Effectiveness Of Pop-Up Books On Astronomy Proficiency Among Grade IX Learners
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Grounded in constructivist learning theory, this study investigated the impact of pop-up books as interactive instructional materials on the astronomy proficiency of Grade IX learners. While traditional methods remain the standard, this research sought to determine if tactile, three-dimensional media could significantly enhance academic achievement in the study of constellations. A quasi-experimental pre-test/post-test design was utilized with a sample of 60 students (n=30 per group). The experimental group was taught using custom-designed pop-up books, while the control group received conventional instruction. Data were analyzed using paired-samples t-tests to measure within-group growth and independent samples t-tests to compare between-group performance. Results showed no significant difference in pre-test scores, establishing baseline equivalence. Although both groups demonstrated significant improvement from pre-test to post-test (p < .05), no statistically significant difference was found in the post-test scores or mean gain scores between the experimental and control groups. These findings suggest that while pop-up books are a viable supplementary tool, they do not provide a superior statistical advantage over traditional methods for improving proficiency. Practically, the results imply that educators may utilize pop-up books to diversify instructional media without compromising academic standards, though they should not be viewed as a replacement for established pedagogical practices.
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