Long Distance Lab Affairs: Physics Achievement and Metacognition Effects of Distance Laboratories in a Senior High School in the Philippines

Autor/inn/en	Padios, Alfredo C., Jr.; Tobia, Macario V., Jr.
Titel	Long Distance Lab Affairs: Physics Achievement and Metacognition Effects of Distance Laboratories in a Senior High School in the Philippines
Quelle	In: Turkish Online Journal of Distance Education, 24 (2023) 2, S.32-46, Artikel 3 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Padios, Alfredo C., Jr.) ORCID (Tobia, Macario V., Jr.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	COVID-19; Pandemics; Physics; Science Instruction; Science Achievement; Distance Education; Science Laboratories; High School Students; Educational Technology; Computer Simulation; Secondary School Science; Foreign Countries; Learning Modules; Gender Differences; Metacognition; Philippines + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Distance study; Distance learning; Fernunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Unterrichtsmedien; Computergrafik; Computersimulation; Ausland; Learning module; Lernmodul; Geschlechterkonflikt; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Philippinen
Abstract	Due to the necessity to continue learning even during the pandemic, schools opened utilizing distance learning modalities. However, there is a dearth of evidence on the effectivity of this modalities in physics. In this study, we investigated the effects of three physics distance learning modes; the module-only (MO), virtual lab plus module (VLM), and the physical lab plus module (PLM) classes in physics achievement and metacognition employing the pretest-posttest and repeated measures research designs. All learning modules used were in digital formats sent through free messaging platforms. Analysis of data includes paired samples t-test, one-way ANOVA, repeated measures ANOVA, and independent samples t-test. Results revealed that all three distance learning modes have significantly higher post-test than pre-test scores. Further analysis showed, however, that only VLM had significantly higher gain scores than MO. Initially, at pre-MO and post-MO administrations, male students had significantly higher metacognition but this diminished after they perform both virtual and physical labs. It was in post-PLM where students have significantly better metacognition than pre-MO and post-MO. This study showed that not only do physical and virtual labs supplement distance modular learning, they are also complementary that both must be used in distance learning. (As Provided).
Anmerkungen	Anadolu University. Office of the Rector, Eskisehir, 26470, Turkey. Tel: +90-222-335-34-53; Fax: +90-222-335-34-86; e-mail: rektor@anadolu.edu.tr; e-mail: TOJDE@anadolu.edu.tr; Web site: http://tojde.anadolu.edu.tr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01