The Effect of Video Analysis on Students' Motivation of Learning Physics (original) (raw)
Related papers
2015
The purpose of this research was to investigate the effect of videotaped instruction, and the TLC method on secondary school students' interest and achievement in physics. The study adopted the quasiexperimental research design. Specially, the study was non-randomized pretest posttest control group design. This design was chosen because intact classes were used for the study. Umuahia North Local Government Area of Umuahia Education Zone of Abia State was purposively sampled because it has the highest number of coeducation secondary schools. Four coeducational secondary schools in Umuahia North LGA were selected. Out of the four schools selected, two were randomly assigned to videotaped treatment group and two to TLC treatment group. A total of 243 SS2 physics students formed the sample for the study. The instruments used in this study are Physics Achievement Test (PAT) and Interest Inventory Test (IIT). The PAT was in form of paper and pen test that included 10 questions in essay formats which measured the students' knowledge and subsequent understanding and application of physics concepts. The IIT consisted of 25 items and each of the items was rated on a 4-point scale with response type of Strongly Agree (SA), Agree (A), Disagree (D) and Strongly Disagree (SD). These were weighted as 4, 3, 2 and 1 respectively. The instruments were validated by experts in both measurement and evaluation and physics education. An internal reliability of 0.80 was obtained using Cronbach Alpha while the coefficient of stability for the PAT and IIT was established using spearman's test-retest coefficient of reliability and were found to be 0.91 and 0.92 respectively. The research questions were answered by computing the mean scores and standard deviation of both groups while the hypotheses were tested at P <.05 probability level using Analysis of covariance. Findings show that the use of both TLC and videotaped methods improved students' achievement and interest in physics but with the use of TLC constructivist instructional method enhancing students' achievement and interest in physics concepts better than the videotaped method. Gender had consistent influence over interest and achievement. Male students seemed to perform better than their female counterparts relative to their interest and achievement in physics concepts. The implication of this is that classroom teachers should design teaching strategies that can help students overcome their difficulties in learning and interpreting physics concepts. The TLC and videotaped methods of teaching physics should be adopted in secondary schools. Physics teachers should be trained on the effective use of such methods through seminars, workshops and conferences. Curriculum developers in science education should adopt these methods in restructuring the physics curriculum in our secondary schools. It is therefore expected that with improved scores in physics, the much expected scientific literacy and technological development may become a reality.
EDULEARN proceedings, 2017
Technology is evolving constantly, expanding its fields of application to many areas such as education. When it is intended to introduce technology in education, it is necessary to search for the correct strategy, since there is a close relation between the chosen technique, the students' engagement and the results in evaluations. This study summarizes the results of the implementation of a video-based strategy for the physics course taken by 25 secondary school students at Monterrey Institute of Technology Campus Morelia, Mexico. The selected topic was mechanical power. The methodology was validated addressing the topic and solving some exercises in a traditional way; in the next session, the teacher made a first evaluation. Later, a video about the topic was made and provided to the students for review. The activity was concluded with another evaluation where the grades increased in 16% and the rate of failed students was diminished in 25%. The device used for the video's creation has been named Learning Lightboard, which is based on the learning glass of San Diego State University (USA) and the lightboard of The University of Northwestern (USA). Learning Lightboard allows the recording of sessions to professors who teach courses based on the flipped classroom technique; furthermore, the teacher has the possibility to support the topics with visual and media content that allows to emphasize some aspects and concepts in a very specific way. The applied methodology with the aid of videos was very helpful for a better comprehension of the concepts through explanations supported by real-life examples in a physics course of secondary school.
Development and Evaluation of the Effectiveness of Computer-Assisted Physics Instruction
International Education Studies, 2014
This study aims to design and develop an interactive software for teaching and learning physics about motion and vectors analysis. This study also assesses its effectiveness in classroom and assesses the learning motivation of SMA Pekanbaru's students. The software is developed using ADDIE Model design and Life Cycle Model and built using the program Delphi Seventh version by considering design, technical, pedagogical, and the content of its learning material. The research was conducted through quasi-experiment upon XI grade students of SMA Pekanbaru. The evaluation of the software was done by the experts of design, pedagogic, technical, and learning material. After the evaluation, this software was also evaluated by expert users consisting of 31 experienced physics teachers from senior high schools in Pekanbaru. The population consisted of six classes XI grade students of SMA Pekanbaru, where two of them are randomly selected. One of the two classes, then, was determined as experimental group while the other as control group. The experimental group consisted of 38 students, with 19 boys and 19 girls whereas the control group consisted of 37 students with 17 boys and 19 girls. The sampling was based on homogeneity and normality test. The finding shows that the reliability based on Cronbach Alpha is α=0.740. Learning physics using interactive software "Motion and Vector Analysis" has affected students' conceptual understanding by 81.16 compared to students learning using traditional method, which was only 35.86. Through t-test, it was found that students' conceptual understanding was different from value t= -22.725, p= 0.00 with α= 0.05. Students' motivation to learn in the post-test was better for students who learn using the software than those who learned using traditional method. Finding based on gender found that the conceptual understanding of male students and female students were similar. Learning motivation for both male and female students has also increased. Therefore, learning physics with "Motion and Vectors Analysis" topics using interactive software is more effective than learning using traditional method.
Analysis in Using Learning Media to Increase Student Motivation of Learning Physics
Journal Corner of Education, Linguistics, and Literature
This study aims to determine the effect of using instructional mediaonline on the motivation of learning physics class XI MIPA SMAN 1 Sendang Agung. The type of research used is qualitative research with data collection instruments using questionnaires and interviews with teachers and students. The class sample taken was class IX MIPA two classes with a total of 30 students each. The results showed that the average level of learning motivation was included in the high criteria after using learning mediaonline that is, with a percentage of 80% compared to the use of printed learning media such as books and LKS modules, namely 40% in the low category. Research on the learning motivation of class XI MIPA students of SMAN 1 Sendang Agung shows that the average level of learning motivation is included in the high criteria. Many factors influence the contribution to the achievement of the average student score, one of which is learning motivation. Motivation to learn is very important in...
Video as a new teaching tool to increase student motivation
2011 IEEE Global Engineering Education Conference (EDUCON), 2011
The main objective of this research is to explore the results of the use of videos as an educational tool which helps increasing students' motivation in any discipline. The study is based on several streaming videos created as a support material for learning and used by 12 lecturers with 487 students in three different degrees of engineering (Mechanical, Industrial and Management, and Aeronautical) at the School of Industrial and Aeronautical Engineering of Terrassa (ETSEIAT). The paper describes the different areas and ways in which this innovative learning tool has been used and emphasizes the skills developed in each application. Finally, it presents the results of the impact of the use of videos upon students' motivation.
PILLAR OF PHYSICS EDUCATION
Physics is a subject that examines the phenomena that exist in the universe. Not all of the physics and science materials studied can be visualized because not all of them are concrete. This makes it difficult for students to understand the physics and science material. The solution that fits this problem is to apply the use of video to the students' physics and science learning process. The application of video in learning is expected to be able to improve student learning outcomes. Research on the use of video has been done by many previous researchers. The results of this study indicate that there is a positive influence from the use of video on student learning outcomes.This research method uses a meta-analysis method by collecting 26 articles published in 2014-2021. The article consists of 24 national articles and 2 international articles. The selected articles are articles that can be obtained the effect size on the application of learning videos in physics and science les...
Journal, 2023
The aim of this study was to examine the effect of video game based instructional strategy on students' conceptual understanding and interest of senor secondary school physics, the research used a pre-test, post-test, control group quasiexperimental design, the population of the study comprises three hundred and eighty three (383) Physics students at public, coeducational senior high schools who are in SS 2 in Dutsin-Ma Educational quality assurance Zone. Two (2) coeducational schools were selected using simple random sampling technique the sample consists of one hundred and four (104) SS 2 students, 52 for experimental sample and 52 for control sample. Each of the two schools used a whole science class. Two instruments were used for the study which are: Physics conceptual understanding Test (PCT) and Physics Interest Scale (PIS) with the reliability and internal consistency of 0.781 and 0.784 respectively. The instruments were used to collect data for students' conceptual understanding and interest respectively. Mean and standard deviation were used to answer the research questions, and a t-test independent sample was used to test the hypotheses at 0.05 level of significance. The outcome showed that the video game based instructional strategy is superior to the teacher-centered method in fostering conceptual understanding and interest among the students. On the basis of these, certain recommendations are suggested which include; teachers of senior secondary schools should expose Physics students to video game based instructional strategy, in order to promote their conceptual understanding of physics concepts, Science teachers should incorporate the use of virtual reality based instruction to complement their traditional chalk-talk method of instructional delivery to make students developed interest in the subjects.
Newest Updates in Physical Science Research Vol. 10, 2021
The study of physics is important for technological development of any society. Despite its crucial role as a catalyst to great innovations, motivation to learn the physics amongst learners has remained low. Data on enrolment of students in the subject has been low at Kenya Certificate of Secondary Education (KCSE).There are many factors that might cause students to have low motivation towards physics. One among the factors is employment of ineffective teaching methods that are not interesting and enjoyable to the learners. Interactive Multimedia Simulation Advance Organizers (IMSAO) is one of the approaches that could enhance students’ motivation to learn physics. The approach allows students to create models of real situations, manipulate, and get feedback immediately .This study’s objectives were to investigate the effects of using the approach on students’ motivation to learn physics topic measurement in Nyahururu Sub-County in Laikipia, and also to compare the level of motivati...
Multimedia motion: Motivating learners
Alt-j, 1997
because of access to more realistic applications of the laws of physics illustrated on the disc. However, several others factors appeared to be important to students when using it. In this paper, we explore how teachers' and students' perceptions of the task involved in learning post-16 physics must be addressed in designing suitable multimedia presentations and exercises.