The Effect of Light Intensity on Plant Growth

Juan S. Dela Cruz

Abstract

This study examined how different light intensities (low, medium, high) affect

the growth of plants. Fifteen plants were divided into three groups and exposed to

varying light intensities over a period of 3 weeks. Plant growth was measured in terms

of height, number of leaves, and overall health. Results indicated that plants exposed to

high light intensity grew significantly taller and developed more leaves compared to

plants in medium and low light conditions. These findings suggest that light intensity

plays a critical role in optimizing plant growth, with high light conditions leading to the

most robust development.

Chapter 1
Introduction

Background/Context:

Light is essential for photosynthesis, the process by which plants produce energy. The

amount of light plants receive can directly influence their growth and overall health.

Research Problem: This study aims to determine how varying levels of light intensity

affect plant growth in a controlled environment.

Research Question: How does light intensity (low, medium, high) affect the growth of

plants?
Hypothesis: The hypothesis is that plants exposed to higher light intensity will show

more growth than those exposed to medium or low light conditions.

Chapter 2
Framework of the Study

This chapter includes presentations and discussions of related literature and

studies done by local and international researchers. This part also includes a discussion

of frameworks (theoretical and conceptual), and definition of terms.

Literature Review

Previous studies on plant growth and light intensity have shown that light is a

crucial factor in the growth process. Research by Smith et al. (2016) indicated that

different plants have varying light requirements, but higher light intensities generally

promote more rapid growth. Additionally, Miller (2019) suggested that while too much

light can lead to photoinhibition, moderate to high light intensity is beneficial for most

plant species.

Theoretical Framework

The Photosynthesis Theory serves as the framework for this study, stating that

plants convert light energy into chemical energy, which fuels their growth and

development.

Conceptual Framework

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Light Intensity Plant Growth

variables in the study of "The Effect of Light Intensity on Plant Growth."

 The Independent Variable (IV) is Light Intensity, which refers to the varying

levels of light exposure the plants receive. This variable is manipulated in the

experiment to observe its effects.

 The Dependent Variable (DV) is Plant Growth, which measures the outcome of

the experiment. In this case, plant growth can be assessed by observing factors

such as the height of the plants, the number of leaves, or other indicators of

healthy development.

 The arrow between the two variables shows a causal relationship, where changes

in the independent variable (light intensity) are expected to influence the

dependent variable (plant growth).

Definition of Terms:

This research study necessitated the inclusion of the following terminologies,

which are essential in developing the whole research process. The concepts included

were defined operationally and conceptually to give a more evident blueprint of how

these concepts worked in the research study.

Light Intensity. The amount of light measured in watts or lumens provided to

the plants in the experiment. It is categorized into three levels: low intensity (15 watts),

medium intensity (60 watts), and high intensity (100 watts). The light intensity is

controlled using different types of light bulbs placed at a fixed distance from the plants.
 Plant Growth. The increase in physical size of the plants over the duration of the

experiment, measured in terms of:

Height: The vertical growth of the plant from base to tip, recorded in

centimeters (cm) at the end of each week.

Number of Leaves: The count of new leaves that develop on the plants during

the experiment.

Overall Health: Qualitative observations on the plant's color (e.g., green or

yellowing), leaf texture, and vigor.

Low Light Condition: Exposure of plants to a 15-watt light source for 8 hours

daily over 3 weeks. This condition simulates minimal light availability.

Medium Light Condition: Exposure of plants to a 60-watt fluorescent light for 8

hours daily over 3 weeks. This condition simulates moderate light availability.

High Light Condition: Exposure of plants to a 100-watt grow light for 8 hours

daily over 3 weeks. This condition simulates optimal light availability for plant growth.

Chapter 3

Methodology

This chapter presents the approaches and procedures employed in undertaking

this study and the various steps to actualize the objective. It includes a discussion of the

research design, research locale, instrument, data administration, and collection and

statistical treatment of the data.

Research Design
 This study followed an experimental design where plants were exposed to

different light intensities.

Participants:

Fifteen similar-sized potted plants of the same species (tomato plants) were used

for the experiment.

Materials/Tools: The materials used were tomato plants, three light sources (low-

intensity bulb, medium-intensity fluorescent light, high-intensity grow light), measuring

tape, and water.

Procedure:

- Plants were randomly divided into three groups of five, each placed under different

light conditions:

- Group 1: Low light (15 watts)

- Group 2: Medium light (60 watts)

- Group 3: High light (100 watts)

- Each plant was exposed to 8 hours of light daily for 3 weeks. The height of each

plant and the number of new leaves were measured at the end of each week.

Data Analysis:

The mean height and the number of leaves were calculated for each group. A one-way

ANOVA was used to analyze the differences in plant growth across the three light

conditions.

6. Results
Data Presentation:

- Table 1 shows the average plant height at the end of the experiment.

- Table 2 displays the average number of leaves.

- Plants exposed to high light intensity grew taller (M = 28 cm, SD = 2.5) than those

under medium light (M = 20 cm, SD = 3) and low light (M = 12 cm, SD = 1.8).

Statistical Analysis: The one-way ANOVA revealed a significant difference in plant

height between the three light groups (F(2, 12) = 45.3, p < 0.05). Similar results were

found for the number of leaves, with plants under high light intensity growing more

leaves than the other two groups.

7. Discussion

Interpretation of Results: The results support the hypothesis that plants exposed to

higher light intensity grow more rapidly. High light intensity led to greater increases in

plant height and number of leaves. This suggests that high-intensity light promotes more

photosynthesis, providing plants with the energy needed for growth.

Comparison with Previous Studies: These findings are consistent with the research by

Smith et al. (2016), who also found that light intensity is a key factor in plant growth.

However, the results differ slightly from Miller's (2019) suggestion that too much light

could inhibit growth, as no signs of photoinhibition were observed in this study.

Limitations: One limitation of this study is the short duration (3 weeks), which may not

fully capture the long-term effects of light intensity on plant health. Additionally, only

one species of plant was tested, so results may not be generalizable to other plant types.
8. Conclusion

- In conclusion, this study demonstrates that light intensity has a significant effect on

plant growth, with higher light levels leading to more robust growth. These results have

implications for agricultural practices and indoor gardening, where optimal lighting

conditions are crucial for plant development.

Recommendations: Future research should investigate the long-term effects of light

intensity on different plant species and consider other factors such as water availability

and soil quality. It is also recommended to explore the balance between light intensity

and plant health to prevent potential photoinhibition.

9. References

- Smith, A., Brown, L., & Green, P. (2016). "Light Intensity and Plant Growth:

Understanding Photosynthesis." *Botanical Studies*, 12(3), 45-58.

- Miller, J. (2019). "The Effects of Light and Water on Plant Growth." *Journal of

Agricultural Science*, 21(4), 102-110.

10. Appendices

Appendix A: Detailed data on weekly plant measurements (height and number of

leaves).

Appendix B: Photos of plant growth progression under different light intensities.

Students

Juan S. Dela Cruz

Abstract

This study investigated the effectiveness of three different study techniques

(flashcards, summarization, and mind mapping) on information retention among Grade

9 students. Using a pre-test and post-test design, 60 students were divided into three

groups. Results showed that students using flashcards performed significantly better

than those using summarization or mind mapping. Findings suggest that flashcards are a

more effective study technique for short-term retention.

Chapter 1
Introduction

Background/Context:

The ability to retain information is crucial to academic success, especially for

Grade 9 students transitioning into more complex subjects. Study techniques, such as

note-taking, summarization, spaced repetition, and active recall, have been shown to

influence information retention. However, the effectiveness of these techniques may

vary among learners, and there is a need to determine which strategies work best for

high school students. This research explores the impact of different study techniques on

the retention of information, with the goal of identifying the most effective strategies for

Grade 9 students.
Research Problem: Many Grade 9 students struggle to retain information effectively,

leading to poor academic performance. Although various study techniques are

recommended by educators, there is limited research on which methods best support

information retention in the Philippine high school context. This study aims to address

this gap by investigating the relationship between study techniques and information

retention among Grade 9 students.

Research Question: What is the effect of different study techniques (note-taking,

summarization, spaced repetition, and active recall) on the information retention of

Grade 9 students?

Hypothesis: It is hypothesized that students who use active recall and spaced repetition

as study techniques will have better information retention compared to those using note-

taking or summarization techniques..

Chapter 2
Framework of the Study

This chapter includes presentations and discussions of related literature and

studies done by local and international researchers. This part also includes a discussion

of frameworks (theoretical and conceptual), and definition of terms.

Literature Review

Previous studies on plant growth and light intensity have shown that light is a

crucial factor in the growth process. Research by Smith et al. (2016) indicated that
different plants have varying light requirements, but higher light intensities generally

promote more rapid growth. Additionally, Miller (2019) suggested that while too much

light can lead to photoinhibition, moderate to high light intensity is beneficial for most

plant species.

Theoretical Framework

The Cognitive Load Theory (Sweller, 1988) serves as the theoretical framework for this

study. According to this theory, the brain has a limited capacity to process and retain

information. Study techniques that reduce cognitive load, such as active recall and

spaced repetition, are expected to enhance information retention. Furthermore, Dual

Coding Theory (Paivio, 1971), which suggests that visual and verbal information are

processed through distinct channels, supports the use of varied study techniques to

improve learning outcomes.

Conceptual Framework

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Study Techniques Information Retention

The conceptual framework of this study outlines the relationship between the

Independent Variable (study techniques) and the Dependent Variable (information

retention).
  Independent Variable: Study Techniques (Note-taking, Summarization, Spaced

Repetition, Active Recall)

 Dependent Variable: Information Retention (measured by test scores after study

sessions)

Definition of Terms:

This research study necessitated the inclusion of the following terminologies,

which are essential in developing the whole research process. The concepts included

were defined operationally and conceptually to give a more evident blueprint of how

these concepts worked in the research study.

Study Techniques: Methods or strategies employed by students to retain

information, including note-taking, summarization, spaced repetition, and active recall.

Note-taking: Writing down information while learning, to review later.

Summarization: Condensing learned information into shorter, concise

summaries.

Spaced Repetition: A study technique where learning is spread out over time,

with increasing intervals between review sessions.

Active Recall: A study method where learners actively try to remember

information without looking at their notes.

Information Retention: The ability of students to remember and recall learned

information, measured through performance on retention tests.

Chapter 3

Methodology
 This chapter presents the approaches and procedures employed in undertaking

this study and the various steps to actualize the objective. It includes a discussion of the

research design, research locale, instrument, data administration, and collection and

statistical treatment of the data.

Research Design

This research uses a quasi-experimental design to compare the effects of

different study techniques on information retention. Students are divided into groups,

with each group employing a different study technique. After studying a selected topic,

their retention of the material is tested.

Participants:

Participants will be 40 Grade 9 students from a public high school. Students will

be randomly assigned into four groups (10 students per group), each using one of the

following study techniques: note-taking, summarization, spaced repetition, and active

recall.

Materials/Tools:

 Study materials covering a topic from the Grade 9 curriculum

 Tools for implementing the study techniques (e.g., notebooks, flashcards,

summaries)

 Pre-test and post-test assessments to measure retention

 Statistical software for data analysis

Procedure:
 1. Pre-test: All participants will take a pre-test to measure baseline knowledge on

the selected topic.

2. Study Session: Each group will be instructed to use their assigned study

technique for the same topic.

a. Group 1: Note-taking

b. Group 2: Summarization

c. Group 3: Spaced Repetition

d. Group 4: Active Recall

3. Post-test: After the study session, participants will take a post-test to measure

information retention.

4. Follow-up Test: A delayed test (after one week) will be conducted to assess long-

term retention.

Data Analysis:

Data will be analyzed using descriptive statistics (mean, median, and standard

deviation) to summarize test scores. A one-way ANOVA will be used to compare the

post-test scores among the four groups to determine if there are significant differences in

retention based on study technique. Post-hoc tests will be conducted if significant

differences are found. Additionally, a paired t-test will be used to compare pre-test and

post-test scores within each group to determine the effectiveness of each technique.

6. Results

Data Presentation:

- Table 1 shows the average plant height at the end of the experiment.
 - Table 2 displays the average number of leaves.

- Plants exposed to high light intensity grew taller (M = 28 cm, SD = 2.5) than those

under medium light (M = 20 cm, SD = 3) and low light (M = 12 cm, SD = 1.8).

Statistical Analysis: The one-way ANOVA revealed a significant difference in plant

height between the three light groups (F(2, 12) = 45.3, p < 0.05). Similar results were

found for the number of leaves, with plants under high light intensity growing more

leaves than the other two groups.

7. Discussion

Interpretation of Results: The results support the hypothesis that plants exposed to

higher light intensity grow more rapidly. High light intensity led to greater increases in

plant height and number of leaves. This suggests that high-intensity light promotes more

photosynthesis, providing plants with the energy needed for growth.

Comparison with Previous Studies: These findings are consistent with the research by

Smith et al. (2016), who also found that light intensity is a key factor in plant growth.

However, the results differ slightly from Miller's (2019) suggestion that too much light

could inhibit growth, as no signs of photoinhibition were observed in this study.

Limitations: One limitation of this study is the short duration (3 weeks), which may not

fully capture the long-term effects of light intensity on plant health. Additionally, only

one species of plant was tested, so results may not be generalizable to other plant types.

8. Conclusion
 - In conclusion, this study demonstrates that light intensity has a significant effect on

plant growth, with higher light levels leading to more robust growth. These results have

implications for agricultural practices and indoor gardening, where optimal lighting

conditions are crucial for plant development.

Recommendations: Future research should investigate the long-term effects of light

intensity on different plant species and consider other factors such as water availability

and soil quality. It is also recommended to explore the balance between light intensity

and plant health to prevent potential photoinhibition.

9. References

- Smith, A., Brown, L., & Green, P. (2016). "Light Intensity and Plant Growth:

Understanding Photosynthesis." *Botanical Studies*, 12(3), 45-58.

- Miller, J. (2019). "The Effects of Light and Water on Plant Growth." *Journal of

Agricultural Science*, 21(4), 102-110.

10. Appendices

Appendix A: Detailed data on weekly plant measurements (height and number of

leaves).

Appendix B: Photos of plant growth progression under different light intensities.

method:

1. Title

- A clear and concise description of the research.

Example: "The Effect of Study Techniques on Information Retention Among Grade 9

Students"

2. Abstract

3. Introduction

Background/Context:

Research Problem:

Research Question:

Hypothesis:

4. Literature Review

Relevant Studies: Discuss previous research related to the topic.

Theoretical Framework: Mention the theories or concepts that guide the research.

Example: "Several studies have examined the impact of study techniques on learning

outcomes (Chiu et al., 2017). This research builds on these findings to assess which

specific method is most effective for short-term retention among high school students."

5. Methodology
Research Design: State the type of research design used (e.g., experimental, quasi-

experimental).

Participants: Describe the sample size, selection criteria, and any demographic

information.

Materials/Tools: Explain the materials used (e.g., test papers, study materials, or online

tools).

Procedure: Provide a step-by-step explanation of how the experiment was conducted.

Data Analysis: Describe the methods used to analyze the data (e.g., t-tests, ANOVA).

Example:

Design: This study used a pre-test and post-test experimental design.

Participants: 60 Grade 9 students from San Antonio National High School were

randomly assigned into three groups.

Materials: Students used flashcards, summarization sheets, or mind maps to study a set

of 30 historical facts.

Procedure: All students were given a pre-test to assess their baseline knowledge. After

a 20-minute study period using their assigned technique, they took a post-test to

measure retention.

Data Analysis: A one-way ANOVA was used to compare the test scores among the

three groups.

6. Results

Data Presentation: Include tables, graphs, and charts to show the results.
Statistical Analysis: Report statistical findings (e.g., means, standard deviations,

significance levels).

Example: "The group using flashcards showed a significant improvement in post-test

scores (M = 85, SD = 5) compared to the summarization group (M = 70, SD = 7) and

mind mapping group (M = 68, SD = 8). The results of the ANOVA test showed a

statistically significant difference between the groups (p < 0.05)."

7. Discussion

Interpretation of Results: Explain what the results mean in relation to your research

question or hypothesis.

Comparison with Previous Studies: Discuss how your results align or differ from past

research.

Limitations: Point out any limitations that could have impacted the study.

Example: "The results indicate that flashcards are a more effective study tool for short-

term retention than summarization or mind mapping. These findings are consistent with

previous research by De Bock et al. (2014), who found similar results in college

students. However, one limitation of this study is the short study period, which may not

reflect long-term retention."

8. Conclusion

Summary of Findings: Briefly summarize the main findings of the research.

Implications: Discuss the practical or theoretical implications of the findings.

Recommendations: Provide suggestions for further research or practical applications.

improving short-term retention in Grade 9 students. Further research could explore the

long-term effects of different study techniques on retention."

9. References

- Include all the sources you cited in the research paper, following the required citation

style (e.g., APA, MLA).

Example:

- De Bock, D., Verschaffel, L., & Janssens, D. (2014). "Study techniques and student

retention: A comparative analysis." *Journal of Educational Psychology*, 106(3), 761-

777.

10. Appendices

- Include any supplementary materials, such as raw data, questionnaires, or detailed

procedures.

These are the main components of an experimental research paper. If you need more

detailed examples or templates for any section, let me know!