Improving Secondary School Students Physics Achievement Using Reciprocal Peer Tutoring: A Multi-level Quasi-Experimental Study

Alemu, Mekbib

doi:10.29333/ejmste/115164

Cited by 14 publications

(20 citation statements)

References 32 publications

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“…Studies in which various teaching methods are used for the teaching of concept of liquid pressure are carried out. For example; the effects of teaching techniques such as 5E learning model (Sahin, Calık & Cepni, 2009), reciprocal peer instruction (Alemu, 2020), use of computer supported conceptual change texts (Şahin, İpek & Çepni, 2010), STEM approach (Chasanah, Kaniawati & Hernan, 2017;Ozdemir, 2021;Özcan & Koca, 2019), use of computer simulation (Yian et. al, 2012) on students' ideas about concept of liquid pressure were investigated.…”

Section: Introductionmentioning

confidence: 99%

Effect of Open Inquiry Based Learning Approach on the Conceptual Understanding of Secondary School Students

Sarıoğlan¹,

Can²

2021

IOJES

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In this study, the effect of open inquiry based learning (OIBL) approach on students' conceptual understanding was investigated. Quasi-experimental research design with pre-test and post-test control groups was used as research design. The research sample consisted of sixty students in 7th grade. Thirty students in the sample were in the experimental group, thirty students were in the control group and the experimental and control groups were randomly assigned. Liquid Pressure Conceptual Understanding Test (LPCUT) was used to determine the students' ideas about liquid pressure. Semi-structured interviews were conducted with nine students in the experimental group before and after the instruction. A rubric consisting of five categories was used in the analysis of LPCUT. According to the results of the study, it was determined that the students in the experimental group who received instruction based on open inquiry gave a higher rate of scientific answers than the students in the control group. Based on the results of the research, it is thought that the use of the instructions revealed in the OIBL environment in science courses may be beneficial for the academic achievement of the students. Moreover, an increase was observed in the scientific response rates of the students in the group taught according to the science program. In the light of the results obtained from this study, it can be suggested to investigate the effects of OIBL on students' ideas in different concepts.

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Section: Introductionmentioning

confidence: 99%

Effect of Open Inquiry Based Learning Approach on the Conceptual Understanding of Secondary School Students

Sarıoğlan¹,

Can²

2021

IOJES

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“…Reciprocal teaching has become a learning community whose participants share interaction-related roles that include learning interactions (Ahiri et al, 2018;Navaie, 2018). Alemu (2020) explored reciprocal peer tutoring in conjunction with direct teaching approaches to increase students' success in content-focused and high-stakes examination-oriented secondary school physics instruction. Data were obtained from three comparable grade-9 sections and assigned to a few distinct intervention groups in a pre-test post-test multi-level quasi-experimental design.…”

Section: Reciprocal Teachingmentioning

confidence: 99%

Using Reciprocal Teaching Strategy to Improve Physics Students’ Critical Thinking Ability

Zulnaidi

Mafarja

Fadzil

2022

EURASIA J Math Sci Tech Ed

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In Palestine, issues about word problem solving and physics critical thinking have led to a deep understanding of factors affecting physics problem solving among Palestinian students. The influence of Reciprocal Teaching on physics students' critical thinking skills among 10th-grade students in Palestine was investigated in the study. The study used a quasi-experimental research design. Two treatment groups (male and female) and two control groups were randomly allocated to four intact courses (male and female). All four groups included a total of 120 participants who were pre-and post-tested on their critical thinking skills in physics. Preliminary checks were performed prior to inferential testing to ensure that the one-way MANCOVA assumptions were not violated. After adjusting for physics word problem-solving pre-test scores for critical thinking skills, one-way MANCOVA results show that reciprocal teaching strategy has a considerable effect on critical thinking skills at p<.05 level between the groups F(1, 118)=336.649, p=.001˂.05. In addition, the two-way MANCOVA results for the interaction effect of gender and method is not large in critical thinking skills, with F(1, 116)=3.5, p=.064>.05 but is big in two sub-skills interpretation, with F(1, 116)=5.187, p=.025˂.05, and evaluating arguments skill, with F(1, 116)=5.463, p=.021˂.05 in favour for male students. As a result, using a reciprocal teaching technique to learn physics topics is more effective than using a standard method, and it is applicable and effective for both male and female students. This study has implications for policymakers to encourage the implementation of an integrated reciprocal teaching strategy in schools. It also has implications for teachers' instructional practices in the classroom.

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“…As stated by Asrial et al (2019) "Education to acquire knowledge, skills, and habits in life". Education can be said as a conscious effort to shape human potential as the participants do by teaching and facilitating student learning activities (Alneyadi, 2019;Alemu, 2020). Important activities in the learning process are parts of education.…”

Section: The Disparity Of Students' Science Process Skills and Critical Thinking Based On Urban And Rural Areamentioning

confidence: 99%

Science Process Skills and Critical Thinking in Science: Urban and Rural Disparity

Tanti¹,

Kurniawan

Kuswanto

et al. 2020

JPII

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The study focuses on the relationship between process skills and critical thinking in junior high school students in learning science. Besides, an interrelation between process skill and critical thinking skills was also investigated. The study used a mixed-method. A sample of this study is 689 students of total sampling technique. Quantitative data were analyzed by SPSS 21 to find descriptive statistics in terms of mean, min, max while qualitative were analyzed in-depth interviews. The finding shows that the science process skill of students in learning science whether urban and rural areas are good categories. The independent sample t-test shows that studentsâ€™ science process skills in learning science in urban tend to be higher than in rural schools (p<0.01). Studentsâ€™ critical thinking in learning science for urban areas is high but for rural areas is a fair category, with significance p<0.001. The regression showed the level of contribution of studentsâ€™ science process skill influence as much as 51.5% for critical thinking. The other research result was found that studentsâ€™ science process skill affects critical thinking in learning science. Moreover, a comparison between studentsâ€™ science process skills and critical thinking based on their school location showed that urban is higher than rural.

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Improving Secondary School Students Physics Achievement Using Reciprocal Peer Tutoring: A Multi-level Quasi-Experimental Study

Cited by 14 publications

References 32 publications

Effect of Open Inquiry Based Learning Approach on the Conceptual Understanding of Secondary School Students

Effect of Open Inquiry Based Learning Approach on the Conceptual Understanding of Secondary School Students

Using Reciprocal Teaching Strategy to Improve Physics Students’ Critical Thinking Ability

Science Process Skills and Critical Thinking in Science: Urban and Rural Disparity

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