Main Article Content


This study aimed to determine the used of Frozen Theme Strategic Intervention Material in improving the uniformly accelerated motion (UAM) proficiency of grade nine students at Jesus F. Magsaysay Technical Vocational High School. The study used quasi-experimental research method which involved fourthy five students in the control group and fourthy five in the experimental group. The control group was taught using the traditional method of instruction (TMI) while the experimental group was taught using the Frozen Theme Strategic Intervention Material (FT-SIM). A fifty-item conceptual test and the UAM Learning Strategies questionnaire were the tools used in the study.

The study revealed that a typical Grade nine student is aged fourteen and male. Prior to the treatment, the Grade nine students in both the control and experimental groups were performing Fairly Satisfactory in terms of level of proficiency.  After the treatment, the students’ proficiency on UAM in the experimental group had improved to Very Satisfactory while the control group remained to be in the Fairly Satisfactory level. There is a significant difference in the level of proficiency of science students in the experimental group and no significant difference was noted in the control group.  Both the control and experimental groups rarely practice the learning strategies in the uniformly accelerated motion (UAM), hence, the strategic intervention material was developed.  The content teachers evaluated the instructional material as very useful.

Article Details

How to Cite
Pantilon, L. N. D. (2024). The Use of Frozen Theme Strategic Intervention Material to Improve the Uniformly Accelerated Motion Proficiency of Grade 9 Students. International Journal of Multidisciplinary: Applied Business and Education Research, 5(1), 75-81.


Banka, N., Bunagan, M. K., Dubrule, Y., & Shapiro, J. (2012). Wigs and hairpieces: evaluating dermatologic is-sues. Dermatologic Therapy, 25(3), 260-266.
Chin, C., & Chia, L. G. (2004). Problem‐based learning: Using students' questions to drive knowledge construction. Science education, 88(5), 707-727.
Dahar, M. A., & Faize, F. A. (2011). Effect of the availability and the use of instructional material on academic performance of
students in Punjab (Pakistan). Middle Eastern Finance and Economics, 11, 15-26.
Derrida, J. (2010). Seminario La bestia y el so-berano. Volumen I (2001-2002). Edi-ciones Manantial.
Evensen, D. H., Hmelo, C. E., & Hmelo-Silver, C. E. (2000). Problem-based learning: A re-search perspective on learning interac-tions. Routledge.
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn?. Educational psychology re-view, 16, 235-266.
Lee, E. S., Gao, Z., & Bae, Y. H. (2008). Recent progress in tumor pH targeting nano-technology. Journal of Controlled Re-lease, 132(3), 164-170.
Mayer, R. E. (1998). Cognitive, metacognitive, and motivational aspects of problem solv-ing. Instructional science, 26, 49-63.
Navarro, R., Reitman, A. J., de León, G. A., Goldman, S., Marymont, M., & Tomita, T. (2005). Astroblastoma in childhood: pathological and clinical analysis. Child's Nervous System, 21, 211-220.
Padilla, C. D., Therrell Jr, B. L., Alcausin, M. M. L. B., Chiong, M. A. D., Abacan, M. A. R., Reyes, M. E. L., ... & Millington, D. S. (2022). Successful implementation of ex-panded newborn screening in the Philip-pines using tandem mass spectrome-try. International journal of neonatal screening, 8(1), 8.
Saglam, M., Arikan, H., Savci, S., Inal-Ince, D., Bosnak-Guclu, M., Karabulut, E., & Tok-gozoglu, L. (2010). International physical activity questionnaire: reliability and va-lidity of the Turkish version. Perceptual and motor skills, 111(1), 278-284.
Tolero, J. A., & Echaure, J. S. (2021). The Rela-tionship of Learning Motivation, Reward and Achievement in Science of Secondary Students in The District of Boto-lan. International Journal of Multidiscipli-nary: Applied Business and Education Re-search, 2(9), 712-722.