Improving critical thinking skills and motivation towards learning physics through 7Es learning cycle model

Date of Publication

2018

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Science Education Major in Physics

Subject Categories

Physics

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Thesis Adviser

Voltaire M. Mistades

Defense Panel Chair

Lydia S. Roleda

Defense Panel Member

Maricar S. Prudente
Socorro F. Aguja
Bee Ching Ong U. Kian Koc
Gil Nonato C. Santos

Abstract/Summary

The study focused on the effectiveness of 7E’s Learning Cycle Model to critical thinking skill and motivation towards learning Physics as essential factors affecting students’ classroom performance. The effectiveness of this model was also extended across all predefined dimensions of critical thinking skill (inference, assumption, deduction, interpretation and argument) and motivation towards learning physics (intrinsic motivation, personal relevance, self efficacy, self determination and career motivation)). Each phase of this model integrated to the current daily lesson log was validated and served as guide in the implementation of the study. The study was conducted to 199 senior high school students enrolled in Manila Science High School under academic track of K 12 curriculum at SY 2016 2017. Data from the study were gathered via critical thinking skill questionnaire, motivation towards learning physics survey and journal logs of the students. Gathered data were then analyzed quantitatively and qualitatively. Paired sample t tests revealed a significant mean increase and large effect size between pretest and posttest scores from critical thinking skill questionnaire and motivation towards learning physics survey. There was also significant mean increase and large effect size in each dimension of critical thinking skill and motivation towards learning physics. In addition, no significant differences were found in gender, intended courses and their interaction with regards to effect of 7E’s learning cycle model in improving students’ critical thinking skill and motivation towards learning physics. Further analysis revealed that explain phase of 7E’s learning cycle model has the most positive effects while engage phase has no effect to the dimensions of critical thinking skill. The extend phase has the most positive effects while elaborate phase has little effect in motivation towards learning physics.

Abstract Format

html

Language

English

Format

Electronic

Accession Number

CDTG007532

Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

1 computer disc; 4 3/4 in.

Keywords

Physics--Study and teaching; Critical thinking; Critical thinking in children

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