the effect of cooperative learning with dslm on conceptual understanding and scientific reasoning among form four physics students with different motivation levels
Clicks: 68
ID: 151920
2010
Article Quality & Performance Metrics
Overall Quality
Not rated
Combines reader engagement with the AI quality analysis. This
article has not been analysed, so there is no overall score —
reader engagement is measured and shown alongside.
Reader Engagement
Popular Article
20.1
/100
68 views
16 readers
AI Quality Assessment
Not analyzed
Readership in this journal
PopularRanked #47 of 49 articles by views in molecular ecology
Most read
Least read
Bar heights use a square-root scale.
Mint this article as an NFT
Not yet mintedCreate a permanent, verifiable on-chain record of this article on the Scimatic Network. The NFT is held in your Journament account, and you can withdraw it to your own wallet at any time.
5
SUSD
one-off · no wallet required
Abstract
The purpose of this study was to investigate the effect of Cooperative Learning with a Dual Situated Learning Model (CLDSLM) and a Dual Situated Learning Model (DSLM) on (a) conceptual understanding (CU) and (b) scientific reasoning (SR) among Form Four students. The study further investigated the effect of the CLDSLM and DSLM methods on performance in conceptual understanding and scientific reasoning among students with different motivation levels. A quasi-experimental method with the 3 x 2 Factorial Design was applied in the study. The sample consisted of 240 stu¬dents in six (form four) classes selected from three different schools, i.e. two classes from each school, with students randomly selected and assigned to the treatment groups. The results showed that students in the CLDSLM group outperformed their counterparts in the DSLM group—who, in turn, significantly outperformed other students in the traditional instructional method (T) group in scientific reasoning and conceptual understanding. Also, high-motivation (HM) students in the CLDSLM group significantly outperformed their counterparts in the T groups in conceptual understanding and scientific reasoning. Furthermore, HM students in the CLDSLM group significantly outperformed their counterparts in the DSLM group in scientific reasoning but did not significantly outperform their counterparts on conceptual understanding. Also, the DSLM instructional method has significant positive effects on highly motivated students’ (a) conceptual understanding and (b) scientific reason¬ing. The results also showed that LM students in the CLDSLM group significantly outperformed their counterparts in the DSLM group and (T) method group in scientific reasoning and conceptual understanding. However, the low-motivation students taught via the DSLM instructional method significantly performed higher than the low-motivation students taught via the T method in scientific reasoning. Nevertheless, they did not perform significantly higher in conceptual understanding. Finally, the results showed that there were no significant interaction effects between student motivational levels and instructional methods for the scientific reasoning and conceptual understanding scores.
| Reference Key |
hamzah2010bulgarianthe
Use this key to autocite in the manuscript while using
SciMatic Manuscript Manager or Thesis Manager
|
|---|---|
| Authors | ;M.S. Hamzah;A.N. Md Zain |
| Journal | molecular ecology |
| Year | 2010 |
| DOI |
DOI not found
|
| URL | |
| Keywords |
Citations
No citations found. To add a citation, contact the admin at info@scimatic.org
Comments
No comments yet. Be the first to comment on this article.