Date of Publication

3-2019

Document Type

Master's Thesis

Degree Name

Master of Science in Teaching Major in Physics

Subject Categories

Science and Mathematics Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Thesis Adviser

Lydia S. Roleda

Defense Panel Chair

Maricar S. Prudente

Defense Panel Member

Minie Rose C. Lapinid
Socorro E. Aguja

Abstract/Summary

Current literature shows that providing students with feedback plays a vital role in learning and improving student achievement. This study sought to determine the effect of using the Fast Feedback Methods (FFM) on the students' learning in terms of their mastery of the content and their intrinsic motivation to learn physics. The framework was based on the premise that there has to be a continuous interaction between teacher and students to check on students’ conceptual progress and to provide constructive feedback in order to promote learning. The methodology was patterned from a local research of van den Berg (2003). Fast feedback is a method which involves the whole class with the students working individually but at the same pace through a set of questions that may be answered in the form of short responses, sketches, graphs, or drawings. The said approach is given at the end of each lesson as a form of formative assessment. In this study, FFM were not only utilized in the class but were also given through online assignments. Class observations were made to ensure that the conduct of classes adhere to the FFM protocol. An intact section of G7 students of a regular public high school in one of the cities in Metro Manila were purposely selected as respondents. Data for FFM's effect in terms of students' mastery were obtained from the formative assessment instruments and posttest, while the intrinsic motivation was explored using a modified Intrinsic Motivation Inventory (IMI). Statistical analysis was performed. Selected students were interviewed to triangulate the results. It was found that FFM had a positive effect on the students’ mastery of the content as evidenced by the data gathered from the intervention and the results of the mastery test. The mean score of 39.58 is significantly higher than the test value of 30 with a p-value (Sig. 2-tailed) less than the threshold of 0.05, implying that there is a significant difference between the mean score of the students and the test value. In addition, a 4.58 out of a highest possible mean score of 5.00 in the scale of the IMI results revealed that the students have a high level of intrinsic motivation to learn physics when they are engaged in FFM. Hence, the findings of this study suggests that FFM can be a useful form of formative assessment that teachers can use in their physics classes to provide students with the immediate feedback they need to improve their learning.

Abstract Format

html

Language

English

Format

Electronic

Accession Number

CDTG007433

Keywords

Feedback (Psychology); Learning, Psychology of; Mastery learning; Motivation in education

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Embargo Period

10-3-2022

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