Date of Publication
12-2023
Document Type
Dissertation
Degree Name
Doctor of Philosophy in Science Education Major in Physics
Subject Categories
Science and Mathematics Education
College
Br. Andrew Gonzalez FSC College of Education
Department/Unit
Science Education
Thesis Advisor
Voltaire Mallari Mistades
Defense Panel Chair
Maricar S. Prudente
Defense Panel Member
Lydia S. Roleda
Michelle T. Natividad
Analyn N. Tolentino
Socorro E. Aguja
Abstract/Summary
This action research utilized Self-Regulated Interactive Learning Modules (SRILMs) to improve the teaching-learning process in studying Motion in One Dimension. This study also determined the students' perceptions toward self-regulated learning (SRL) and problem-solving skills (PSS) aptitude during the forethought, performance, and self-reflection phase and how the SRILMs affect their learning and academic performance. It sought not only to enhance the learning advances of students regarding physics but also to improve students’ efficiency and capabilities whenever they solve problems. This study employed an action research design with a concurrent mixed methods approach following a plan-do-study-act (PDSA) cycle. The quantitative data were gathered from students’ pre-and post-test scores, and the qualitative data were collected from students’ outputs, reflections, and focus group discussions. There were 36 Grade 7 students from an intact class who participated in the study. The implementation process took place over four weeks, and the SRILMs were used during asynchronous and face-to-face classes. The research process was subdivided into three phases: pre-implementation, implementation, and post-implementation. In the pre-implementation phase, the SRILMs were developed, and expert validators validated the module based on the objectives, contents, style and presentation, the language used, interactivity, and self-regulated learning phase using the modified evaluation tool. At the same time, students accomplished the learning contract, personalized study plan, and pre-test. In the implementation phase, the four topics were taught using the SRILMs. From the activities and learning gain scores from the pretest to the posttest, their self-regulation and problem-solving skills significantly improved. In the post-implementation, students’ perceptions and the effect of SRILMs on their learning and performance were determined through reflections and focus group discussions. Students are now aware of what works well and what doesn’t; they learned to recall and look back to improve their learning. Students acquired self-discipline and became optimistic after reflecting on their actions. The SRILMs taught them to analyze the situation, learn on their own, and accomplish the task independently. Further, after integrating the SRILMs, the results showed a significant difference among the test scores, using Wilcoxon Signed Ranked Test (Z=5.0535, p
Abstract Format
html
Language
English
Format
Electronic
Keywords
Physics—Study and teaching; Problem solving; Mathematical ability—Testing
Recommended Citation
Rafon, J. E. (2023). Self-regulated interactive learning modules in physics: Improving students' problem-solving skills. Retrieved from https://animorepository.dlsu.edu.ph/etdd_scied/29
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Embargo Period
12-2024
