Efficacy of a blended learning mastery progression cycle on student achievement and attitude in high school science
Keywords:Physics Education, Blended Learning, Mastery learnng
This study was conducted to examine the effect of a Blended Learning Mastery Progression Cycle (BLMPC) on student achievement and attitude in a High School Physics context, specifically through the use of the Minds on Physics (MOP) (Minds on Physics, 2022) application for the formative assessment and corrective activity components of the Mastery Learning cycle.
The sample (N = 199) consisted of mixed gender classes from Year 10 cohorts in a single Queensland high school. Classes were randomly assigned to the treatment or control condition. An experimental pretest–posttest approach was used to measure any changes in students’ understanding of the Newtonian Force concept, measured using the Force Concept Inventory (FCI) (Hestenes et al.,1995), and Attitudes toward Science, measured using the Test of Science Related Attitudes (TOSRA) (Fraser, 1982). All students were exposed to the same initial learning activities; the control group then continued through the course content in a linear manner followed by working through non-personalized revision material, whilst the treatment group completed the relevant MOP module at the end of each subtopic.
Data were analyzed in terms of FCI and TOSRA mean pre- and post-unit scores, the distribution and standard deviation of scores, a t-test comparison of the pre- and post-unit scores, and the FCI normalized change and effect size. When comparing the control and treatment group FCI scores, the latter demonstrated significantly more improvement in the raw score, normalized gain and effect size, demonstrated a larger improvement in all dimensions of the Newtonian Force Concept, and showed greater stability in correct responses from the pre- to post-unit test. An analysis of TOSRA results showed there was no significant difference between the control and treatment groups.
It was concluded that the use of the MOP platform in a BLMPC led to improvements in understanding of the Newtonian force. These findings indicate that the use of Blended Learning activities as correctives is an effective way of improving students’ understanding of the Newtonian Force Concept.
Fraser, B. J. (1982). TOSRA Test of Science Related Attitudes handbook. Australian Council for Educational Research.
Hestenes, D., Wells, M., Swackhamer, G., Halloun, I., Hake, R. R., & Mosca, E. (1995). Revised force concept inventory. The Physics Teacher. Retrieved from http://modeling.asu.edu/R&E/Research.html
Minds On Physics (2021). Retrieved from https://www.physicsclassroom.com/Minds-on-Physics
Authors who publish with the Proceedings of the International Conference on Physics Education 2022 agree to the following terms:
a) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
b) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
c) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access - http://opcit.eprints.org/oacitation-biblio.html).
Privacy Statement The names and email addresses entered in the Proceedings of the International Conference on Physics Education 2022 site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party.