Alfredo C. PADIOS, JR., Macario V. TOBIA, JR.

LONG DISTANCE LAB AFFAIRS: PHYSICS ACHIEVEMENT AND METACOGNITION EFFECTS OF DISTANCE LABORATORIES IN A SENIOR HIGH SCHOOL IN THE PHILIPPINES

Due to the necessity to continue learning even during the pandemic, schools opened utilizing distance learning modalities. However, there is a dearth of evidence on the effectivity of this modalities in physics. In this study, we investigated the effects of three physics distance learning modes; the module-only (MO), virtual lab plus module (VLM), and the physical lab plus module (PLM) classes in physics achievement and metacognition employing the pretest-posttest and repeated measures research designs. All learning modules used were in digital formats sent through free messaging platforms. Analysis of data includes paired samples t-test, one-way ANOVA, repeated measures ANOVA, and independent samples t-test. Results revealed that all three distance learning modes have significantly higher post-test than pre-test scores. Further analysis showed, however, that only VLM had significantly higher gain scores than MO. Initially, at pre-MO and post-MO administrations, male students had significantly higher metacognition but this diminished after they perform both virtual and physical labs. It was in post-PLM where students have significantly better metacognition than pre-MO and post-MO. This study showed that not only do physical and virtual labs supplement distance modular learning, they are also complementary that both must be used in distance learning.

Keywords:

Distance learning, distance physical lab, distance virtual lab distance physics lab, modular distance learning, metacognition, physics achievement.,

PDF

___

American Association of Physics Teachers. (1998). Goals of the Introductory Physics Laboratory. American Journal of Physics, 66(6), 483–485. https://doi.org/10.1119/1.19042
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191 Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes, M. A., & Bethel, E. C. (2009). A Meta-Analysis of Three Types of Interaction Treatments in Distance Education. Review of Educational Research, 79(3), 1243–1289. https://doi.org/10.3102/0034654309333844
Bodegom, E., Jensen, E., & Sokoloff, D. (2019). Adapting “RealTime Physics” for Distance Learning with the IOLab. Physics Teacher, 57(6), 382–386. https://doi.org/10.1119/1.5124277
Carpendale, J., & Cooper, R. (2021). Conceptual Understanding Procedure to Elicit Metacognition with Pre-Service Physics Teachers. Physics Education, 56(2). https://doi.org/10.1088/1361-6552/abc8fd
DepEd. (2012). Maximizing utilization of national achievement test (NAT) results to raise the achievement levels in low performing schools. https://www.deped.gov.ph/wp-content/uploads/2012/09/DM_s2012_160.pdf
Encarnacion, R. F. E., Galang, A. A. D., & Hallar, B. J. A. (2021). The Impact and Effectiveness of E-Learning on Teaching and Learning. International Journal of Computing Sciences Research, 5(1), 393–397. https://doi.org/doi: 10.25147/ijcsr.2017.001.1.47
Espinosa, T., Miller, K., Araujo, I., & Mazur, E. (2019). Reducing the Gender Gap in Students’ Physics Self-Efficacy in a Team- and Project-Based Introductory Physics Class. Physical Review Physics Education Research, 15(1). https://doi.org/10.1103/PhysRevPhysEducRes.15.010132
Fouche, J. (2013). The Effect of Self-Regulatory and Metacognitive Strategy Instruction on Impoverished Students’ Assessment Achievement in Physics. In ProQuest LLC. ProQuest LLC.
Fox, M. F. J., Hoehn, J. R., Werth, A., & Lewandowski, H. J. (2021). Lab Instruction during the COVID-19 Pandemic: Effects on Student Views about Experimental Physics in Comparison with Previous Years. Physical Review Physics Education Research, 17(1). https://doi.org/10.1103/PhysRevPhysEducRes.17.010148
Greenhouse, S. W., & Geisser, S. (1959). On methods in the analysis of profile data. Psychometrika, 24(2), 95–112. https://doi.org/10.1007/BF02289823
Guri-Rosenblit, S., & Gros, B. (2011). E-Learning: Confusing Terminology, Research Gaps and Inherent Challenges. International Journal of E-Learning & Distance Education / Revue Internationale Du e-Learning et La Formation à Distance, 25(1), Article 1. http://www.ijede.ca/index.php/jde/article/view/729
Haeruddin, Prasetyo, Z. K., Supahar, Sesa, E., & Lembah, G. (2020). Psychometric and Structural Evaluation of the Physics Metacognition Inventory Instrument. European Journal of Educational Research, 9(1), 215–225.
Hamed, G., & Aljanazrah, A. (2020). The Effectiveness of Using Virtual Experiments on Students’ Learning in the General Physics Lab. Journal of Information Technology Education: Research, 19, 977–996. https://doi.org/10.28945/4668
Heradio, R., de la Torre, L., & Dormido, S. (2016). Virtual and remote labs in control education: A survey. Annual Reviews in Control, 42, 1–10. https://doi.org/10.1016/j.arcontrol.2016.08.001
Holmberg, B. (2005). Theory and Practice of Distance Education (First edition). Routledge. https://doi.org/10.4324/9780203973820
Iancu, A. M., Blom, K., Tai, M., & Lee, K. (2021). Assessing the effect of e-learning on perineal repair knowledge and skill acquisition: A pre/post-intervention study. Journal of Obstetrics and Gynaecology Canada, 43(5), 655. https://doi.org/10.1016/j.jogc.2021.02.021
Jones, M. G., Lee, T., Carrier, S., Madden, L., Cayton, E., Chesnutt, K., Ennes, M., Huff, P., & Phillips, L. (2021). White Lab Coats and Elementary Students’ Science Self-Concept and Science Self-Efficacy. Science Educator, 28(1), 1–9.
King, F. B., Young, M. F., Drivere-Richmond, K., & Schrader, P. G. (2001). Defining Distance Learning and Distance Education. AACE Review (Formerly AACE Journal), 9(1), 1–14.
Kirk, R. E. (2013). Experimental design: Procedures for the behavioral sciences, 4th ed (pp. xiii, 1056). Sage Publications, Inc.
Langdon, J., Botnaru, D. T., Wittenberg, M., Riggs, A. J., Mutchler, J., Syno, M., & Caciula, M. C. (2019). Examining the effects of different teaching strategies on metacognition and academic performance. Advances in Physiology Education, 43(3), 414–422. https://doi.org/10.1152/advan.00013.2018
Maxwell, S. E. (1980). Pairwise Multiple Comparisons in Repeated Measures Designs. Journal of Educational Statistics, 5(3), 269–287. https://doi.org/10.3102/10769986005003269
Moosvi, F., Reinsberg, S., & Rieger, G. (2019). Can a Hands-On Physics Project Lab be Delivered Effectively as a Distance Lab? International Review of Research in Open and Distributed Learning, 20(1). https://doi.org/10.7202/1057970ar
Morales-Menendez, R., Ramírez-Mendoza, R. A., & Guevara, A. Jr. V. (2019). Virtual/Remote Labs for Automation Teaching: A Cost Effective Approach. IFAC-PapersOnLine, 52(9), 266–271. https://doi.org/10.1016/j.ifacol.2019.08.219
Oymak, O., & Ogan-Bekiroglu, F. (2021). Comparison of Students’ Learning and Attitudes in Physical versus Virtual Manipulatives Using Inquiry-Based Instruction. IAFOR Journal of Education, 9(4), 23–42.
Padios, A. Jr. C., Lejano, R. L., Gorospe, S. A. T., & De Asis, V. L. (2021). Strand and Statehood Predictors of Senior High School Graduates: A Tracer Study. International Journal of Sciences: Basic and Applied Research (IJSBAR), 55(1), 211–224.
Puntambekar, S., Gnesdilow, D., Dornfeld Tissenbaum, C., Narayanan, N. H., & Rebello, N. S. (2021). Supporting Middle School Students’ Science Talk: A Comparison of Physical and Virtual Labs. Journal of Research in Science Teaching, 58(3), 392–419. https://doi.org/10.1002/tea.21664
Pyatt, K., & Sims, R. (2012). Virtual and Physical Experimentation in Inquiry-Based Science Labs: Attitudes, Performance and Access. Journal of Science Education and Technology, 21(1), 133–147. https://doi.org/10.1007/s10956-011-9291-6
Sagun, R. D., & Prudente, M. (2021). Applying the plan-do-study-act (PDSA) action research model to re-structure the science classroom conforming to the metacognitive orientation standards. Educational Action Research, 0(0), 1–17. https://doi.org/10.1080/09650792.2021.1894964
Salar, R., & Turgut, U. (2021). Effect of Differentiated Instruction and 5E Learning Cycle on Academic Achievement and Self-Efficacy of Students in Physics Lesson. Science Education International, 32(1), 4–13.
Salkind, N. (2010). Encyclopedia of Research Design (Vols. 1–10). SAGE Publications, Inc. https://doi.org/10.4135/9781412961288
Sandi-Urena, S., Cooper, M., & Stevens, R. (2012). Effect of Cooperative Problem-Based Lab Instruction on Metacognition and Problem-Solving Skills. Journal of Chemical Education, 89(6), 700–706. https://doi.org/10.1021/ed1011844
Spector, J. M., Merrill, M. D., Elen, J., & Bishop, M. J. (Eds.). (2014). Handbook of Research on Educational Communications and Technology. Springer New York. https://doi.org/10.1007/978-1-4614-3185-5
Stoeckel, M. R., & Roehrig, G. H. (2021). Gender Differences in Classroom Experiences Impacting Self-Efficacy in an AP Physics 1 Classroom. Physical Review Physics Education Research, 17(2). https://doi.org/10.1103/PhysRevPhysEducRes.17.020102
Tan-lei, D., & Zhu, X. (2018). Pretest–Posttest Designs. In The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation (pp. 1293–1295). SAGE Publications, Inc. https://dx.doi.org/10.4135/9781506326139
Thomas, G., Anderson, D., & Nashon, S. (2008). Development of an Instrument Designed to Investigate Elements of Science Students’ Metacognition, Self-Efficacy and Learning Processes: The SEMLI-S. International Journal of Science Education, 30(13), 1701–1724. https://doi.org/10.1080/09500690701482493
Thomas, G. P., & McRobbie, C. J. (2001). Using a metaphor for learning to improve students’ metacognition in the chemistry classroom. Journal of Research in Science Teaching, 38(2), 222–259. https://doi.org/10.1002/1098-2736(200102)38:2<222::AID-TEA1004>3.0.CO;2-S
Van De Heyde, V., & Siebrits, A. (2019). Students’ Attitudes towards Online Pre-Laboratory Exercises for a Physics Extended Curriculum Programme. Research in Science & Technological Education, 37(2), 168–192. https://doi.org/10.1080/02635143.2018.1493448
Viegas, C., Pavani, A., Lima, N., Marques, A., Pozzo, I., Dobboletta, E., Atencia, V., Barreto, D., Calliari, F., Fidalgo, A., Lima, D., Temporão, G., & Alves, G. (2018). Impact of a remote lab on teaching practices and student learning. Computers & Education, 126, 201–216. https://doi.org/10.1016/j.compedu.2018.07.012
Wan Ab Kadir, W. N. H., Abdullah, N. S. Y., & Mustapha, I. R. (2021). The Effectiveness of Form Four STEM-Based Physics Interactive Laboratory (I-Lab) by Employing Isman Instructional Design Model. Turkish Online Journal of Educational Technology - TOJET, 20(2), 140–145.
Wang, J., Guo, D., & Jou, M. (2015). A study on the effects of model-based inquiry pedagogy on students’ inquiry skills in a virtual physics lab. Computers in Human Behavior, 49, 658–669. https://doi.org/10.1016/j.chb.2015.01.043
Wen, C.-T., Liu, C.-C., Chang, H.-Y., Chang, C.-J., Chang, M.-H., Fan Chiang, S.-H., Yang, C.-W., & Hwang, F.-K. (2020). Students’ guided inquiry with simulation and its relation to school science achievement and scientific literacy. Computers & Education, 149, 103830. https://doi.org/10.1016/j.compedu.2020.103830
Xu, H., Li, S., Song, W., Sun, J., Wu, X., Wang, X., Yang, W., & Pan, Z. (2020). Thermal perception method of virtual chemistry experiments. Virtual Reality & Intelligent Hardware, 2(4), 305–315. https://doi.org/10.1016/j.vrih.2020.07.003
Zacharia, Z. C., & Olympiou, G. (2011). Physical versus virtual manipulative experimentation in physics learning. Learning and Instruction, 21(3), 317–331. https://doi.org/10.1016/j.learninstruc.2010.03.001