Abstract
As learners are now back in the classroom since the COVID-19 pandemic outbreak, it was observed that there is a growing negative attitude towards physics among the grade 12 STEM students. Self-assessment was used as a basis to enhance hands-on laboratory activities by infusing procedural checkpoint questions in laboratory worksheets that will elicit students’ active participation during the activity. The researcher determined the impact of enhanced laboratory activities on the attitudes towards physics of students with different academic achievements. Groups of high achieving and low achieving students were exposed to laboratory activities based on traditional (TLA) and enhanced (PCILA) structure. Four factors of attitude towards physics course were measured using the Physics Course Attitude Scale (PCAS) by Cermik and Kara (2020), specifically the students’ F1) interest F2) unwillingness F3) academic self and F4) necessity. Two-way ANOVA was used to determine the interaction of the factors on the attitude toward the physics course. Data reveals that among the factors of attitude, only interest is influenced by academic achievement of the learners and that neither academic achievement nor laboratory activities can be a predictor of students’ attitude toward physics. Furthermore, the interaction of academic achievement and type of laboratory activity doesn’t significantly change students’ attitude toward physics course.
Author Information
Gian May M. Morgado, San Beda University, Philippines
Jhoanne C. Orillo, De La Salle University, Philippines
Paper Information
Conference: ACEID2023
Stream: Educational Research
This paper is part of the ACEID2023 Conference Proceedings (View)
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To cite this article:
Morgado G., & Orillo J. (2023) Procedural Checkpoint-Infused Laboratory Activity: Impact on the Attitude Towards Physics Among STEM Students With Varying Academic Achievement ISSN: 2189-101X – The Asian Conference on Education & International Development 2023 Official Conference Proceedings https://doi.org/10.22492/issn.2189-101X.2023.39
To link to this article: https://doi.org/10.22492/issn.2189-101X.2023.39
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