Understanding of Atomic Structure and Motivation Towards Science

Conceptual Understanding Pretest (%)

90
Number of Students (%)
80
70 Level 0
60 Level 1
50
40 Level 2
30 Level 3
20
Level 4
10
0 Level 5
Q1 Q2 Q3 Q1 Control Q2 Control Q3 Control
Experimental Experimental Experimental

Figure 1. Initial levels of students’ conceptual understanding of atomic structure

Initial levels of Students’ Motivation toward Science

Collected data on the pretest on SMQ II was presented in Table 1. It showed the standard deviation, average scores, and
levels of motivation for each factor: intrinsic motivation (IM), grade motivation (GM), self-determination (SD), career
motivation (CM), and self-efficacy (SE). The highest score that the students could give is 4, while 0 is the least. Each factor
contains 5 items. Thus, 20 points would be the total score for each factor and a total of 100 in general. The following are the
results of the pre-tests given to the students during the conduct of the study.
Table 1. Descriptive statistics of pretest results on motivation levels of students

Experimental Control
Factors Mean of Sums SD Level of Motivation Mean of Sums SD Level of Motivation
Grade Motivation (GM) 14.5 2.7 High 15.0 3.3 High
Career Motivation (CM) 14.6 2.9 High 13.8 3.2 High
Self-determination (SD) 13.4 3.2 High 14.2 3.1 High
Intrinsic Motivation (IM) 14.7 2.9 High 15.5 2.6 High
Self-efficacy (SE) 12.9 3.1 High 14.7 2.3 High
Overall 70.1 11.1 High 73.2 11.6 High

The means of 70.1 and 73.2 were considered high motivation which could be seen in the SMQ II pretest results of
the experimental and control group.

Students’ Conceptual Evolution

The researchers conducted interviews with students to collect their conceptual evolution during the intervention and support
the gathered results on the quantitative data. Table 2 presents the students' cases and indicates the respective category they
belong to.

Table 2. Students' cases in the experimental and control group

Pretest Control Pretest

Level Description
Scores group Scores
P1 8 Student 7 8 High Demonstrates a strong understanding of
P2 7 Student 8 7 High the concept
P3 5 Student 9 4 Average Shows moderate understanding with some
P4 3 Student 10 2 Average room for improvement
P5 0 Student 11 0 Low
Struggles to grasp key concepts
P6 0 Student 12 0 Low

105
\

Journal of Interdisciplinary Perspectives Print ISSN 2984-8288 eISSN 2984-8385 Vol 2(3), 2024

In the study, the researcher opted to use deductive thematic analysis due to its suitability for the research objectives
and the nature of the data. The choice of deductive thematic analysis allowed the researcher to apply predefined themes or
codes to analyze the data systematically. By adopting a deductive approach, the aim was to examine the data through the lens
of preexisting theories, concepts, or frameworks. This method facilitated an exploration of how well the data aligned with
established theories or the testing of specific hypotheses. The utilization of deductive thematic analysis provided a structured
and focused analysis, offering valuable insights into the predetermined themes or categories within the study. The themes
considered in the study are the three types of conceptual evolution: conceptual change, conceptual development, and
conceptual growth as shown in Table 3.
Table 3. Thematic analysis of students' responses about their conceptual understanding
Themes Sample Illustrative Code
Conceptual Change
Reframing Altering the way, a concept is understood
Challenge The concept is called into question
Revision Updating or modifying an existing understanding of a concept
Conceptual Development
Layering Building upon an existing understanding of a concept by adding
new information or insights
Conceptual Growth
Skill development Acquiring new abilities or proficiencies

Students’ Conceptual Evolution in the Experimental Group

Some statements of the students in the experimental group or those who were taught using the interactive students’ notebook
might show hints of what made the students perform better. For instance, one student's response indicates a change in their
understanding of atomic theory after learning about different models of the atom. This represents a conceptual change,
specifically a reframing of their understanding.

“Before learning about the different models of atoms, I had a limited understanding of atomic theory... I learned
about the different theories that scientists proposed about the structure of atoms, and how these theories evolved.
For example, Dalton proposed the first modern atomic theory, which stated that all matter is made up of atoms that
are indivisible and have specific properties. Thomson proposed the plum pudding model, which suggested that
atoms were made up of a positively charged substance with negatively charged electrons embedded in it.
Rutherford's gold foil experiment showed that atoms have a small, dense nucleus at their center, which is
surrounded by electrons. Bohr's model of the atom proposed that electrons orbit the nucleus in specific energy
levels.”

The student's statement highlights the impact of learning about the various theories proposed by scientists regarding
the structure of atoms. By gaining knowledge about these different models, the student's perspective on atomic theory
underwent a significant transformation. The term "reframing" suggests that the student's previous mental framework or
conceptual schema surrounding atomic theory was adjusted or modified based on the new information they acquired. Another
subtheme of conceptual change that is evident in the analysis is the process of revision, which involves updating or
modifying existing understandings of a concept based on new insights or evidence.

“…at first, I thought that an atom was just a circle but now I know what an atom looks like according to Bohr’s
atomic model.”

The student undergoes a significant shift in their initial understanding of atoms, moving away from the
misconception of atoms as circles towards a revised and more accurate perception. The process of revision, as described by
the student, aligns with the notion that individuals modify their conceptual frameworks based on new insights or evidence
(Davis, 2018). Another student mentioned that seeing a picture of an atom in the notebook changed their perception of its
appearance. This indicates that visual representations can play a crucial role in facilitating conceptual development (Gilbert,
2010, as cited in Palis et al., 2014).
“…it changed my understanding of atoms. Before, I had no idea what they looked like. When we were given the
notebook, we opened it and found a picture of an atom. That's when I learned about the parts of an atom. Before, I
only knew about electrons and protons. But because of the notebook, I learned that there is also a neutron inside the
nucleus.”

106
Effects of the Implementation of an Interactive Students’ Notebook (ISN) on Students’ Conceptual Understanding of Atomic Structure and Motivation Towards Science

The student's response primarily focuses on the process of acquiring new knowledge and adding it to their existing
understanding of atoms. They describe how their understanding changed when they were given a notebook with a picture of
an atom, which introduced them to the parts of an atom. This process aligns with the subtheme of "Layering" within the
"Conceptual Development" theme.
Student 3 also showed the same theme (Conceptual development) and subtheme (Layering). He indicated that the
notebook made studying easier.

“Before, ... I knew that atoms had protons, neutrons, and electrons, ... But the short descriptions helped me
understand these things better. Now I know that sub-atomic particles are the tiny things that make up atoms, and
ions are atoms or molecules that have a charge because they lost or gained electrons…”

Another theme that emerges in the analysis is “Conceptual growth” with the specific sub-theme of “skill
development”. Conceptual growth is an ongoing and continuous process that occurs through learning, practice, and reflection
(Smith, 2020). It allows individuals to develop a deeper and more sophisticated understanding of a concept, enabling
effective application in various contexts and problem-solving situations (Anderson, 2019).

“I like the mnemonic APE MAN (Atomic No.=No. of Protons=No. of Electrons, Mass no. – Atomic no.=No. of
Neutrons) because it is easy to remember and use, and there are practice exercises provided. If I forget something, I
can simply go back to the APE MAN section and answer the questions again.”

Mnemonic techniques, such as acronyms, rhymes, and visual aids, are effective for improving memory and recall
during notetaking (Schneider, 2014). Notably, mnemonic training can significantly improve learning and retention of
academic material, particularly for students with lower prior knowledge or those at risk of poor learning outcomes (Dunlosky
et al., 2017).
However, it is vital to note that conceptual change can be challenging and uncomfortable, especially when it
involves questioning deeply held beliefs or correcting misconceptions (Taber, 2013; Vosniadou & Brewer, 2019). One
student expressed feeling challenged by new questions that had not been discussed in class.

“To be honest, sir, I found the notebook difficult at first. I couldn't understand some of the topics and it was hard to
comprehend…”

Students’ Conceptual Evolution in the Control Group

Similarly, the researcher also conducted interviews with the students in the control group to gather information on their
conceptual evolution during the intervention (conventional module of DepEd) and to support the quantitative data collected.
Thus, the data provided by the student interviews and post-test results on atomic structure and models show both positive and
negative trends.
Student 7 of the control group mentioned that their initial perception of atoms as simple, spherical entities drastically
changed after learning about the different components of an atom, such as protons, neutrons, and electrons, and their
respective charges and locations within the atom.

“Before, I thought that atoms were just tiny balls that make up everything. But now, I learned that atoms have
different parts like protons, neutrons, and electrons.”

This observation underscores the significance of addressing misconceptions and delivering accurate information in
fostering a precise and comprehensive understanding of atomic structure among students (Smith et al., 2018). The use of
interactive activities played a crucial role in shaping students' comprehension of atomic structure. For instance, a student
highlighted how the activity involving the use of magnets to model electron movement around the nucleus enhanced their
visualization of the dynamic nature of atoms.

“The activity that affected the change was the one where we used magnets to model how electrons move around the
nucleus of an atom. It helped me visualize how atoms are not static but dynamic.”

These responses fall under the theme “Conceptual change” specifically in the subtheme “reframing”.
While some students demonstrated improvement in their understanding of the topic, others did not show much
change in their ideas about atomic structure and models.

“...my ideas about the topic did not change much. I already knew that atoms have subatomic particles like protons,
neutrons, and electrons…”

107
\

Journal of Interdisciplinary Perspectives Print ISSN 2984-8288 eISSN 2984-8385 Vol 2(3), 2024

Moreover, some students expressed indifference or disinterest in the topic of atomic structure overall. They viewed
atoms as boring and irrelevant to their lives.

“…I don't care about their subatomic particles or their models or their properties…”

These responses highlight the need to establish connections between the subject matter and real-world applications,
demonstrating the practical implications and relevance of atomic structure in various fields such as medicine, energy, and
materials science (Thompson et al., 2020). Furthermore, these findings emphasize the importance of enhancing student
motivation to foster a deeper understanding and interest in learning about atomic structure.

Comparison of Thematic Analysis Results for Experimental and Control Group

The study aimed to investigate students' conceptual evolution during the intervention and support the quantitative data
collected. Thematic analysis was employed using pre-existing frameworks, focusing on three types of conceptual evolution:
conceptual change, conceptual development, and conceptual growth.
When comparing the thematic analysis results of the experimental and control groups, both groups showed instances
of conceptual change and development, and only the experimental group showed conceptual growth. In the experimental
group, students experienced reframing, layering, revision, challenge, and skill development indicating shifts in their
understanding of atomic theory through exposure to diverse perspectives and the incorporation of new information. The use
of interactive activities and visual representations played a crucial role in facilitating their conceptual evolution.
The findings from the thematic analysis emphasize the significance of employing interactive learning tools, such as
the Interactive Science Notebook (ISN), to facilitate conceptual change and deepen students' understanding of atomic
structure. Integrating interactive activities, formative assessments, and a supportive classroom culture are crucial in fostering
students' conceptual evolution. Additionally, addressing misconceptions, delivering accurate information, and establishing
real-world connections are essential for developing a comprehensive understanding of atomic structure. The use of the ISN in
the experimental group proved to be an effective strategy in promoting conceptual understanding and motivation of the
subject matter.

Final levels of Students’ Conceptual Understanding of Atomic Structure

As shown in Figure 2, the experimental group showed improvements in their responses, particularly in terms of accurately
identifying the sub-particles of an atom and drawing atomic models. However, it is important to note that both groups still
displayed areas of misconception and incomplete knowledge.

Conceptual Understanding Posttest (%)

80
Number of Students (%)

70
60 Level 0
50 Level 1
40 Level 2
30
Level 3
20
10 Level 4
0 Level 5
Q1 Q2 Q3 Q1 Control Q2 Control Q3 Control
Experimental Experimental Experimental

Figure 2. Final levels of conceptual understanding in the experimental and control group

Final levels of Students’ Motivation toward Science

The data analysis revealed that both the experimental and control groups displayed high levels of motivation for each of the
various parameters examined (see Table 4). Nonetheless, the experimental group outperformed the control group with a mean
total of 76.8 as opposed to 72.8 for the control group. The experimental group, which received the interactive students'
notebook intervention, generally had slightly greater mean sums of motivation than the control group, which exhibited high
levels of motivation as well.

108
Effects of the Implementation of an Interactive Students’ Notebook (ISN) on Students’ Conceptual Understanding of Atomic Structure and Motivation Towards Science

Table 4. Descriptive statistics of post-test results on motivation levels of students

Experimental Control
Factors Mean of Sums SD Level of Motivation Mean of Sums SD Level of Motivation
Grade Motivation (GM) 15.5 3.1 High 14.8 3.3 High
Career Motivation (CM) 16.0 3.4 High 13.8 3.5 High
Self-determination (SD) 14.6 3.2 High 14.5 3.2 High
Intrinsic Motivation (IM) 16.4 2.6 High 15.2 2.7 High
Self-efficacy (SE) 13.7 3.3 High 14.5 2.2 High
Overall 76.8 12.6 High 72.8 11.5 High

Difference in Conceptual Understanding Before and After the Intervention

As shown in Table 5, the median difference in scores between the two groups was notable, with the experimental group
showing a substantially higher median difference (53.13) compared to the control group (9.38). The Wilcoxon test, a non-
parametric test for independent groups, supported these findings, as the test statistic for the experimental group (496)
exceeded that of the control group (162). Both groups demonstrated p-values below the common significance threshold of
0.05, indicating statistical significance.

Table 5. Test of difference in conceptual understanding

before and after the intervention

Group Median difference Wilcoxon p-value

Control 9.38 162 <0.05
Experimental 53.13 496 <0.05

Difference in Conceptual Understanding Between Groups

As shown in Table 6, during the pre-test, the median difference in the average grades between the experimental and control
groups was -3.13%. The obtained p-value was greater than the predefined significance level of 5%. Based on these results,
there was insufficient evidence to suggest that the pre-test scores of the experimental group were higher than those of the
control group. This indicates that, before the intervention, there was no significant difference in the conceptual understanding
between the two groups.
However, following the implementation of the intervention, the post-test results revealed a notable change. The
median difference in the average grades between the experimental and control groups was 40.63%. The corresponding p-
value was less than the significance level of 5%. This provided sufficient evidence to reject the null hypothesis and accept the
alternative hypothesis, indicating that the median grade of the experimental group was higher than that of the control group.
The results suggest that the implementation of the ISN intervention had a positive impact on the student's conceptual
understanding of atomic structure. It is worth noting, however, that the experimental group's lack of understanding of the
wave mechanical model may be attributed to the possibility that the teacher-implementer did not cover this topic during the
intervention. While this limitation must be taken into account, the overall results highlight the potential effectiveness of the
ISN approach in enhancing students' comprehension of complex scientific concepts.

Table 6. Test of difference in conceptual understanding between groups

Median difference (%) Mann-Whitney p-value

Pretest -3.13 162 >0.05
Posttest 40.63 496 <0.05

Difference in Motivation Before and After the Intervention

Table 7 reveals significant differences in the motivation levels of students within the control group. The results showed that
there was no significant difference in grade motivation levels before and after the intervention, with a mean difference of -
0.27 and a p-value of 0.78. Similarly, there was no significant difference in self-determination, intrinsic motivation, and self-
efficacy levels before and after the intervention, with mean differences of 0.23, -0.31, and -0.12, respectively, and p-values of
0.69, 0.72, and 0.78, respectively. However, the study found that there was an increase in career motivation and self-
determination levels after the intervention; with a mean difference of 0.039 and 0.23, but it is still deemed insignificant
because both factors have a p-value greater than 0.05.

109
\

Journal of Interdisciplinary Perspectives Print ISSN 2984-8288 eISSN 2984-8385 Vol 2(3), 2024

Table 7. Test of difference in motivation before and after the intervention for the control group

Mann-Whitney Effect Size

Test Mean Levels SD Mean diff P-value
(U-test) (RBC)
Pretest 15.0 High 3.3
Grade Motivation (GM) -0.27 0.78 353.5 -0.046
Posttest 14.8 High 3.3
Pretest 13.8 High 3.2
Career Motivation (CM) 0.039 0.82 325.5 0.037
Posttest 13.8 High 3.5
Pretest 14.2 High 3.1
Self-determination (SD)/ 0.23 0.69 316.0 0.06
Posttest 14.5 High 3.2
Pretest 15.5 High 2.6
Intrinsic Motivation (IM) -0.31 0.72 358.0 -0.06
Posttest 15.2 High 2.8
Pretest 14.7 High 2.3
Self-efficacy (SE) -0.12 0.78 353.5 -0.05
Posttest 14.5 High 2.2
Overall Pretest 73.2 High 11.6
-0.42 0.92 344.0 -0.017
Posttest 72.8 High 11.5

For the experimental group, as shown in Table 8, even though all five components improved, three factors produced
p-values greater than 0.05, which implied it was not significant. Difference on test results on self-determination (p=0.088),
grade motivation (p=0.12), and self-efficacy (p=0.42) factors were regarded non-significant. Hence, student motivation levels
on these factors have not changed noticeably because of the students’ interactive notebook.

Table 8. Test of difference in motivation before and after the intervention for the experimental group

Mann-Whitney Effect Size

Test Mean Levels SD Mean diff P-value
(U-test) (RBC)
Pretest 14.5 High 2.7
Grade Motivation (GM) 1.0 0.120 422.5 0.22
Posttest 15.5 High 3.1
Pretest 14.6 High 2.9
Career Motivation (CM) 2.6 0.036 381.5 0.30
Posttest 16.0 High 3.4
Pretest 13.4 High 3.2
Self-determination (SD)/ 1.8 0.088 412.0 0.24
Posttest 15.2 High 4.2
Pretest 14.7 High 2.96
Intrinsic Motivation (IM) 1.7 0.015 356.5 0.35
Posttest 16.4 Highest 2.6
Pretest 12.9 High 3.1
Self-efficacy (SE) 0.9 0.420
Posttest 13.8 High 3.3 481.0 0.12
Overall Pretest 70.1 High 11.1
6.7 0.03 374.0 0.31
Posttest 76.8 High 12.6

On the other hand, intrinsic motivation and career motivation results were deemed to have a significant difference,
with a p-value of 0.015 and 0.036 respectively. Intrinsic motivation increased by 1.7 which changed its level from “high” to
“highest”. An intrinsically motivated person performs tasks that they find interesting and enjoyable (Deci et al., 1999;
Amabile & Pratt, 2016; Fischer et al., 2019). Furthermore, Ryan & Deci (2017) described that intrinsically motivated
students are more likely to engage in learning activities for the inherent satisfaction they derive from the process, leading to
higher levels of academic achievement and overall well-being. This characteristic was found true in the current study based
on the learning experiences of the students. Student 3 asserted “It's enjoyable, sir. It's challenging to learn the concepts in the
subatomic particles. I study the periodic table and engage in activities in the notebook, and I truly study and learn from them.
I love the feeling of being able to relate to what the teacher is talking about”. Students claimed that interactive student’
notebooks helped them understand the lesson better since they could write notes while the teacher was discussing the lesson.
Student 2 quoted “It helped me understand parts of the lessons that I found difficult to understand before. With the help of
the notebook, we were able to understand more. It was especially helpful because we could write notes while our teacher was
discussing the lesson.”
The results show a significant improvement in motivation scores from the pretest to the posttest. The significant
increase in motivation as a result of the interactive students’ notebook is highlighted by the mean difference of 6.70 points
between the pretest and posttest scores. The idea that the interactive students' notebook intervention played a key part in the
noticed increase in motivation is further supported by the p-value of 0.03 and the computed effect size of 0.31.

110
Effects of the Implementation of an Interactive Students’ Notebook (ISN) on Students’ Conceptual Understanding of Atomic Structure and Motivation Towards Science

Difference in Motivation Between Groups

During the Pre-test phase, before any intervention was implemented, no significant difference was observed between the
experimental and control groups. The median difference was found to be -5.0% across both groups. The associated statistic is
30.0, and the high p-value of greater than 0.05 suggests no significant evidence to reject the null hypothesis. Therefore, any
observed difference is likely due to chance.

Table 9. Test of difference in motivation between groups

Median difference (%) Mann-Whitney p-value
Pretest -5.0 30.0 >0.05
Posttest 5.0 436 <0.05

Moving to the Post-test phase, after implementing the interactive student notebook intervention in the experimental
group and providing the conventional DepEd module to the control group, a significant difference was observed. The median
difference between the experimental and control groups was found to be 5.0%. The associated statistic is 436.0, and the low
p-value of less than 0.05 indicates strong evidence to reject the null hypothesis. Thus, the observed difference is unlikely to
be due to chance and suggests a significant effect or relationship resulting from the interactive student notebook intervention
compared to the conventional DepEd module.

Conclusions
The study aimed to investigate the impact of an Interactive Science Notebook (ISN) intervention on students' conceptual
understanding and motivation in the context of atomic structure. The results revealed that both the experimental and control
groups initially exhibited limited understanding of atomic theories and models, with notable misconceptions. The
implementation of the ISN intervention led to significant improvements in the experimental group's conceptual
understanding, as evidenced by thematic analysis and post-test scores. Thematic analysis highlighted conceptual change,
development, and growth in the experimental group, emphasizing the importance of interactive tools and visual aids in the
learning process. Moreover, the ISN intervention positively influenced students' motivation, particularly intrinsic motivation
and career motivation, as indicated by post-test results and qualitative responses.
Comparatively, the control group also demonstrated instances of conceptual change, but with a wider range of
responses, including limited improvement and disinterest in the topic. The study underscored the importance of addressing
misconceptions, delivering accurate information, and establishing real-world connections to enhance student motivation and
foster a comprehensive understanding of atomic structure.
Statistical analyses further supported the effectiveness of the ISN intervention, with significant differences in post-
test scores and motivation levels between the experimental and control groups. The findings suggest that the ISN approach
positively influenced students' conceptual understanding and motivation, highlighting its potential as an effective pedagogical
tool in science education.
However, limitations, such as the possibility of incomplete coverage of topics and variations in teacher
implementation, should be acknowledged. Despite these limitations, the overall results emphasize the promising impact of
the ISN intervention in improving students' learning outcomes and motivation in the study of atomic structure.

Contributions of Authors
The authors confirm the equal contribution in each part of this work. All authors reviewed and approved the final version of
this work.

Funding
This work was supported by the Department of Science and Technology – Science Education Institute.

Conflict of Interests
All authors declare that they have no conflicts of interest

Acknowledgment
The success of this study was achieved through the invaluable contributions of several individuals who generously devoted
their time, dedication, expertise, and encouragement to the research's development and completion. I am deeply thankful to
the Department of Science and Technology for awarding me the CBPSME Scholarship, which not only allowed me to pursue
my graduate studies but also provided essential financial support and a study extension.

References
Davis, B. J. (2018). Conceptual change in learning: The role of reflection. Routledge.

111
\

Journal of Interdisciplinary Perspectives Print ISSN 2984-8288 eISSN 2984-8385 Vol 2(3), 2024

Drigas, A., & Zografos, V. (2018). Motivating collaborative learning through the use of self-assessment and peer assessment.
Educational Research and Reviews, 13(1), 10-17.
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students' learning with
effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in
the Public Interest, 14(1), 4-58.
Engelshaft, P., & Kruger, D. (2021). Modeling as Scientific Reasoning: The Role of Abductive Reasoning for Modeling
Competence.
Gilbert, J. K. (2010). Visual representations in science education: The influence of prior knowledge and cognitive load theory
on instructional design principles. International Journal of Science Education, 32(8), 1073-1091.
Glynn, S. M. (2011). University of Georgia, USA. Science Motivation Questionnaire II (SMQ-II).
Hmelo-Silver, B. K., Duncan, C. E., & Chinn, J. (2018). Inquiry-based learning: A review of the research. Educational
Psychologist, 53(3), 199-221.
Jones. (2019). The Implications of Blended Learning in Today’s Classroom: A Look into the History, Views, Impacts, and
Research.
Kiewra, K. A., Duft, D., & Christian, L. M. (2014). The effects of note-taking on learning: A meta-analysis. Educational
Psychology Review, 26(3), 269-287.
Krell, M., Vorholzer, A., & Nehring, A. (2022). Scientific Reasoning in Science Education: From Global Measures to Fine-
Grained Descriptions of Students’ Competencies.
Kühn, S., & Gallinat, J. (2016). Individual differences in memory training success and neural plasticity. Biological
Psychiatry: Cognitive Neuroscience and Neuroimaging, 1(3), 217-225.
Lee, Y., & Hong, H. (2016). The impact of a constructivist learning environment on student achievement and engagement in
a blended learning environment. Educational Technology Research and Development, 64(2), 199-219.
Mallozzi, F.N. (n.d.). The effects of using interactive student notebooks and specific written feedback on seventh grade
students? Science process skills.
Mollet, A. A. (2017). Science Interactive Notebooks: A Case Study on Learning In High School Students.
Sayed, J. I., & Hmelo-Silver, C. E. (2016). Inquiry-based science education: An evidence-based approach. Science
Education, 100(3), 420-448.
Smith, L., et al. (2020). Conceptual change: Philosophical perspectives. In The Routledge Handbook of the Philosophy of
Childhood and Children (pp. 139-152). Routledge.
Stevens, V. (2019). CALL-IS academic session on SMALL: Research, practice, impact of social media-assisted language
learning-webcasting.
Twar, B. J. (2011). The Effects of Using an Interactive Student Notebook on The Understanding Of The Concepts And
Algorithms Of Addition And Subtraction Of Fractions And Mixed Numbers For Fifth Grade Mathematics Students.
Z Fitriza and F Gazali. (2018). Diagnosing Students' conception on atomic structure using open ended question

112