Assessing the effectiveness of physics virtual environment on the self-regulated learning strategies and physics performance of SHS students
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ID: 287563
2024
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Abstract
The new normal has been evident in the continuous transition of the educational landscape to blended learning and face-to-face learning modality. With the high academic demands among senior high school students specifically the STEM strand, there is a need for highly self-regulated learners that are capable of self-regulating; producing more independent learners. This classroom-based action research uses a quasi-experimental mixed-method research approach. The purpose of this study was to improve the level of self-regulated learning and academic performance in Physics of the students by utilizing the Physics Virtual Environments. A section of Grade 12 STEM students who took General Physics II in a private Senior High School. The Physics Virtual Environment (PVE) as a supplemental platform that is designed according to the SRL theory of Zimmerman was utilized as the intervention tool. Following the SRL Theory, the said platform contains three parts: PhyPlan (forethought), PhyLab (performance), and PhyLearn (self-reflection) which served as the qualitative data sources. The Online Self-Regulated Learning Questionnaire (OSLQ), was employed to profile the students, students were found to have high environmental structuring and lower task strategies according to the six-subscale categories. Meanwhile, the initial academic performance in Physics of the students indicated low knowledge of electromagnetics. Thematic analysis results partly support how the students learned to plan, manage, and assess their learnings in electromagnetics. Some even developed self-awareness and experienced a sense of self-accomplishment in doing the activities. On the other hand, students’ physics performance acquired large normalized gain from the PVE as the pretest/posttest in electromagnetics were compared. Yet, only a small to moderate effect was observed in the students’ SRL profile at the end of the intervention. The reason for the small to moderate effect was due to the mid to high mean score on the initial self-evaluation of the students. Lastly, the subscale that showed the highest mean was environment structuring, and lowest on task strategies but it showed the highest mean difference indicating the highest effect on how the students strategized their learning tasks.
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| Authors | Dela Peña, Maria Sofia M. |
| Journal | Malay Journal |
| Year | 2024 |
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| Keywords | Keywords not found |
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