Context-based Instructional Approaches And Preparatory School Students Learning Of Rotational Motion

This study aims to explore the effectiveness of context-based instructional approaches asrncompared to the traditional instruction on eleventh grade students‟ conceptualrnunderstanding, problem-solving skill and their affections toward rotational motion. Thernstudy was conducted using an embedded mixed-method research design. For thernquantitative part, a multiple group quasi-experimental pre-test post-test control grouprnresearch design was applied. Students written answers to the tests were also analyzed.rnData was also collected from learners and teachers regarding their views on therninstructional methods. A total of 166 eleventh grade students of three preparatoryrnschools participated in the study. REACT strategy of context-based instruction andrntraditional instruction integrated with context-based instruction were used to teach therntwo treatment groups while traditional method was used in the comparison group. Therntreatment lasted for seven weeks, and the data were collected through conceptualrnunderstanding test, problem-solving skill test and affective characteristics questionnaire.rnFurthermore, classroom observation and interviews were also used to collect data. Thernstudy result revealed that context-based approaches produced a significantly betterrnacquisition of rotational motion concepts than the traditional instruction. Thernapproaches can also be used in the classroom instruction to develop better affectionsrntowards physics. Hence, teachers‟ should consider adopting school physics to context-rnbased approaches for raising literate students. With regard to students‟ problem-solvingrnskills, the result shows the existence of mean differences between the groups in favor ofrntreatment groups although this difference was not statistically significant. When solvingrnproblems, students give much emphasis on mathematical equations and less emphasis tornthe concepts. In future studies, both recent problem-solving strategy trainings and activernlearning methodologies should be used simultaneously for enhancing students‟ problem-rnsolving skills better. Physics text book writers and curriculum developers should have tornalso rethink of introducing latest problem-solving strategies in students‟ text books. Onrnthe other hand, in all the assessed variables, the combined method was slightly betterrnthan the REACT strategy as it can be used with optimum time efficiency (i.e., withoutrnbeing too slow or too fast). Hence, others are recommended to try combining traditionalrninstruction with active learning strategies. Furthermore, the approaches are genderrnfriendly

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