LONG DISTANCE LAB AFFAIRS: PHYSICS ACHIEVEMENT AND METACOGNITION EFFECTS OF DISTANCE LABORATORIES IN A SENIOR HIGH SCHOOL IN THE PHILIPPINES.
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| Title: | LONG DISTANCE LAB AFFAIRS: PHYSICS ACHIEVEMENT AND METACOGNITION EFFECTS OF DISTANCE LABORATORIES IN A SENIOR HIGH SCHOOL IN THE PHILIPPINES. |
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| Authors: | PADIOS Jr., Alfredo C.1 alfredopadios@ascot.edu.ph, TOBIA Jr., Macario V.2 macario.tobiajr@deped.gov.ph |
| Source: | Turkish Online Journal of Distance Education (TOJDE). Apr2023, Vol. 24 Issue 2, p32-46. 15p. |
| Subject Terms: | *Metacognition, *High school seniors, *Distance education, *Achievement, Repeated measures design, One-way analysis of variance |
| Geographic Terms: | Philippines |
| 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Turkish Online Journal of Distance Education (TOJDE) is the property of Turkish Online Journal of Distance Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 163058591 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: LONG DISTANCE LAB AFFAIRS: PHYSICS ACHIEVEMENT AND METACOGNITION EFFECTS OF DISTANCE LABORATORIES IN A SENIOR HIGH SCHOOL IN THE PHILIPPINES. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22PADIOS+Jr%2E%2C+Alfredo+C%2E%22">PADIOS Jr., Alfredo C.</searchLink><relatesTo>1</relatesTo><i> alfredopadios@ascot.edu.ph</i><br /><searchLink fieldCode="AR" term="%22TOBIA+Jr%2E%2C+Macario+V%2E%22">TOBIA Jr., Macario V.</searchLink><relatesTo>2</relatesTo><i> macario.tobiajr@deped.gov.ph</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Turkish+Online+Journal+of+Distance+Education+%28TOJDE%29%22">Turkish Online Journal of Distance Education (TOJDE)</searchLink>. Apr2023, Vol. 24 Issue 2, p32-46. 15p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br />*<searchLink fieldCode="DE" term="%22High+school+seniors%22">High school seniors</searchLink><br />*<searchLink fieldCode="DE" term="%22Distance+education%22">Distance education</searchLink><br />*<searchLink fieldCode="DE" term="%22Achievement%22">Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Repeated+measures+design%22">Repeated measures design</searchLink><br /><searchLink fieldCode="DE" term="%22One-way+analysis+of+variance%22">One-way analysis of variance</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Philippines%22">Philippines</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Turkish Online Journal of Distance Education (TOJDE) is the property of Turkish Online Journal of Distance Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.17718/tojde.1086870 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 32 Subjects: – SubjectFull: Metacognition Type: general – SubjectFull: High school seniors Type: general – SubjectFull: Distance education Type: general – SubjectFull: Achievement Type: general – SubjectFull: Repeated measures design Type: general – SubjectFull: One-way analysis of variance Type: general – SubjectFull: Philippines Type: general Titles: – TitleFull: LONG DISTANCE LAB AFFAIRS: PHYSICS ACHIEVEMENT AND METACOGNITION EFFECTS OF DISTANCE LABORATORIES IN A SENIOR HIGH SCHOOL IN THE PHILIPPINES. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: PADIOS Jr., Alfredo C. – PersonEntity: Name: NameFull: TOBIA Jr., Macario V. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 13026488 Numbering: – Type: volume Value: 24 – Type: issue Value: 2 Titles: – TitleFull: Turkish Online Journal of Distance Education (TOJDE) Type: main |
| ResultId | 1 |
