Effectiveness of Validated Teaching-Learning Package in Projectile Motion for Grade 9 Science (original) (raw)
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Vodcast embedded with physics education technology simulation in learning projectile motion
Journal of Education and Learning (EduLearn), 2024
The challenge of creating reliable technology-based resources for science learning is a perennial challenge in Philippine education, with limited learning materials accessible to all learners. This study is about the development of a videocast embedded with physics education technology (PhET) simulation that served as supplementary learning material for grade 9 science in response to the scarcity of dependable visualization materials. The study employed the developmental research design with analysisdesign-development-implementation-evaluation (ADDIE) model as the developmental framework. The vodcast evaluation tool, achievement test questionnaire, and vodcast perception survey questionnaire for students and teachers were used in the data collection, while the Kendall’s W statistic, mean, percentage, and gain score were used in the data interpretation. The teacher respondents (N=64) have moderate agreement on the ranking of topic difficulty, with Kendall’s W of 0.45. The researcher-made vodcast attained an overall rating of 4.78 from experts, which implies that the vodcast can be very good material for classroom implementation. The developed achievement test has acceptable difficulty and discrimination indices. The implementation stage yielded a low normalized gain, which can be accounted for by unfocused attention during the pandemic. Nevertheless, the voicecasts were found very useful in learning projectile motion, as perceived by both students and teacher-observers.
The first aim of this study is to provide a teaching material to develop students' thinking skills. There are many kinds of experiment in physics lesson. In this paper authors just focus how to develop an experimental design based on projectile motion and how to explore the students’ creative and critical thinking through projectile motion experiment. This lab for projectile motions will be investigating the properties of the x displacement of a projectile. Practical knowledge and school knowledge are becoming mutually exclusive; many students see little connection between what they learn in the science classroom with real life. Students should be able to apply what they learn in school to the various situations in real-life. So that, authors second purpose of this paper is to design an experiment that can integrate the students’ understanding in the classroom with the application in the real life. To realize this second purpose, the 5 E teaching-model will be conducted to the projectile motion experiment. In the projectile motion experiment, students will be taught with respect to the sequence of 5E learning cycle model which are engagement, exploration, explanation, elaboration, and evaluation through the use of activities such as demonstrations and discussions. So the final of these exercises are designed to encourage students to see that their critical and creative thinking skills through 5 E model-teaching in the projectile motion experiment
Echoes on the teaching of physical science using the topic projectile motion
International Journal of Research in Business and Social Science (2147- 4478)
The aim of this paper was to present reflections on the teaching of physical science using the topic of projectile motion as a launch pad. It focused on the teaching model and what the Department of Basic Education expects from teaching physical science subjects. Furthermore, it looked at some of the challenges regarding teaching physical science in general and in particular to the projectile motion topic. It looked at empirical studies in projectile motion to situate the current research interest to articulate gaps in the topic and the subject. It concludes with recommendations and highlights a need to focus on all grades when teaching physical science subjects, particularly projectile motion than only in grade 12 as stipulated by Curriculum Assessment Policy Statement. The team teaching approach amongst curriculum implementers and subject teachers is also accentuated, and further investigations are proposed.
This study was conducted to develop and validate a computer-assisted instructional (CAI) package on physics for senior secondary school students in Nigeria. Teaching of science subjects in Nigeria is mostly done using traditional method and which was identified as a major cause of students' poor performance in physics. Several researches have indicated (i) Equilibrium of Forces (ii) Simple Harmonic Motion to be some of the topics responsible for students' poor performance in Senior Secondary School Certificate Examinations (SSSCE) in Nigeria. Studies have proven the efficacy of CAI for improving students' performance in all disciplines, developing one for Nigerian physics students is inevitable. The package was developed in an html format using Macromedia Dreamweaver as the overall platform. Other computer programs utilized during the development process are: Microsoft Word, Macromedia Fireworks 8, and Macromedia Flash 8. The package was developed in accordance ADDIE model. The validation was done in four stages: content validation (physics teachers); expert's validation (computer programmers and educational technology specialists); individualized validation (one-on-one validation by students) and cooperative validation (group validation by students). The observations, comments and suggestions during the validation were used to modify the package. At the completion of the package, development and validation was found to produce a very good performance when used for physics instruction.
Project based learning STEM to enhance secondary school students’ comprehension on projectile motion
At the beginning of 2020, the Covid-19 pandemic has influenced learning activity where students and teachers have to adapt from face-to-face learning to online learning. This study aims to overcome the issue by developing a learning media with Project-based learning STEM on projectile motion. The media which accommodated the catapult project was developed for secondary schools on google sites. In this research, the media was developed by conducting the Research and Development (RnD) method with the ADDIE model, consisting of five steps: analyze, design, develop, implement, and evaluate. Furthermore, the media was validated by experts and then implemented to the students. Finally, the validation and implementation results were analyzed with four points of the Likert scale. The validation results showed that the average score of the material aspect was 3.8. Meanwhile, the media aspect was 3.3. After the revision, the media was implemented to the students. The average of implementation cores showed that the material aspect was 3.6, the media aspect was 3.6, and the benefit aspect was 3.5. Both validation and implementation results showed that the media was excellent. Therefore, the project-based learning STEM with a catapult project can be applied as a supplemented media for the projectile motion learning process and applied in online learning during the covid-19 pandemic.
Journal of Mathematics and Science Teacher
This study intended to assess the extent to which computer-simulated teaching tools influence Rwandan senior four students’ understanding of graphs of projectile motion. Two schools were purposively selected, and 54 students were grouped in the control and experimental groups. Students’ scores on a multiple-choice test were collected and analyzed using frequencies and inferential statistics. Results showed that students in the experimental group got the average normalized gain in the medium range, t(36)=3.944, p<0.01 whereas in the control group it was in the low range, t(16)=1.788, p>0.05. It was found that students in the experimental group improved their understanding of graphs of projectile motion better than students who were taught using traditional methods, t(52)=-2.194, p=0.033. The study shows that using computer-simulated teaching tools influences positively students’ understanding of graphs of projectile motion. The use computer-simulated teaching tools in teaching ...
The Development of Physics Learning Materials to Improve Students’ Learning Results
Formatif: Jurnal Ilmiah Pendidikan MIPA, 2020
Teaching science should emphasize the provision of real experiences for students to develop their competence so that their ability in learning can be improved. The aim of this study was to evaluate the improvement of students’ learning result after the development of the teaching materials. This study used the Research and Development (R&D) approach with the 4D model. The data were collected through test and validation analysis. The findings show that after teaching implementing the developed material, there were no students in the low category, students in the medium level were 11 (35,48%) only, while the majority of them (20 students) which were 64,52% were categorized into the high level. Besides that, referring to the descriptive analysis of mean scores obtained by students, their achievement was regarded to be better than before (87,06). In terms of the improvement in students’ learning results, after they were taught using the media which was developed in this study, students ...