Meta-Analysis of Blended Learning in High School Physics from 2014-2020

Sales, Jorge Victor Martinez; Prudente, Maricar S.; Errabo, Denis Dyvee R.

doi:10.1145/3514262.3514283

Cited by 2 publications

(4 citation statements)

References 13 publications

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“…In short, the results of this research show that there is a positive effect of the integration of our mode of teaching based on simulation in a blended learning environment on the academic performance of the learners of the experimental group compared to the group of witnesses. This is in harmony with previous studies (Sales et al, 2022). Indeed, the integration of blended learning into the teaching of electrical concepts is a source of motivation for pupils (Fitriyana et al, 2021).…”

Section: Discussionsupporting

confidence: 89%

“…Researchers conclude that there is a positive effect of integrating blended learning on critical thinking skills in the learning of physical concepts (ElSayary, 2021). Also, blended learning aims to facilitate learning and develop students' knowledge through meaningful interactions (Sales et al, 2022). Certainly, education systems need to prepare as the use of online learning platforms has become increasingly dictated by the dominance of educational technologies in an increasingly connected world (Adi et al, 2021).…”

Section: The Added Value Of Blended Learning For Teaching Physical Sc...mentioning

confidence: 99%

“…The main aim of this research is to study the effect of integrating the PSPICE (Simulation Program with Integrated Circuit Emphasis) simulator in a blended learning environment on the learning of electrical concepts in Moroccan high school pupils. Studies highlight the importance of integrating blended learning into the process of learning electrical concepts among Moroccan high school pupils (Bukit, 2020;Sales et al, 2022;Zamroni et al, 2020). Also, the integration of the PSPICE simulator with the inquiry process has a positive effect on the performance of learners and the combination of physical and virtual manipulation enhances learner engagement in their learning processes (Uğur et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Blended Learning and Simulation for Teaching Electrical Concepts to High School Pupils

Chekour¹,

Seghroucheni²,

Tadlaoui³

et al. 2022

tused

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Teaching physical science has been challenging for educators for quite some time, and with the Covid-19 pandemic, the situation has even worsened which made the adoption of blended learning in the different cycles of education only a matter of time. This paradigm requires nevertheless a certain command when it comes to using some specific tools dedicated to the simulation of some physical science knowledge laboratories. The objective of this research is to study the effect of integrating the "Simulation Program with Integrated Circuit Emphasis" simulator tool in a blended learning environment on the conceptual learning of electricity. To achieve this goal, we adopted a quantitative methodology to assess the outcome of the experience which involved 40 pupils. The experimental group teacher used blended learning and integrated the simulation to teach the electricity module. The same teacher adopted traditional teaching with the control group (40 pupils). The instrument used is a test instrument in the form of a quiz which consists of 20 questions. All questions were in the form of multiple-choice questions to facilitate a more efficient analysis. The results of this research report the positive effects of integrating simulation into a blended learning environment with a statistically significant difference. Moreover, the experiment shows that 90 per cent of the pupils in the experimental group passed the test, as opposed to 75 per cent of the control group.

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Section: Discussionsupporting

confidence: 89%

Section: The Added Value Of Blended Learning For Teaching Physical Sc...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Blended Learning and Simulation for Teaching Electrical Concepts to High School Pupils

Chekour¹,

Seghroucheni²,

Tadlaoui³

et al. 2022

tused

View full text Add to dashboard Cite

show abstract

“…Although, blended learning is not new to the Philippine Education System since many colleges and universities around the country already adopted these concepts a long time ago (Tupas and Laguda, 2020). The three components of the blended learning strategy are: (1) mixed instructional modalities, (2) combined teaching, and (3) combined face-toface and online teaching (Sales et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Learning Physics in the Blended Learning mode: Input for Enhanced Strategies in Learning Physics

Candido

Capilitan

Gillesania

et al. 2023

IJMABER

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Physics is a core subject in the Science, Technology, Engineering, and Mathematics strand, and high school students and Physics teachers find the subject challenging because they had to deal with multiple representations at the same time. This study aims to know the experiences of STEM students in the blended learning mode, experiences in instructional support and the difficulties and the coping mechanism implied by the students in the blended learning mode. This study employed descriptive-qualitative research and the 19 participants were chosen using purposive sampling with inclusion criteria. In gathering data, data the researchers used an in-depth interview guide that was validated by three experts. Results show that there were 16 themes that emerged. The themes for the experiences of students in blended learning are Difficult, Browsing the Internet, Asking Help, Extra effort in studying, Material Preparation, and Self-preparation. While the themes on the experiences in the instructional mode by the students are: Guided and assisted, Helpful, and difficult. The themes on Participants’ Difficulties in Learning Physics are Difficulty in Understanding concepts, Lack of Focus and Attention, Difficulty in Assessments, and Difficulty in Problem Solving; while the themes for coping mechanisms are Learning Styles, Regulating Negative Emotions, Seek Support and Assistance. Therefore, this study implies that students must be provided more instructional support in teaching Physics. The researchers recommend this study to the STEM students, teachers, school heads, and future researchers.

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Meta-Analysis of Blended Learning in High School Physics from 2014-2020

Cited by 2 publications

References 13 publications

Blended Learning and Simulation for Teaching Electrical Concepts to High School Pupils

Blended Learning and Simulation for Teaching Electrical Concepts to High School Pupils

Learning Physics in the Blended Learning mode: Input for Enhanced Strategies in Learning Physics

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