Effects of Strategy Instruction in Cooperative Learning Groups Concerning Undergraduate Physics Labworks.
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| Title: | Effects of Strategy Instruction in Cooperative Learning Groups Concerning Undergraduate Physics Labworks. |
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| Authors: | Keban, Fatma1 fzkeban@yahoo.com, Erol, Mustafa2 |
| Source: | Latin-American Journal of Physics Education. Mar2011, Vol. 5 Issue 1, p140-146. 7p. 6 Charts. |
| Subject Terms: | *Physics education, *Group work in education, *Academic achievement, *Team learning approach in education |
| Abstract (English): | This work investigates effects of strategy instruction method applied within cooperative groups on the student academic achievement and retention level. Instructional methods specifically contain conventional labwork techniques applied to the control group students and strategy instruction within cooperative groups that is applied to the experimental group. In the work, pretest-posttest quasi-experimental design with nonequivalent control group was used and the research was carried out on two separate groups consisting of first grade undergraduate students (n=39). Data of the work was collected by means of Introductory Physics Laboratory Achievement Test (IPLAT). The entire work covers some selected Electricity and Magnetism topics. During the application, the control group students carried out close ended experiments while the strategy instruction group students carried out a semi open ended experiments with 12 strategic steps. The evaluation of the research indicates that strategy instruction increases student academic achievement and it has also positive effects on the retention level. However no statistically meaningful difference between control and experimental group students concerning academic achievement and retention level is detected. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Este trabajo investiga los efectos del método de enseñanza aplicado en la estrategia de grupos cooperativos en el logro académico de los estudiantes y el nivel de retención. Los métodos de instrucción contienen específicamente las técnicas convencionales de análisis de laboratorio aplicados a los estudiantes del grupo de control y enseñanza de estrategias dentro de los grupos de cooperación que se aplica al grupo experimental. En el trabajo, el diseño pretest-postest quasi-experimental fue utilizado diseñando un control de grupo con no equivalentes y la investigación se llevó a cabo en dos grupos separados que consiste de los primeros estudiantes de licenciatura de grado (n = 39). Datos de la obra fue recogida por los medios de Introducción a la Física Laboratorio de Prueba de Aprovechamiento (IPLAT). Toda la obra cubre algunos temas seleccionados de Electricidad y Magnetismo. Durante la aplicación, los estudiantes del grupo de control concluyeron sus experimentos, mientras que la estrategia de instrucción del grupo control llevó a cabo un semi experimentos de composición abierta con 12 medidas estratégicas. La evaluación de la investigación indica que la instrucción de estrategias aumenta el logro académico de los estudiantes y tiene también efectos positivos en el nivel de retención. Sin embargo no hubo diferencia estadísticamente significativa entre los estudiantes del grupo control y experimental sobre el rendimiento académico y el nivel de retención detectado. [ABSTRACT FROM AUTHOR] |
| Copyright of Latin-American Journal of Physics Education is the property of Latin-American Physics Education Network 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 |
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