Evaluating Radioactivity Remote Laboratory's Effectiveness in Learning Radioactivity Concepts

Autor/inn/en	Karpudewan, Mageswary; Chong, Tyan Yee
Titel	Evaluating Radioactivity Remote Laboratory's Effectiveness in Learning Radioactivity Concepts
Quelle	In: Research in Science Education, 50 (2020) 6, S.2243-2268 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-018-9772-1
Schlagwörter	Scientific Concepts; Concept Formation; Distance Education; Science Activities; Instructional Effectiveness; Laboratory Procedures; Grade 10; Secondary School Science; Learning Motivation; Internet; Radiation + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Distance study; Distance learning; Fernunterricht; Unterrichtserfolg; Laboruntersuchung; Motivation for studies; Lernmotivation; Strahlung
Abstract	This study aimed at investigating the effectiveness of using Radioactivity Remote Laboratory Activities (RRLAs) in enhancing Form Four (equivalent to Grade 10) students' understanding of radioactivity and motivation to learn science. For this purpose, in this study, a repeated measures one-way ANOVA design was utilized in which 54 Form Four non-science major students participated. Radioactivity is one of the topics included in the general science curriculum and a compulsory subject for non-science majors. Understanding of radioactivity was measured quantitatively using multiple-choice and open-ended questions at three different times throughout the treatment. Motivation was measured quantitatively at three different times, and at the end of the study, interviews were conducted to gather insights on students' motivation. The findings suggest that there is a significant difference across the mean scores obtained for understanding (Wilk's Lambda = 0.11, F(1.76, 93.23) = 317.34, p < 0.05) and motivation (Wilk's Lambda = 0.56, F(1.72, 91.12) = 29.91, p < 0.05). Further analysis of the understanding test reflected that for all the multiple-choice questions, less than 50% of the students were able to provide correct answers in the pre-test. More than 50% were able to answer all the questions correctly in post-test 1, and in post-test 2, this percentage increases to more than 70%. In the interview responses, students explicitly mentioned using the Internet, and the computer is a possible way to motivate students to learn science than the usual teacher-dominated lessons. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01