Integration of Subliminal Messages in Teaching Gas Laws
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Abstract
This research paper examines the impact of incorporating subliminal messages in teaching Gas Laws on students' perceptions and formative and summative assessments. The study collected data from a sample of students and analyzed their responses using descriptive statistical measures to determine the perception of the students on subliminal messages. The results indicate that students generally believe in the effectiveness of subliminal messages in improving academic performance and enhancing attention span. Overall, students perceived subliminal messages positively and found them helpful in learning Gas Laws with a mean of 3.55 and a standard deviation of 0.62. The study also found that students demonstrated a satisfactory level of mastery when subliminal messages were incorporated, and the use of subliminal messages had a positive impact on formative with an average score of 11.91 and a standard deviation of 2.91. In terms of the summative assessment scores the mean was 14.41 and standard deviation of 4.02. However, using inferential statistics the results indicate that there was no significant relationship between students' perception of subliminal messages and their scores in both formative (r = -140, p = 0.387) and summative assessments (r = - 0.141, p = 0.186), challenging the effectiveness of such techniques in educational contexts. Additionally, no notable correlation between formative and summative assessment scores with the r and p value of (r = 0.142) and (p = 0.183) when subliminal messages were used. These findings indicate that subliminal messages did not significantly influence students' perceptions or assessment consistency in Gas Laws teaching.
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