Thursday Online Presentation Session 1 Teaching Experiences, Pedagogy, Practice & Praxis

Session Chair: Jie Ying Low

09:30-09:55

66964 | Effectiveness of Modified Individual Learning Monitoring Plan on Science Achievement and Student Engagement Among the Grade 11 Academically Challenged Learners

Kathleen Anne F. Faderogao, Department of Education, Philippines

Reynaldo Perez-Ramos, Technological University of the Philippines, Philippines

Monitoring student’s progress is one of the key roles of a teacher because the goal of education is the academic achievement of the learners. With this, the researcher devised a Modified Individual Learning Monitoring Plan (MILMP) and assess its effectiveness by determining if there is significant difference between the student engagement and science achievement among the Grade 11 academically challenged learners in science before and after the use of the tool. This study is supported by progress monitoring theory, goal theory, theory of zone of proximal development and expectancy value theory. The researcher used non-equivalent quasi-experimental research design where control and experimental groups were selected purposively using the criteria; 40%- previous science grade, 20%- previous science teachers interview and 40%- for the 1st quarter grades in earth and life sciences. Data were collected using survey questionnaire for student engagement and 50-item achievement test and focus group discussion. The statistical tool used are percentage, weighted mean, T-Test, Wilcoxon signed rank Test and Mann-Whitney U-test. Data reveals that the level of science engagement and student achievement of the experimental group increased after the use of MILMP than to that of the control group. Overall, the use of MILMP is effective in improving the science achievement and student engagement of the academically challenged learners because of immediate feedbacking and communication to parents and learners, active involvement of the parents. The MILMP is easy to use and does not consume so much time, effort and money on the part of the parents and learners.

09:55-10:20

68211 | Adam and the Warehouse: A New Card Game Fostering Students’ Learning on Resultant Force

Jie Ying Low, Sultan Idris Education University, Malaysia

Balamuralithara Balakrishnan, Sultan Idris Education University, Malaysia

Mohd Ikhwan Hadi Yaacob, Sultan Idris Education University, Malaysia

Game-based learning (GBL) is an effective teaching strategy in Physics education as it provides a fun and active learning environment that keeps the students engaged and motivated. As the current trend of GBL focuses more on digital games; non-digital game-based learning (NDGBL) can enhance students' learning as well. Past studies found that students in Malaysia struggled to comprehend the fundamental concepts of Newton's laws of motion, particularly the resultant force covered in the Physics syllabus in secondary education. Thus, in this study, a novel non-digital educational game, AD & W (Adam and the Warehouse) Resultant Forces Card Game, was developed based on the Integrated Design Framework of Playful Learning. This study investigated how the NDGBL approach could facilitate students' learning for resultant force through a quasi-experimental design method. 62 Physics students from a secondary school in Perak were divided into two groups via stratified sampling. The control group learnt the topic of resultant force using the conventional approach, while the experimental group learnt through the NDGBL approach. Data was collected via feedback questionnaires and pre and post-test scores. The findings showed that AD & W card game effectively enhanced students' motivation to learn Physics and improved students' learning outcomes. The experimental group scored significantly better in the post-test than the control group. This game helped students to understand the concepts of resultant force better. This study shed some light on integrating NDGBL in teaching Physics by encouraging students' active participation and striking an appropriate balance between learning and play.

10:20-10:45

67158 | The Effects of Instructional Scaffolding in Students’ Conceptual Understanding, Proving Skills, Attitudes and Perceptions Towards Direct Proofs of Integers

Minie Rose Lapinid, De La Salle University-Manila, Philippines

Audric Curtis Dy, De La Salle University-Manila, Philippines

Students find mathematical proving a challenging task and often perform poorly in proving despite its importance in developing students’ critical thinking and reasoning skills due to poor attitudes and perceptions towards proving. The purpose of the study is to determine if instructional scaffolding can improve students’ conceptual understanding, proving skills, and attitudes and perceptions towards proving. The instructional scaffolding strategies used were providing hints, examples and questions for the students to develop ideas, showing how to perform a task and letting the students provide feedback, ask questions and show support to their fellow peers. Foundations or preliminaries prior to proving integers were also tackled first. The study used mixed methods where twenty-six Grade 11 STEM students participated in surveys involving attitudes and perceptions on proving, an odd/ even concept test and a proving test. Students generally had positive attitudes and perceptions towards proving even prior to the intervention and these further improved due to the intervention as the t-test result shows a significant improvement. A rubric was used to score students’ proofs. Nine students were able to progress from the beginning level to developing, approaching proficiency, proficiency and advanced levels in their proving skills although fifteen of them retained their levels. Students’ difficulties in proving were due to improper representations of the integers as arbitrary values and performing operations in simplifying algebraic expressions. Nonetheless, it can be deduced that instructional scaffolding is effective in improving students’ conceptual understanding of integers and proving skills, and attitudes and perceptions towards proving.

10:45-11:10

67548 | Examining the Motivational Impact of Intervention Arranging Assignments in High School Physics

Kotaro Takahashi, Kyoto Prefectural Sonobe High School, Japan

Motivation is considered as a crucial element in acquiring physics concepts (Redish, 2003). Also, educational psychology has developed various intervention models to promote student motivation. Particularly, The Time Continuum Model (Wlodkowski, 1985) shows that strengthening the connection between consecutive classes enhances learner motivation. This study focused on assignments that emphasize links between classes and examined their effectiveness. In addition, I investigated whether the intervention would enhance student motivation such as self-efficacy, and how students' physics conceptual changes depending on their initial self-efficacy. Twenty tenth graders joined in the intervention from April to July 2022, which was consisted of (1) arranging assignments that included many thinking tasks once every two physics classes, and (2) linking classes by offering answers of the assignments of previous classes at the beginning of following classes. The surveys were conducted before and after the intervention on April 12 (Time1) and July 19 (Time 2), measuring students’ self-efficacy and understanding of physics concepts. First, t-test showed that students got higher self-efficacy while the intervention, implying self-efficacy increased because the students succeeded in the class created by doing the assignments. Second, a two-way analysis of variance was performed to investigate whether the intervention deepened the understanding of physics concepts of the students in different initial self-efficacy levels. The significant interaction effect was detected, demonstrating that students with low self-efficacy more deepened physics concept understandings than the students with high self-efficacy, implying the intervention has a compensative effect for the students who are not confident in their physics ability.