A Guided Inquiry laboratory to enhance students’ understanding of the Law of Mechanical Energy Conservation

Dumcho Wangdi; Monamorn Precharattana; Paisan Kanthang

doi:10.30722/IJISME.28.01.003

Authors

Dumcho Wangdi 1. Institute for Innovative Learning, Mahidol University, Salaya, Nakhon Pathom, Thailand. 2. Bajothang Higher Secondary School, Wangdue Phodrang, Bhutan.
Monamorn Precharattana Institute for Innovative Learning, Mahidol University, Salaya, Nakhon Pathom, Thailand.
Paisan Kanthang Rajamangala University of Technology Phra Nakhon, Bangkok, Thailand.

DOI:

https://doi.org/10.30722/IJISME.28.01.003

Abstract

This study investigated tenth grade Bhutanese students’ understanding of the law of mechanical energy conservation. A low-cost hands-on model developed using locally available materials designed as an integral part of a guided inquiry laboratory was used as intervention. A single-group pretest-posttest research design was employed. The instruments used to explore the students’ conceptual understanding and views and attitudes were 13 two-tier multiple-choice items and 20 close-ended Likert-based items, respectively. The study also examined the students’ views and attitudes toward a guided inquiry laboratory and the effectiveness of a hands-on model through a semi-structured interview protocol. The data was analysed by calculating the mean, standard deviation, and t-test. The paired-sample t-test indicated a significant enhancement of students’ conceptual understanding due to the intervention of the guided inquiry laboratory from pretest (M=12.59, SD=3.28) to posttest [M=21.39, SD=3.07), t(99) = – 52.14, p<.005]. The findings also indicated students having positive views and attitudes towards the guided inquiry laboratory and the developed hands-on model.