Development, implementation and evaluation of guided worksheets in calculus-based physics for engineers
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ID: 287509
2024
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Abstract
To explore the effects of the interventions explicit learning and inquiry-based learning on engineering students' problem-solving performance, metacognition, and self-efficacy in physics, this action research was conducted. Likewise, it compared which intervention is more effective, explored the progression of students in their problem-solving skills, and analyzed students’ perceptions and attitudes towards the guided worksheets. Using a mixed methods research approach, data were collected from 113 Civil Engineering students at Nueva Vizcaya State University during the Second Semester of the School Year 2020-2021. Instruments included survey-questionnaire on the demographic profiles of students, the Physics metacognition inventory, Physics self-efficacy questionnaire, open-ended questionnaires, guided worksheets, and problem tests. Quantitative data were analyzed using descriptive statistics, paired sample T-tests, and Analysis of Covariance, while qualitative data were analyzed using thematic analysis. Findings revealed that both explicit learning and inquiry-based learning significantly enhanced students' problem-solving skills, metacognition, and self-efficacy levels. Although both methods were effective, explicit learning led to slightly lower self-efficacy compared to inquiry-based learning. Students perceive that guided worksheets enhance their problem-solving and critical thinking skills, boost their confidence, develop their metacognition, and promote structured instruction, encourage active and engaged learning, foster adaptability and resilience, aid in time management, and align with their personal preferences. Integrating explicit and inquiry-based learning strategies through guided worksheets can significantly enhance students' problem-solving skills, metacognition, and self-efficacy, necessitating support from policymakers, educators, and curriculum developers to implement these methods effectively and adaptively.
Keywords: explicit learning, inquiry-based learning, guided worksheets in Physics, metacognition, self-efficacy, problem-solving in Calculus-Based Physics, worksheets
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| Authors | Cadiente, Rosemarie A. |
| Journal | Malay Journal |
| Year | 2024 |
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| Keywords | Keywords not found |
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