Abstract

• The main purpose of this study is to investigate the impact of using the proposed model based on the integration of collaborative learning techniques and concept mapping in teaching Physics. In this research, embedded design, one of the mixed-method designs was adopted. A quasi-experimental design was used as a quantitative study and a case study design was used as a qualitative study. Instruments like pretest, posttest, questionnaires, self-assessment forms, lesson plans prepared with the proposed model, and worksheets were used as the quantitative instrument. An observation checklist and semi-structured interview questions were used as qualitative instruments. A random sampling method was used to choose four high schools from Yangon Region. The purposive sampling method was applied for collecting qualitative data. Quantitative findings by ANCOVA showed that the Physics achievements of students who were taught with the integrated collaborative concept mapping model were higher than the students who did not receive it. Attitudes questionnaires results by the Wilcoxon Signed Rank Test showed that positive attitudes changes were found by comparing before and post results. Friedman Test results of self-assessment forms showed that the students who participated in experimental groups have improvements in all 5 Cs like collaboration, communication, critical thinking and problem solving, creativity and innovation, and citizenship across three-time points. Qualitative findings revealed that the students and teachers from experimental groups preferred this model, actively participated in the intervention periods, and are willing to apply an integrated collaborative concept mapping model in their teaching process. All the results proved that the integrated collaborative concept mapping model was supportive in teaching Physics concepts included in the new curriculum which aims to acquire soft skills along with teaching subject knowledge.