2023 · Jurnal Inovasi Pendidikan IPA · 7 citations
Conceptual understanding and problem solving is the most crucial part of Physics Lectures. In lectures, mastery of the concept is the primary goal. This research aims to analyze students' mastery of physics concepts in the material of Force and Motion while lectures are conducted online. This study uses a mixed-method approach to explain students' answers that still need clarification. Data analysis was carried out using the Rasch model, and a questionnaire was developed based on the possibility of students' responses to the concepts of force and motion. The results of this study indicate that students' understanding of the concept of force and motion material still needs to improve, namely 64.062%, around 94% of glasses tadris students think that the force and motion material given by lecturers during exams is challenging. More than 60.94% of students believe this is because the ability of the force and motion material they have still needs to improve. These results are interpreted based on analysis through the winstep application Version 3.65.0. and for qualitative data obtained from interviews. It takes a learning model that is appropriate for use in online and offline learning.
2025 · Journal of Research in Education and Pedagogy. · 1 citations
In this study, the effects of 5E Instructional Model (5E), Differentiated Instruction (DI) and conventional teaching method on Senior High School (SHS) physics students’ academic performance in Thermal Physics were compared. Method: By employing a quasi-experimental pretest/posttest non-equivalent control group design, 291 SHS 2 physics students were used from six intact classes which were randomly selected from three SHSs in the Mampong Municipality and Sekyere South District. The hypotheses were tested using one-way ANCOVA and two-way ANCOVA at α=0.05. The results showed that there was a significant effect of at least one of the teaching methods on the academic performance of students (F(1,287)=150.766, p=0.001<0.05), with students taught using DI obtaining the highest adjusted mean scores of 18.978 (std. error = 0.437), followed by those taught using 5E group (adjusted mean = 16.373, std. error=0.430), and those taught using the conventional teaching method (adjusted mean score = 13.734, std. error = 0.452). Also, there was a significant interaction between gender and teaching method (F(1,284)=241.395, p=0.001<0.05) with no significant difference observed between male and female students taught using DI (mean difference=0.233, p=0.765) and 5E (mean difference=0.75, p=0.532), but a significant difference in academic performance between male and female SHS students taught using conventional teaching method (mean difference=8.284, p=0.000). It was therefore recommended, amongst others, that SHS physics teachers in Mampong Municipality and Sekyere South District should consider differentiating their students in order to tailor Thermal Physics lessons to all students, which will help them perform better.
2024 · Journal of Education and Practice
Purpose: The aim of this action research is to evaluate the impact of mathematical knowledge on students' academic performance in physics at Mawuli School, Ho. Methodology: A teacher-made test was the instrument used for data collection in this study. The test consisted of questions in both mathematics and physics. The mathematics questions were strategically selected to align with concepts relevant to the physics curriculum. Pre-test and post-test were administered using similar sets of questions. Data analysis employed descriptive statistics, paired t-tests, correlation analysis, and regression analysis. Findings: The study findings indicated a statistically significant positive correlation between students' mathematical knowledge and their performance in physics. Also, there was no significant difference in the performance of males and females students. Unique Contribution to Theory, Practice and Policy: It was therefore recommended that physics teachers prioritize assessing and enhancing students' mathematical proficiency prior to introducing physics topics that require mathematical application.