AN INVESTIGATION INTO THE IMPACT OF INSTRUCTIONAL DESIGN FOR CONTEXTUALIZED INSTRUCTION ON STUDENTS’ CONCEPTUAL UNDERSTANDING IN LEARNING PHYSICS*
Abstract
- The main purpose of this study is to investigate the impact of instructional design for contextualized instruction on students’ conceptual understanding in learning physics. The research design adopted was one of the mixed methods designs, namely, the explanatory sequential mixed methods design (QUAN→qual design). For the quantitative study, nonequivalent control group design was used. To follow up on quantitative results, descriptive case study design was used. The research instruments were pretest, posttest, materials including unit plans, lesson plans and contextualized workbook, questionnaires, classroom observational guide and interview. By using the simple random sampling method, four basic education high schools from Yangon Region were selected for the quantitative study. Purposive sampling was used to select the students and the teachers in the experimental groups for the qualitative study. In quantitative research findings, the findings of physics achievement on conceptual understanding showed that experimental groups who received the instructional design for contextualized instruction were significantly higher than the control groups who did not. There was a strong relationship between students’ physics achievement and their attitudes towards the instructional design. The stronger the students’ attitudes towards the instructional design were established, the higher the physics achievement. The predicting factors for physics achievement were experience, preference and academic value. Concerning qualitative research findings, the results of questionnaires, observation and interview revealed that teachers and students preferred, well performed and are willing to apply this instructional design. The qualitative research findings also supported the quantitative research findings.Therefore, the research findings proved that the instructional design for contextualized instruction had a positive impact on high school physics teaching and learning.
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Year
- 2022
Author
-
Su Mon Aung
Subject
- Educational Psychology, Curriculum and Methodology
Publisher
- Myanmar Academy of Arts and Science (MAAS)