Long Distance Lab Affairs: Physics Achievement and Metacognition Effects of Distance Laboratories in a Senior High School in the Philippines

Abstract

Due to the necessity to continue learning even during the pandemic, schools opened utilizing distance learning modalities. However, there is a dearth of evidence on the effectivity of this modalities in physics. In this study, we investigated the effects of three physics distance learning modes; the module-only (MO), virtual lab plus module (VLM), and the physical lab plus module (PLM) classes in physics achievement and metacognition employing the pretest-posttest and repeated measures research designs. All learning modules used were in digital formats sent through free messaging platforms. Analysis of data includes paired samples t-test, one-way ANOVA, repeated measures ANOVA, and independent samples t-test. Results revealed that all three distance learning modes have significantly higher post-test than pre-test scores. Further analysis showed, however, that only VLM had significantly higher gain scores than MO. Initially, at pre-MO and post-MO administrations, male students had significantly higher metacognition but this diminished after they perform both virtual and physical labs. It was in post-PLM where students have significantly better metacognition than pre-MO and post-MO. This study showed that not only do physical and virtual labs supplement distance modular learning, they are also complementary that both must be used in distance learning.

Learning privilege divide: A framework for interrogating personal privileges of STEM students education during the pandemic

“…For Funa and Talaue (2021), the use of biology self-learning modules (BSLM) was viewed positively, wherein the content and activities provided in the modules were perceived relevant, comprehensive, and applicable to real-life situations. However, the interactive nature of online learning greatly helps STEM students during pandemic, particularly in science requirements (Gastar & Linaugo, 2022;Padios & Tobia, 2022).…”

“…In some cases, laboratory classes were implemented through home-grown experiments, guided by instruction materials and teacher facilitation to achieve intended results (Pacifico & Prudente, 2021). Virtual laboratory was also utilized, which was perceived by STEM students as useful in acquiring knowledge on STEM topics (Beruin, 2022;Padios & Tobia, 2022). Aguila et al (2022) added that students' appreciation and engagement of said online tool can be further improved if modified to suit the students' capabilities.…”