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Teaching and Learning Bucket Model: Experimented with Mechanics Baseline Test

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Title: Teaching and Learning Bucket Model: Experimented with Mechanics Baseline Test
Language: English
Authors: Ndihokubwayo, Kizito, Nyirahabimana, Pascasie, Musengimana, Théophile
Source: European Journal of Educational Research. 2021 10(2):525-536.
Availability: Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eu-jer.com; Web site: https://www.eu-jer.com/
Peer Reviewed: Y
Page Count: 12
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Mechanics (Physics), Science Tests, College Science, Foreign Countries, College Instruction, Scientific Concepts, Pretests Posttests, College Freshmen, Teaching Methods, Confidence Testing
Geographic Terms: Rwanda
ISSN: 2165-8714
Abstract: Mechanics, as a large part of physics, shows the most basic concepts we encounter in our daily lives. With this regard, we implemented the mechanics baseline test (MBT) to the University of Rwanda - College of Education before and after the teaching mechanics module to track students learning. About 38 students participated in this study. We found the instructional strategies used to fit in a model we named "teaching and learning bucket" (lecturer backing and learners owning learning) during data analysis. The results showed that the performance occurred only in 12 out of 26 MBT items at a p<.001, and Cohen's D effect size of 1.26. Such analysis also allowed us to identify areas of mechanics that need teaching improvement, such as (a) constant acceleration, (b) average velocity, (c) the first law of Newton, (d) work and energy, and (e) energy conservation. There was also a positive correlation (r=0.58) between students' confidence in answering questions and correct answers provided and vice versa. Therefore, the research significantly informs lecturers to use various teaching approaches to effectively employ the teaching and learning bucket (TLB) model.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1294306
Database: ERIC
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  Data: Mechanics, as a large part of physics, shows the most basic concepts we encounter in our daily lives. With this regard, we implemented the mechanics baseline test (MBT) to the University of Rwanda - College of Education before and after the teaching mechanics module to track students learning. About 38 students participated in this study. We found the instructional strategies used to fit in a model we named &quot;teaching and learning bucket&quot; (lecturer backing and learners owning learning) during data analysis. The results showed that the performance occurred only in 12 out of 26 MBT items at a p&lt;.001, and Cohen&#39;s D effect size of 1.26. Such analysis also allowed us to identify areas of mechanics that need teaching improvement, such as (a) constant acceleration, (b) average velocity, (c) the first law of Newton, (d) work and energy, and (e) energy conservation. There was also a positive correlation (r=0.58) between students&#39; confidence in answering questions and correct answers provided and vice versa. Therefore, the research significantly informs lecturers to use various teaching approaches to effectively employ the teaching and learning bucket (TLB) model.
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        PageCount: 12
        StartPage: 525
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      – SubjectFull: Mechanics (Physics)
        Type: general
      – SubjectFull: Science Tests
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      – SubjectFull: College Science
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      – SubjectFull: Foreign Countries
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      – SubjectFull: College Instruction
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      – SubjectFull: Scientific Concepts
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      – SubjectFull: Pretests Posttests
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      – SubjectFull: Rwanda
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