Chapter I:

PROBLEM AND ITS SETTING

Introduction:

As stated by Alameda et al. (2017), Chalk is a basic tool in

everyday for every teacher. It is known by its chemical name along
with other materials, calcium carbonate. Its main function is to write
on a blackboard or other materials to instruct their students.
Additionally, chalk can be used as a “marketing tool” on a variety of
surface, including fabric, cement, and even wood. Chalk is commonly
used by weight-lifters, rock climbers, and gymnasts as a drying agent.
When playing pool, the pool cue’s tips are also covered in chalk.
Foreigners also use chalk, not just us Filipinos. They are much
cheaper than utilizing whiteboards and markers.

Furthermore, a typical Filipino classroom still employs old

fashion teaching methods of chalk and a wooden chalkboard. During
the past few years, teachers and even students have used chalk as a
crucial teaching tool. Some teachers favor chalk because they think
that writing with chalk slows down the pace, making it easier for
students to follow along and take notes. And, if for no other reason, as
one teacher said in an online blog in praise of chalk, using a
chalkboard means the lights in a classroom have to be on. “It is
seldom that students fall asleep when the lights are up,” he wrote,
“but in a traditional lecture format, when the lights dim, the eyelids
drop.” (Hough, 2017)

There is not enough chalk in many Philippine schools for

teachers to use when instructing their students. White chalk is what
all students and teachers use to write on blackboards. The use of
white board markers has had detrimental effects on the environment.
The whiteboard marker is just thrown away once its ink runs out.

1
 After then, it will be dumped in a landfill, where it may stay for
a million years. An option that may be used in an ecologically
responsible way is chalk. (Quejano et al.,2023)

As digital technology has grown, chalk use in the classroom has

drastically declined. Chalk, however, is still used in some educational
settings. It gives teachers a tactile and visual help, and some
educators contend that in particular circumstances, it might be more
useful than digital resources. In addition, chalkboards are more
affordable and eco-friendly than computerized substitutes. In addition
to being electrically free, chalk decomposes naturally. Additionally,
some instructors think that pupils can write more effectively and
remember what they write when they use chalk.

When it comes to teaching students how to write, one of the

best ways to learn and practice is on a chalkboard. In addition to
bringing students up to the main chalkboard, some teachers provide
students with personal chalkboards complete with lines. Some
students just have a hard time learning when a visual aid isn’t
involved. Chalkboards are a great way to maximize your students’
ability to learn and retain new information. By writing out key points
and drawing helpful illustrations on the chalkboard, students are also
able to take better, more accurate notes. Watching you write and draw
will also hold their interest longer than a boring PowerPoint. (Goerndt,
2021)

Statement of the Problem:

The study’s goal is to examine and compare the characteristics

of two different types of chalk in order to determine their respective
advantages and disadvantages in educational and institutional
situations. These are the specific issues and characteristics to
differentiate the chalks:

2
 1. Writing Quality: How do the two chalks differ when writing on a
chalkboard in terms of its smoothness and color intensity?
2. Durability: How long do the markings made by each chalk last?
How long do the chalk break after writing on the chalkboard?
3. Dust Generation: What effect does this have on the cleanliness
of the writing surface and potential health issues?
4. User Experience: Is there anything that stands out in terms of
its usability?
How do these chalks differ in terms of user experience?
5. Application: Which chalk kind is better suited for particular
educational or instructional environment?

This study aims to investigate these specific characteristics in

depth in order to provide insights into the practical performance
differences between the two chalks, assisting educators and
institutions in making educated judgement about chalk selection for
educational purposes.

Hypothesis:

H0: There’s no difference in terms of the chalks writing quality,

durability, dust generation, user experience and application.
H1: There’s difference in terms of the chalks writing quality, durability,
dust generation, user experience and application.

Significance of the Study:

Since chalk is commonly used by teachers and students in

school as an essential teaching-learning tool, this study aimed to
compare two different types of chalk the teachers in school A used to
know and differentiate what kind of chalk is better to use for
educational purpose. These study shall be beneficial to the following:

Chalk Factories: They can use this study to gain knowledge

about producing chalk that is safe, effective, usable for the users.

3
 Community: This study aims to inform people to use products
that is easy to decompose naturally, eco-friendly, and affordable to
reduce garbage rate in the community.

Teachers: The teachers are one of the reason the researchers

conducted this study. The researchers believe that teachers deserve to
use a quality, special, and safe chalk than the cheap chalk schools
provide.

Future Researchers: This study “A Comparative Investigation of

the Properties of Chalk” can be used as a basis and guide for future
researchers conducting research that is similar and relevant to the
study.

Scope and Delimitations:

Generally, this study focused to differentiate just two types of

chalk that is commonly used by teachers and identify which is the
best to use and better tool in teaching. The researchers differentiate
the chalks writing quality, durability, dust generation, user
experience, and application. Lastly, this study is conducted in School
A and it is not intended to compete with the market, for the
researchers only compare chalk that is commonly used by the
teachers.

Definition of Terms:

 Dust Generation- The main sources of dust generation are

crushers, other storage piles and railway wagons. They produce
dust and particle that can cause reaction on the health of a
person.
 Tactile- of or connected with the sense of touch. (Oxford
Language).

4
 Chapter II:

RELATED LITERATURE

This chapter contains the concepts, the completed thesis, the

generalizations or findings, techniques, and others. Those that were
included in this chapter aid in familiarizing knowledge that is
pertinent to and related to the current study. The different literatures
were gathered by the researchers to support the study and strengthen
its validity.

Chalk:

The main component of chalk, a soft, white, porous sedimentary

rock, is the mineral calcite (calcium carbonate). Its unique white hue
and powdered texture are what make it frequently connected to
maritime areas. Throughout history, chalk has been utilized for a
variety of tasks, such as writing surfaces, building materials, and
agricultural applications.

Chalk rock, also just called chalk, is a particular kind of

sedimentary rock that is mostly made up of the remnants of tiny sea
creatures called coccolithophores. When these animals die, their
remnants collect on the ocean floor. They produce calcium carbonate
shells or plates. These collected remnants can eventually create
substantial chalk rock strata. Chalk's unusual white hue and
extremely fine-grained texture set it apart from other varieties of
limestone. Since chalk rock is often friable and soft, it crumbles easily
into a powder.

Importance of chalk:

Educational Use: Chalk has been used for writing and drawing
for a very long time, especially on chalkboards. Chalk is an essential
component of classroom environments as teachers and educators
have been using it for millennia to train pupils and impart knowledge.

5
 Geological History: Knowledge about Earth's geological past may
be gained from chalk rock. In order to better comprehend the Earth's
historical temperature and ecosystem changes, scientists and
geologists may learn from the layers of chalk, which preserve former
ecosystems and the history of marine life.

Use in Agriculture: Chalk may be used in agriculture to adjust

the acidity of the soil. It may be added to soil to balance acidity,
enhance soil structure, and provide plants the vital calcium they need
to thrive healthily.

Building and Industry: In the past, chalk has been utilized as a

building material.

Cultural and Historical relevance: Associated with traditional

crafts, artwork, and historical writing devices, chalk has cultural and
historical relevance throughout numerous locations.

Coastal Landforms: Areas along the coast that include chalk

formations and cliffs, such as the UK's White Cliffs of Dover, are well-
known for their arresting aesthetic appeal. Chalk cliffs are also
involved in the production of unique landscapes and coastal erosion.

Chalk rock is an important geological formation that has a

variety of applications and significance in fields like education,
agriculture, geology, culture, and industry. It is an important resource
and research topic because of its special qualities and historical
significance. (2023)

Conceptual Framework 1:

The researchers constructed the diagram below to help

understand the factors involve in the study.

The two different kind

INDEPENDENT
VARIABLE of chalk

6
 The Chalk’s writing

DEPENDENT quality, durability, dust

VARIABLE generation, user

experience, and

application.

Figure 1: The framework shows the Independent Variable and

Dependent Variable of the study “A Comparative Investigation of the
Properties of Chalk”. The diagram demonstrates the two different
types of chalk as the independent variable that can affect the
dependent variable which is the chalk’s writing quality, durability,
dust generation, user experience, and application.

7
 Chapter III:

METHODOLOGY

Research Design

The researchers utilized the experimental research. The

researchers used and relied primarily on research to gather data. The
researchers conducted a survey about the chalk commonly used by
the teachers at School A and their feedback about it.

Population and sampling

The researchers ask teachers through survey their commonly

used brand of chalk and their feedback about it. The students,
especially the teachers are the respondents in this study.

Data Gathering Procedure

The researchers will utilize questionnaires and surveys to gather

the feedbacks of teachers and students about the chalk that they
usually used in learning and teaching.

Data Analysis

The researchers evaluated the difference by:

 Testing the two different brand of chalk that teachers usually
used.
 Evaluating whether the chalks are different in terms of its
writing quality.
 Evaluating the two chalk in terms of its durability, when it will
break and pulverized.
 Evaluating the dust generation of the chalks in the blackboard
and there cleanliness after being removed.
 Asking and inquiring about their preferred brand of chalk.
 Testing and comparing which of the two chalk is better suited
for educational purposes.

8
  Their opinions and answers are highly appreciated. It will help
make the research better and effective.
Research Locale

This research was conducted at School A.

Research Procedures:

Pre-Experimental Stage

The researchers will prepare a letter of permission to conduct

the survey. Once accepted, the researchers will proceed with the
inquiring, and prepare the materials need in comparing the two
different brand of chalk teachers usually used. The researchers
prepared two types of chalk, blackboard or chalkboard, stopwatch or
timer, and eraser if needed.

Experimental Stage

The writing surface or chalkboard is put up by the researchers.

Make sure it is spotless and devoid of any leftovers. To make it easier
to identify the chalks during the comparison, label or mark them. As
for the chalk tests: A. Using the first chalk, consistently apply
pressure and strokes to write or draw on the chalkboard. B. Make
notes on observations about dustiness, color intensity, smoothness,
and any other pertinent features. C. Keep track of how long the
writing or artwork lasts or is visible before it begins to fade or
disappear. D. With the second chalk, use the same procedure. Next, in
order to compare the chalks: A. Examine the brightness, clarity, and
durability of each chalk's writing or drawing. B. Make a note of any
variations you see between the two chalks. Determine which chalk
performs best based on the findings.

9
Post-Experimental Stage

Finally, use an eraser or towel to remove any remaining

markings from the chalkboard in order to clean it up. *Safety
Precautions:* - Use caution when handling chalk to prevent breathing
in chalk dust. - After handling chalk, wash your hands.

Target Population

Many educators still use chalk in teaching their students. It can

help teach good penmanship and help students to understand their
lessons more. Therefore, the target population for this research is to
include students, especially the teachers who uses the most chalk in
school.

Flow Chart

PREPARATION OF THE MATERIALS NEEDED

The researchers must list and prepare the materials to use in

comparing two different brands of chalk.

As for the chalk tests: a. Using the first chalk, consistently

apply pressure and strokes to write or draw on the
chalkboard. b. Make notes on observations about dustiness,
color intensity, smoothness, and any other pertinent features.
c. Keep track of how long the writing or artwork lasts or is
visible before it begins to fade or disappear. d. With the second
chalk, use the same procedure.

10
 Next, in order to compare the chalks: A. Examine the brightness,
clarity, and durability of each chalk's writing or drawing. B. Make
a note of any variations you see between the two chalks.

Finally, use an eraser or towel to remove any remaining markings

from the chalkboard in order to clean it up.

Ethical Consideration

The researchers guaranteed that this comparative study will

cause no harm. The collection of data are examined without bias. The
output of the study are tested thoroughly. The conduct of the study
and collection of data from the participants are made with consent
and letter of permission and is kept properly to keep the respondents
identity private to respect their privacy.

BUDGET REQUIREMENTS

The budget for this research is defined to include materials and

supplies that the researchers use for the experimentation of the study.

The budget for this study is detailed in Table 1.

ITEM: COST:

Brand X

Brand Y

TOTAL :

11
TIME TABLE

Activities Time Frame Budget MOV

Title Making Last week of

August –

Making of Third week

Introduction to fourth –
week of
September

SOS Making Second week

to third week –
of September

SDMaking Second week

of September –

Making of Third week –

Methodology of October to
third week of
November

Making Research Second week

Design to third week –
of October

Population and Second week

Sampling Making to third week –
of October

Making Research Last week of Powerpoint

Instruments or December to

12
Questions 1st week of – Presentation
January

Making/Listing 1st week of – Powerpoint

Data Gathering January to Presentation
Procedure 1st week of
January

Making Data 2nd week of Powerpoint

Analysis January to – Presentation
3rd week of
January

Making 3rd week of Powerpoint

Methodological January to – Presentation
Limitations last week of
January

Rechecking and Last week of Php200.00 Powerpoint

Compiling January to Presentation
1st week of
March

Start of 2nd week of Powerpoint

experimentation March to last Php N/A Presentation,
week of April Documentations,
and Approval
Sheets

13
References:

International:

(Delfin, 2018)

Delfin, I. (2018). DIY- Eggchalk Investigative Study. New Jersey:

Don Bosco Technical Collage.

National:

(ABUTIN, et al., 2018)

(Azarcon & Caluag, 2022)

Azarcon, A., & Caluag, J. (2022, August 22). Malayan Science
researchers test school chalk alternatives to help local
manufacturers, public school teachers. Retrieved December 7,
2023, from Malayan High School of Science :
https://malayanscience.edu.ph/News.aspx?NewsID=1319&fbcli
d=IwAR00bsCJAik2VmD1FCyWu0IJHyH1-J1y-u608Hjai-
l6hAzU6z33OFQEMB4

(Navarrete, 2023)

Navarrete, M. I. (2023, March 10). Sfa 2023 A Comparative Study On

Chalk Made From Eggshells Oyster Shells and Fishbones To
Most Store Bought Chalks. Retrieved from SCRIBD:
https://www.scribd.com/document/643019697/SFA-2023-A-
COMPARATIVE-STUDY-ON-CHALK-MADE-FROM-EGGSHELLS-
OYSTER-SHELLS-AND-FISHBONES-TO-MOST-STORE-
BOUGHT-CHALKS-2?
fbclid=IwAR0nviuhUNGqrfl20LbGDbJP2W7OwAJYvYRf_-
uMULUBJnY4HexwKBOy7L

14
Local:

(Quejano Angela)

Quejano Angela, R. C. (n.d.). A COMPARATIVE STUDY BETWEEN

CHALK FROM CHICKEN EGG SHELLS ANDCOMMERCIAL
CHALK. Retrieved December 5, 2023, from studocu:
https://www.studocu.com/ph/document/mindanao-state-
university/bachelor-of-secondary-education/chalk-
research/62683452?fbclid=IwAR2vJ3tiFbu_XBQlt2RGn-lzP-
vMVFnW8BshmilxDown3YK8-nslcnJE-CU

CURRICULUM VITAE

PERSONAL INFORMATION

Name: Cleint Jaimon M. Perez

Age: 15

Date of Birth: February 1,2008

Place of Birth: Purok Mabuhay, Silway 8, Polomolok, South Cotabato

Address: Purok Mabuhay, Silway 8, Polomolok, South Cotabato

School: Silway-8 National High School

Year and Section: IX - Dalton

Parents:

Father: Mr. Simeon Perez

15
 Mother: Mrs. Chanda Perez

Occupation:

Father: Tricycle Driver

Mother: Housewife

Siblings:

Chriselle Joy Perez

Christian Jay Perez

Educational Attainment:

Preschool: Navi Christian School

Primary: Silway–8 Elementary School

Secondary: Silway–8 National High School

Curriculum Involvement:

Yes-o Club

PERSONAL INFORMATION

Name: Lyanne B. Quintos

Age: 15

Date of Birth: April 1, 2008

Place of Birth: St. Elizabeth Hospital, General Santos City

Address: Purok Masigla, Falle Compound, Silway 8, Polomolok, South

Cotabato

School: Silway-8 National High School

Year and Section: IX - Dalton

Parents:

Father: Tristanne B. Quintos

16
 Mother: Emily B. Quintos

Occupation:

Father: Government Official

Mother: Housewife

Sibling:

Matt Daniel B. Quintos

Educational Attainment:

Preschool: Mary and Paul Learning Center Inc.

Primary: Silway–8 Elementary School

Secondary: Silway–8 National High School

Curriculum Involvement:

Robotics

Math Club

PERSONAL INFORMATION

Name:Jaive Nicholas C. Villar

Age: 16

Date of Birth: February 12,2007

Place of Birth: Mindanao Medical Center Inc. General Santos City

Address: San Gabriel Homes, Polomolok, South Cotabato

School: Silway-8 National High School

Year and Section: IX - Dalton

Parents:

Father: Jenison O.Villar

Occupation: Land Transportation Office Evaluator

17
 Mother: Josebelle B. Ceido

Occupation: N/A

Sibling: Joss Nikhazia C. Villar

Educational Attainment:

Preschool: Mt. Matutum Christian School

Primary: Mt. Matutum Christian School

Secondary: Silway–8 National High School

Curriculum Involvement:

Ex-Libris/Reading Club

PAGE/Book Lovers Club

Journalism

___________________________________________________________

CERTIFICATE OF THESIS EDITING

To whom it may concern:

This is to certify that I have thoroughly edited the

pages of the Research paper of Mr/Ms entitled Aromatic Classroom
Chalk

18
 Name and Signature of the English
Editor

Noted By:

Adviser

Appendix A: Documentation

In this Appendix, the researchers settled their findings on their

research entitled "Aromatic Classroom Chalk"

19
20