Increased learning in a college physics course with timely use of short multimedia summaries

Dunleavy, Spencer; Kestin, Greg; Callaghan, Kristina; McCarty, Logan S.; Deslauriers, Louis

doi:10.1103/physrevphyseducres.18.010110

Cited by 5 publications

(3 citation statements)

References 47 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Bagi mengatasi masalah ini, bahan pembelajaran yang selari dengan PAK-21 bagi aktiviti pengajaran dan pembelajaran (PdP) yang dilaksanakan seperti penggunaan multimedia dan teknologi. Modul pembelajaran yang dilengkapi dengan teknik tongkolan bagi meningkatkan ingatan dan memudahkan pemprosesan maklumat (Dunleavy et al, 2022;Nia & Ekaningsih, 2020;Norris & Kalm, 2021;Suppawittaya & Yasri, 2021). Bagi memberikan gambaran konkrit mengenai keadaan pergerakan dengan bentuk graf, penggunaan simulasi dalam modul pembelajaran disediakan (Özcan et al, 2020;Rehman et al, 2021;Tuyboevna, 2021).…”

Section: Pendahuluanunclassified

Effectiveness of Learning Modules for Topics Linear Motion Graph Fourth Form Physics

Makhtar,

Alias,

Mat Daud

et al. 2023

JSML

View full text Add to dashboard Cite

The study aimed to determine the effectiveness of the Linear Motion Graph learning module (PGeL) among Form Four students. The design of this study is the developmental research which involves the development of the PGeL learning module based on the ASSURE instructional design model. The module was developed by applying chunking elements, mnemonic, interactive simulations, POE approach (predict, observe and explain) and graphics techniques. The effectiveness of the PGeL module was investigated using the quasi-experimental design. A total of 94 secondary school students in Kuala Lumpur zone were selected as respondents using the cluster random sampling technique and consist of two groups; the treatment group and the control group. The effectiveness of the PGeL learning module was determined using pre-test and post-test question sets. Data analysis was carried out using the Statistical Package for the Social Science (SPSS) software. The findings showed that the developed PGeL learning module had high face validity and content validity of 97.1% and 95.3%, respectively. The pre-test and post-test questions were used to collect information on student achievement in the Linear Motion Graph topic. Analysis of student responses in context found that the treatment group showed a better improvement in achievement compared to the control group, with the best improvement being in problem-solving contexts. Independent samples t-test analysis showed that there was no significant difference in the pre-test score between the treatment group and the control group [t (92, p = 0.824) = -0.223, p>0.05]. Independent samples t-test analysis also showed that there was a significant difference in the post-test score between the treatment group and the control group [t (92, p = 0.000) = 10.919, p<0.05]. Furthermore, independent samples t-test analysis showed that there was a significant difference in achievement between the treatment group and the control group [t (92, p = 0.000) = 12.622, p<0.05]. In conclusion, the developed PGeL learning module is effective in improving the achievement of form four students in the Linear Motion Graph topic. The implication of this study is that the PGeL learning module is suitable for use as a learning aid for the Linear Motion Graph topic.

show abstract

Section: Pendahuluanunclassified

Effectiveness of Learning Modules for Topics Linear Motion Graph Fourth Form Physics

Makhtar,

Alias,

Mat Daud

et al. 2023

JSML

View full text Add to dashboard Cite

show abstract

“…Our PER scholars have established several learning reforms to promote this intention [11]. Recent study by Dunleavy, et al [12] has developed multimedia resources in the form of one-minute videos and short text summaries that have made students able to organize their learning pathways according to their own mental frameworks. Moreover, the well-known scaffolding approach has been widely implemented within the PER community in several parts of the world [13][14][15].…”

Section: Introductionmentioning

confidence: 99%

Physics Teachers’ Perceptions about Their Judgments within Differentiated Learning Environments: A Case for the Implementation of Technology

2022

View full text Add to dashboard Cite

There is a national shift in the new Indonesian curriculum towards employing differentiated learning approaches in addressing the diversity of students’ needs and abilities. A teachers’ judgment evidently corresponds to the duty required of physics teachers to monitor their students at an individual level. Within the context of Indonesian physics education research (PER), empirical study addressing this subject is still lacking. To fill this gap, eight Indonesian physics teachers’ experiences and limitations about their judgments within differentiated learning environments have been investigated through phenomenological study. Physics teachers were voluntarily recruited after they declared their endorsement and personal consent to participate in the study. Our participants were distributed over several teaching experiences, geographic regions, and information and communication technology (ICT) experiences. The latter experience might be taken into account since, through this study, upcoming developmental research will be projected on engaging recent technological approaches to address the limitations of teachers’ judgments. Online semi-structured interviews (~50 min) were conducted by the first author to all physics teachers involved. Other authors contributed in reviewing the interview protocol and training the first author’s pilot interview. The model of teachers’ thought and action, from Clark and Peterson, was implemented to uncover physics teachers’ experiences and limitations in making judgments within a diverse group of students. The findings revealed that physics teachers have conceded that they should dynamically adapt the learning process in order to meet heterogeneous students’ performances. Personal observation has mainly informed teachers in identifying students’ differences. After students have been identified, the teachers creatively designed learning transformations to accommodate the wide spectrum of students’ abilities. Nevertheless, several limitations were discovered as being encountered by physics teachers, particularly in terms of judgments’ equity and accuracy, as well as the teachers’ workloads. To overcome this, the teachers indicated various and supportive attitudes about technological implementations that would assist their judgments. Ideas for technological development were provided to address identified obstacles during the teachers’ judgments.

show abstract

“…Our PER scholars have established several learning reforms to promote this intention [11]. Recent study by Dunleavy, et al [12] has developed multimedia resources in the form of oneminute videos and short text summaries that have made students able to organize their learning according to their own mental framework. Moreover, the well known scaffolding approach has been widely implemented within PER community in several parts of the world [13][14][15].…”

Section: Introductionmentioning

confidence: 99%

Physics Teachers’ Perceptions about their Judgment within Differentiated Learning Environment: An Implication for Technology Implementation

Santoso¹,

Istiyono²,

Haryanto³

2022

Preprint

View full text Add to dashboard Cite

There is a national shift in the new Indonesian curriculum to employ differentiated learning approach in addressing diversity of students’ needs and abilities. Teachers’ judgment obviously corresponds to the duty that takes physics teachers to monitor their students at individual level. Within Indonesian physics education research (PER) context, empirical study that has addressed this subject is still lacking. To fill this gap, eight Indonesian physics teachers’ experiences and limitations about their judgment within differentiated learning environment has been investigated through phenomenological study. Physics teachers were voluntarily recruited after they have declared their endorsement and personal consent to participate in the study. Our participants were distributed over several teaching experiences, geographic regions, and ICT experiences. The latter experience might be taken into account since, through this study, we would project upcoming developmental research about engaging recent technological approaches to cope limitations of teachers’ judgment. Online semi-structured interviews (~ 50 min) were conducted by the first author (P.H.S.) to all physics teachers. Other authors contributed in reviewing the interview protocol (E.I. and H) and training the first author’s pilot interview (H.R.). Model of teachers’ thought and action was implemented to uncover physics teachers’ experiences and limitations in making judgment within diverse students. Findings revealed that physics teachers have conceded that they should adapt learning process in order to meet heterogeneous students’ needs. Personal observation has mainly informed teachers to identify students’ differences. After students have been identified, they creatively designed learning transformations to accommodate spectrum of students’ abilities. Nevertheless, we discovered several limitations encountered by teachers particularly in terms of judgments’ equity, accuracy, and their workload. To overcome this, teachers indicated various and supportive attitudes about technology implementation to assist their judgment. Implications for technological development was provided to address obstacles during the teachers’ judgment.

show abstract

Increased learning in a college physics course with timely use of short multimedia summaries

Cited by 5 publications

References 47 publications

Effectiveness of Learning Modules for Topics Linear Motion Graph Fourth Form Physics

Effectiveness of Learning Modules for Topics Linear Motion Graph Fourth Form Physics

Physics Teachers’ Perceptions about Their Judgments within Differentiated Learning Environments: A Case for the Implementation of Technology

Physics Teachers’ Perceptions about their Judgment within Differentiated Learning Environment: An Implication for Technology Implementation

Contact Info

Product

Resources

About