physics. This study investigated the effects of using mastery learning approach ...
Performance in KCSE physics examination by gender between 2004 and 2007.
JOHNSON M. CHANGEIYWO, P. W. WAMBUGU and S. W. WACHANGA
INVESTIGATIONS OF STUDENTS’ MOTIVATION TOWARDS LEARNING SECONDARY SCHOOL PHYSICS THROUGH MASTERY LEARNING APPROACH Received: 4 June 2009; Accepted: 3 November 2010
ABSTRACT. Teaching method is a major factor that affects students’ motivation to learn physics. This study investigated the effects of using mastery learning approach (MLA) on secondary school students’ motivation to learn physics. Solomon four non-equivalent control group design under the quasi-experimental research method was used in which a random sample of 4 co-educational secondary schools was obtained in Kieni East Division of Nyeri District in Kenya. The 4 schools were randomly put into 4 groups. Each school provided 1 Form Two class for the study; hence, a total of 161 students were involved. The students were taught the same physics content. In the experimental groups, MLA teaching method was used while the regular teaching method was used in the control groups. The researchers trained the teachers in the experimental groups on the technique of MLA before the treatment. Two groups were pre-tested prior to the implementation of the MLA treatment. At the end of treatment period, all the 4 groups were post-tested using a validated Students’ Motivation Questionnaire, whose reliability coefficient was 0.76. Data were analysed using the t test, analysis of variance and analysis of covariance. The results of the study show that students exposed to MLA have significantly higher motivation than those taught through regular methods. Gender has no significant influence on their motivation to learn physics. The researchers conclude that MLA is an effective teaching method in motivating students; hence, physics teachers should incorporate it in teaching. KEY WORDS: mastery learning approach, regular teaching method, secondary school physics, students’ motivation
INTRODUCTION Physics is an important base of science and technology because it is concerned with natural phenomena and helps people understand the increasingly changing technological society (Zhaoyao, 2002; Muni, Miano, Njeremani, Waweru, Muriithi, Kazungu, Wambugu et al., 2006). Due to the importance of physics, Kenya’s Ministry of Education has emphasized its teaching and learning in schools. However, the performance of students in physics in Kenya Certificate of Secondary Education (KCSE) has been poor. The Kenya National Examination Council (KNEC) analysis for the last 4 years shows that the mean score for physics has been below 50% (KNEC, 2008) as given in Table 1. International Journal of Science and Mathematics Education (2011) 9: 1333Y1350 # National Science Council, Taiwan (2011)
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TABLE 1 Performance in KCSE physics examination by gender between 2004 and 2007 Year
2004
2005
2006
2007
Female mean score (%) Male mean score (%) Student mean score (%)
31.41 35.25 47.06
32.85 35.99 47.06
39.09 40.80 40.06
39.04 42.23 40.22
Analysis of the results also indicates that the performance of girls is lower than that of boys. This shows that there exists a gender disparity. This therefore means that fewer girls are motivated to pursue physics course and may not get to careers that require strong physics background. There is therefore need to motivate students towards studying physics so that the learners can perform and acquire knowledge and skills that will be relevant in future careers. Hancock (2004) asserts that a motivated learner performs well. The teaching approach a teacher adopts is a strong factor that may affect the students’ motivation towards learning, therefore affecting the achievement. Motivation can be enhanced through teaching methods that actively involve students (Keraro, Wachanga & Orora, 2006). Students are categorized as academically motivated when they are able to maintain a high ability and are competent in their work. How the teachers view motivation will influence what they should do to establish a classroom environment that will enhance students’ motivation (Dembo, 1994). A teacher has the ability to influence the students’ motivation to learn through a variety of teaching decisions and approaches (Shihusa & Keraro, 2009). According to Hohn (1995), there is need for classroom practices that would arouse the students’ interest and attention, raise their expectancies of success in academic work and give them incentives and rewards that they value. A teaching method that would help student’s to find satisfaction in the subject matter and also make the subject matter relevant to the needs of the leaner would be necessary to motivate them. Keller’s attention, relevance, confidence and satisfaction (ARCS) model (Hohn, 1995) can be used to enhance student’s motivation to learn. It is important that a teacher adopts a teaching approach that will enhance the four dimension of motivation, namely attention, relevance, confidence and satisfaction to learn academic subject matter.
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There are two types of motivation to learn: These are extrinsic and intrinsic motivation. Extrinsic motivation is directed at earning rewards that are external to a learner, while intrinsic motivation is doing something because it is inherently interesting or enjoyable (Deci & Ryan, 1985). Most of the tasks found in physics course that a student is required to perform are not inherently interesting or enjoyable. There is need for a teaching strategy that will promote more active and volitional form of extrinsic motivation (Ryan & Deci, 2000). Several early studies have showed that positive performance feedback enhanced intrinsic motivation (Deci, 1971); therefore, a teaching approach that has continuous feedback to the performance of student can motivate students to value and self-regulate the academic activities, carrying them out on their own. According to selfdetermination theory, this can be done by fostering internalization and integration of values and behavioural regulation (Deci & Ryan, 1985). Internalization is the process of taking in a value or regulation and integration is the process by which individual more fully transform the regulation into their own so that it will emanate from their sense of self (Ryan & Deci, 2000). Students’ mastery of contents can allow internalization and integration of regulations or values in a subject area and also allows them to work autonomously but in a self-regulated manner (Deci & Ryan, 2008). Mastery learning approach (MLA) emphasizes students’ mastery of specific learning objectives and uses corrective instruction to achieve that goal (Dembo, 1994). MLA works particularly well with hierarchically and sequentially ordered subjects. MLA assumes that virtually all students can learn what is taught in school if their instruction is approached systematically and students are helped when and where they have learning difficulties (Bloom, 1984). The most important feature of MLA is that it accommodates the natural diversity with any group of students, according to their levels of understanding. The goal of MLA is success for the student, in achievement and motivation. On MLA, the subject matter is divided into units that have pre-determined objectives or unit expectations. Students alone or in group work through each unit in an organised fashion with the help of the teacher. Students must demonstrate mastery on unit exams, before moving to new material. Students who do not achieve mastery receive remediation through tutoring, peer monitoring, small group discussion or addition homework. The cycle of studying and testing continues until mastery is met. Block (1971) states that minimal prior knowledge of material has higher
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achievement through MLA motivating students to learn than regular teaching method (RTM). On RTM, the teacher aims at giving instruction on units of major topics in textbooks and then tests the students to determine how much knowledge they acquire (Dembo, 1994). On MLA setting, students are given specific feedback on their progress at regular intervals throughout the instruction period. This feedback helps them to identify what they have learnt well and what they have not learnt well. MLA tends to enhance student’s cognitive and affective perspective for learning task and can build more interest towards learning physics. This allows for relatedness in that the students feel respected and cared for by the teachers. Also through feedback, the students will more likely adopt and internalize the objectives since they understand it and have the relevant skills to succeed at it. THE CONCEPTUAL FRAMEWORK The conceptual framework to guide the study was based on the systems theory (Joyce & Weil, 1980), which holds that the teaching and learning process has inputs and outputs. To achieve good results, then the inputs must have suitable materials. The framework is represented diagrammatically in Figure 1.
Teaching learning Process •
Mastery Learning Approach (MLA)
•
Regular Teaching Method (RTM)
Independent variables
Learner Characteristics • Gender • Age Teacher Characteristics • Training • Experience
Extraneous variables
Learning outcomes Students’ • Motivation in learning physics
Dependent variables
Figure 1. Relationship of variables for determining the effects of using MLA on secondary school students’ motivation to learn physics
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Purpose and Objectives of the Study This study was designed to investigate the effect of using MLA on motivation to learn secondary school physics. The following were the specific objectives of the study: (a) To compare the motivation of students taught physics through MLA with that of students taught through RTM (b) To determine whether students’ motivation is affected by gender when students are taught physics through MLA
Hypotheses of the Study To achieve these objectives, the following null hypotheses were tested at 0.05 alpha level of significance: H01 There is no statistically significant difference in motivation to learn physics between students who are exposed to MLA and those who are not exposed to it. H02 There is no statistically significant difference in motivation to learn physics between boys and girls who are exposed to MLA.
RESEARCH METHODS The research was carried out in schools with classes existing as intact groups. These could not be reconstituted for research purposes. The study used Solomon four non-equivalent control group design (Figure 2) which was vigorous for quasi-experimental method (Gall, Borg & Gall, 1996; Trochim, 2006). This design controlled all major threats to internal validity except those associated with interactions of selection and history, selection and maturation and selection and instrumentation (Cook & Campbell, 1979). To control for interaction between selection and maturation, the schools were randomly assigned to the control and treatment groups (Gall et al., 1996). The conditions under which the instruments were administered were kept as similar as possible in all the schools in order to control for interaction between selection and instrumentation. Furthermore, no events were observed in the sample schools that would have introduced interaction between selection and history. Therefore, there was reasonable control of the threats to internal validity of the study.
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JOHNSON M. CHANGEIYWO, P. W. WAMBUGU AND S. W. WACHANGA
Group I
O1
X
O2
(experimental group)
Group II
O3
-
O4
(control group)
Group III
X
O5
(experimental group)
Group IV
-
O6
(control group)
Key: pre-test; O1 and O3; Post-tests O2, O4, 05 and 06; X is the treatment. Figure 2. Solomon four non-equivalent control group research design
Figure 2 is a representation of the research design: Group I received the pre-test, the treatment X and the post-test. Group II received a pre-test followed by the control condition and then the post-test. Group III received the treatment X and post-test but did not receive the pre-test. Group IV received the control condition and post-test. Groups I and III were taught using MLA while groups II and IV were taught using RTM. Sampling Procedures The unit of sampling was the secondary school rather than individual learners because secondary schools operate as intact groups (Gall et al., 1996; Trochim, 2006). The list of the coeducational schools in Kieni East Division was the sampling frame. The researchers visited the schools to ascertain that they were suitable for research. During the visit, the researchers established that there were trained teachers in the schools and also obtained information on class composition and learner characteristics from schools records. Random sampling was used to select four schools that formed the sample of the study. The four schools were randomly assigned to the treatment and control groups. The number of students in each group is shown below: Group Group Group Group
1 2 3 4
(experimental group) (control group) (experimental group) (control group)
N N N N
= = = =
35 37 45 44
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Therefore, the sample size in the research was 161 Form Two students. Fraenkel & Wallen (2000) recommend at least 30 subjects per group. Hence, this number was adequate for the study.
INSTRUMENTATIONS Students’ Motivation Questionnaire The Students’ Motivation Questionnaire (SMOQ) was used to assess students’ motivation in physics course. The instruments were adopted from Wachanga (2002) and Buntting, Coll & Campbell (2006), and they were modified to suit the study (“APPENDIX 2”). They were constructed based on Keller’s ARCS motivation theory (Hohn, 1995). The acronym ARCS stands for the four conditions that must exist in a motivated learner. These are attention, relevance, confidence and satisfaction. Twenty-eight items on favourable and unfavourable statements of the students’ motivation in learning physics were constructed on a five-point Likert scale. Of the 28 items, seven items were for attention, eight for relevance, eight for confidence and six for satisfaction. Items were based on Form Two course on Equilibrium and Centre of Gravity. The items were pilot-tested in a school whose respondents had similar characteristics with those in the actual study to determine their reliability. Cronbach’s coefficient alpha method was used to obtain the reliability of the instrument. This method is suitable when items are not scored dichotomously and can receive a range of points (Gall et al., 1996). The SMOQ instrument had Cronbach’s alpha value of 0.7615 which was rounded off to α = 0.76. An alpha value of 0.7 and above is considered suitable to make group inferences that are accurate enough (Ary, Jacobs & Razavien, 1979; Graham, 2006). The Development and Use of Instructional Materials The physics covered in the study was based on content in the current Kenya Institute of Education (KIE, 2002) physics syllabus. A guiding manual was constructed for the teachers involved in administering mastery learning approach that was used throughout the treatment period (“APPENDIX 1”). The teachers of the experimental groups were trained by the researchers on how to use the manual. These teachers taught using MLA on a different topic other than Equilibrium and Centre of Gravity for 1 week to enable them to master the skills.
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Data Collection and Analysis The researchers obtained permission from the Ministry of Education Science and Technology to conduct the research. Once permission was granted, the researchers went ahead to inform the Education officers in the Division and the head teachers of the schools that were involved in the research, of the intention to carry out the study. The SMOQ were used to collect data. The pre-test was administered to one experimental group and one control group. Then treatment which took 3 weeks was given to the two experimental groups, while the control groups were taught using RTM. During the treatment, all the groups were taught the same content on the topic Equilibrium and Centre of Gravity. After which post-tests were administered to all the four groups. The researchers administered these instruments with the assistance of the physics teachers in the respective schools. The pre-tests and post-tests were then scored to obtain quantitative. The t test, analysis of variance (ANOVA) and analysis of covariance (ANCOVA) were used to test the null hypotheses. The ANOVA was used to analyse differences in the four means of the post-test scores. It was used to determine whether the differences were significant. ANCOVA was used to establish whether there were initial differences in the treatment and control groups. It reduces experimental error by statistical rather than by experimental procedure (Gall et al., 1996; Coolican, 1994; Rutheford, 2001).
RESULTS The Solomon four non-equivalent group design used in the study made it possible to have two groups sit for pre-test. The groups 1 and 2 sat for SMOQ pre-test. The results of the t test pre-test scores for groups 1 and 2 showed that there was no statistically significant difference t(70) = 1.45, p 9 0.05 as shown in Table 2. This indicates that the groups used in the study exhibited comparable characteristics. TABLE 2 The t test of the pre-test scores on the SMOQ for MLA treatment groups and control groups Variable
Number
Mean
Standard deviation
t value
df
p value
SMOQ
35 37
84.37 89.40
14.86 14.03
1.45
70
0.47
STUDENTS’ MOTIVATION TOWARDS LEARNING PHYSICS
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TABLE 3 SMOQ post-test mean scores of MLA treatment and control groups Group
Number
1 2 3 4
35 37 45 44
Mean scores
SD
113.86 95.62 114.71 90.75
9.95 13.24 10.06 17.09
Effects of MLA on Students Motivation in Physics Analysis was done of the post-test SMOQ scores, to determine the effect of MLA on students’ motivation to learn. This was to test hypothesis H01. The post-test mean scores obtained by the students showed that the experimental groups had higher mean scores than the control groups (Table 3). Also the standard deviation of the control groups increased as compared to that of the experimental groups (Table 3). The one-way ANOVA results based on these means gave an F statistic of F(3, 157) = 36.3 and is statistically significant at alpha level of 0.05 as shown in Table 4. To determine where the difference occurred, post hoc pair-wise comparisons were carried out and Scheffe’s test was used. The results showed that significant difference existed between the MLA experimental groups and control groups. The mean scores of groups 1 and 3 and those of groups 2 and 4 showed no significant difference. The SMOQ means scores were adjusted for ANCOVA with Kenya Certificate of Primary Education (KCPE) scores as covariate. The KCPE examinations are administered at the end of eighth grade, and in Kenya, they are used to select students to join secondary schools. The scores were used as entry marks. The analysis of covariance reduces the effects of initial group difference statistically by making compensating adjustment to the post-test means of the groups involved (Gall et al., 1996). The results TABLE 4 Comparison of post-tests between MLA treatment groups and control groups Group Between groups Within groups Total
Sum of squares 18,858.46 27,190.48 46,048.94
df 3 157 160
Means square 6,286.15 173.19
F 36.3
p value 0.00
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JOHNSON M. CHANGEIYWO, P. W. WAMBUGU AND S. W. WACHANGA
TABLE 5 Comparison of SMOQ post-test scores for ANCOVA between MLA experimental groups and control groups Sum of squares Group KCPE Error
18,454.18 125.95 27,064.54
df
Mean square
3 1 156
F
6,151.39 125.95 173.49
p value
34.46 0.73
0.00 0.40
obtained were 114.43 for group 1, 95.72 for group 2, 114.12 for group 3 and 90.82 for group 4. The analysis of ANCOVA of the post-test SMOQ scores with KCPE scores as covariate shows a statistically significant difference of F(3, 156) = 34.46, at alpha level of 0.05 as shown in Table 5. This therefore means that:
The SMOQ pre-test did not interfere with the learning of the content by students; otherwise, the groups that took pre-test would have obtained significantly different results from those that did not Students that were taught using MLA had higher motivation towards learning physics than those that were taught through regular teaching methods. Since the experimental groups obtained scores that were significantly higher than the control groups, therefore hypothesis H01 is rejected Motivation of Boys and Girls Who Were Exposed to MLA Teaching Method The researchers computed and analysed the SMOQ mean scores for boys and girls to determine whether there was any gender difference in motivation when students were exposed to MLA. Table 6 shows that there was no significant difference for the post-test SMOQ and independent sample t test for boys and girls exposed to MLA teaching method. TABLE 6 Post-test SMOQ mean scores and independent sample t test for boys and girls exposed to MLA teaching method Gender
Number
Mean
Standard deviation
t value
df
p value
Boys Girls
48 32
115.19 113.06
10.01 10.68
0.91
78
0.86
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TABLE 7 ANCOVA of the post-test SMOQ scores of boys and girls exposed to MLA (with KCPE scores as covariate)
Gender KCPE Error
Sum of squares
df
Mean squares
82.88 59.19 8,182.00
1 1 77
82.88 59.19 106.26
F 0.78 056
p value 0.38 0.46
This means that the boys and girls were at the same level of motivation in learning physics after the treatment. The researchers did ANCOVA with KCPE scores as covariates. The results indicate a p value of 0.78 9 0.05 as shown in Table 7. This means that there is no statistical gender difference in motivation level for boys and girls when exposed to MLA.
DISCUSSIONS The Effects of MLA on Students’ Motivation Towards Learning Physics The students could be motivated because of mastering small units of instructional objectives and can therefore build confidence as they proceed to the next unit. The students are assisted by the significant others to acquire mastery of the content. This will facilitate a sense of relatedness that is advocated by self-determination theory (Ryan & Deci, 2000). In MLA, tests are given after the small units of instructional objectives. A corrective feedback is given immediately to enable the students know their areas of weakness and work on them. This enhances intrinsic motivation and allows the students to gain satisfaction in completing the task successfully (Deci, 1971). Feedback also provides information to learners about the expected standard of attainment and keeps the learner motivated towards learning the course material (Davis & Sorrell, 1995). Studies done by Guskey & Gates (1986) showed that students who learned under MLA generally liked the subject they were studying and were more confident of their abilities. The students felt that the subject was more important and accepted greater personal responsibility for their learning than students who learned under non-mastery conditions. MLA enhances extrinsic motivation, by the fact that moving to a new level after mastery of content builds competence in the student who is more likely to adopt and internalize what they understand and have relevant skills to succeed at it. Feedback also facilitates internalization. Wambugu &
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Changeiywo (2008) agree with this in their findings on effects of mastery learning on achievement. However, the teachers of the treatment group felt that the preparation and testing takes a little more time. Effects of MLA on the Motivation of Boys and Girls There was no statistical significant difference in the mean scores for boys and girls exposed to MLA. This means therefore that boys and girls were equally motivated to learn physics during the treatment period. Catsambis (1995) reported that interest, participation and achievement in advanced level high school science courses are lower for girls than boys. This is a result of differential educational experience offered to boys and girls in the classroom. Githua & Mwangi (2003) concurred with the findings of Catsambis (1995), since they found a significant gender difference, favouring boys in student motivation to learn mathematics. This practice makes girls feel incapable to achieve set goals as compared to boys. In this study, an investigation of student’s motivation towards learning physics through MLA and regular teaching method was done. The findings showed that MLA teaching method enhances girls’ competence and confidence in learning physics, since girls’ level of motivation was comparable to that of boys. The focus of mastery learning approach is to reach a set mastery of small units of instructional objectives. Since there is no cumulative knowledge to be tested, MLA ensures that students have acquired adequately mastery of the specified subject matter, by assisting them through remediation. This builds confidence in the girls and raises their motivation to learn physics.
CONCLUSION The following conclusions have been reached from this study:
MLA teaching method enhances student’s motivation to learn physics as compared to regular teaching method The motivation to learning physics when MLA is used is the same for both boys and girls
IMPLICATION
AND
RECOMMENDATIONS
The results of this study indicate that MLA teaching method is able to motivate students learning of physics. Therefore, MLA would boost the
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learning of physics in secondary schools. This can in turn improve the performance of physics. The performance in physics of girls has been lower than that of boys in national examinations. The use of MLA in physics teaching would minimize this gender disparity. Curriculum developers need to encourage the use of MLA to improve the effectiveness of teachers of physics. Also teacher training institutions could incorporate the elements of MLA in their training curriculum so as to empower teachers of physics.
APPENDIX 1 The Teachers Guide for the Implementation of MLA The purpose of this guide is to assist the teacher of physics to plan and implement a teaching–learning programme based on mastery learning approach. Mastery learning approach is a teaching–learning arrangement in which the subject matter to be learned is divided into units. Instructional objectives are developed for each unit, and at the end of the unit, learners are tested to determine if they have acquired a predetermined mastery level. Those who achieve the mastery level are allowed to proceed to subsequent units. However, those learners who have not acquired the desired competency are provided with extra tuition until they can perform at or above the desired level. The key aspect of the mastery learning approach is that it allows each student to spend whatever time is needed to master content before being presented with new material. It is therefore the task of the teacher to manage the teaching–learning process in such a way that the learners acquire the desired mastery. Mastery of the facts and skills at each level assists in the building of confidence in learners. Mastery learning relies on testing to determine whether a student has achieved mastery of a behaviour as specified in an instructional objective. In mastery learning programmes, the units to be covered are defined, followed by the development of instructional objectives, and then the desired performance level is defined. The instruction follows after which learners are tested with the aim of determining whether they have acquired the expected competency in the subject matter. It is on the basis of the performance of these diagnostic tests that remedial instruction is conducted. Kenyan Certificate of Secondary Education Physics Syllabus indicates the units to be covered and the instructional objectives. Before the start of a term, a scheme of work needs to be developed which integrates the
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principles of mastery learning. When the students start learning physics, they should be briefed on how the subject will be learned. From the beginning, the learner should be provided with a learning environment, which promotes complete mastery of what is to be learned. Guide on Centre of Gravity and Equilibrium Objectives: By the end of this topic, the learner should be able to: (a) (b) (c) (d) (e)
Define centre of gravity Determine experimentally the centre of gravity of lamina objects Identify and explain the states of equilibrium State and explain factors affecting stability of an object Explain the applications of stability
Solve numerical problems involving centre of gravity and moments of force. The teacher needs to stress mastery of content of the units. Week 1 At the end of this unit, the learner should be able to: (a) Locate balancing point on a metre rule (b) Locate the point where the weight of a body acts (c) Find the relationship between balancing point of a body and where the weight acts (d) Determine centre of gravity of regular lamina (e) Determine centre of gravity of irregular lamina Content
Balance point of a metre rule Weight of body and the relationship to its balance point Definition of centre of gravity Centre of gravity of regular lamina by drawing lines or balancing on a metre rule Centre of gravity by use of plumb line
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At the end of this week, a test is given to check mastery of content. Those students who do not get above 60% will be given remedial classes by the teacher. This will be repeated at end of every week. Week 2 At the end of this unit, the learner should be able to: (a) (b) (c) (d) (e) (f)
Define equilibrium Define states of equilibrium Define stability Give examples of states of equilibrium Give examples in practical situations State factors affecting centre of gravity
Content
Meaning of equilibrium Meaning of word states operationalized to equilibrium Various states of equilibrium these are stable, unstable and neutral Examples of each in practical life Effect of changing the centre of gravity of various states of equilibrium Factors affecting stability Test is given to check mastery. Week 3 At the end of this unit, the learner should be able to:
(a) Define application in relation to stability (b) Define moments of a force (c) Give the relationship between centre of gravity and moments of a force (d) Solve problems related to centre of gravity and moments of a force Content
Meaning of word application as operationalized to stability Examples of areas where stability is applied in real life
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Meaning of moments of a force Calculation based on moments of a force Centre of gravity and moments of a force Test is given to check mastery of content
APPENDIX 2 Students’ Motivation Questionnaire Learning physics using mastery learning approach has:
1. 2. 3. 4. 5. 6.
Made me love physics Made learning physics frustrating Been dull and boring Made physics enjoyable Highly motivated me to work hard in physics Helped me to discover skills in physics
SD SD SD SD SD SD
D D D D D D
U U U U U U
A A A A A A
SA SA SA SA SA SA
After learning physics using mastery learning approach:
7. I find it hard to work independently 8. I expect to rarely be able to apply physics in life situations 9. I do not expect to be successful in physics tasks given by physics teachers in the classrooms 10. I am now acquiring further knowledge of physics 11. I can now study and solve problems in physics on my own 12. I expect to perform well I other science subjects 13. I am able to work independently in physics exercises in and outside physics classrooms 14. I expect to score highly in physics tests 15. I expect to be able to apply physics easily in other situations in life 16. I find learning physics is in itself rewarding 17. I am now satisfied with the way I learn physics 18. I no longer feel uneasy during physics lessons 19. I am dissatisfied with my participation in classroom physics activities
SD SD
D D
U U
A A
SA SA
SD
D
U
A
SA
SD SD
D D
U U
A A
SA SA
SD SD
D D
U U
A A
SA SA
SD SD
D D
U U
A A
SA SA
SD SD SD SD
D D D D
U U U U
A A A A
SA SA SA SA
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STUDENTS’ MOTIVATION TOWARDS LEARNING PHYSICS
20. I was satisfied with the way physics was taught in the classroom 21. I am now satisfied with my performance in physics assignments and tests. 22. I now aspire to study physics after KCSE 23. I am not sure whether I have the desire to continue studying Physics. 24. I now find activities in physics lessons meaningful 25. I discover that physics subject matter is related to my daily experiences 26. I realise that physics gives opportunities for choice, responsibility and inter-personal influence 27. Physics lessons give me opportunities for cooperation and social interaction 28. I would like a career that does not require physics
SD
D
U
A
SA
SD
D
U
A
SA
SD SD
D D
U U
A A
SA SA
SD SD
D D
U U
A A
SA SA
SD
D
U
A
SA
SD
D
U
A
SA
SD
D
U
A
SA
REFERENCES Ary, D., Jacobs, L. C. & Razavien, S. (1979). Introduction to research in education. New York: Holt, Rinehart and Winston. Block, J. H. (1971). Mastery learning. Theory and practice. New York: Holt, Rinehart and Winston. Bloom, B. S. (1984). All our children learning. New York: McGraw-hill. Buntting, C., Coll, K. R. & Campbell, A. (2006). Student views of concept mapping use in introductory tertiary biology classes. International Journal of Science and Mathematics Education, 4, 641–668. Catsambis, S. (1995). Gender, race, ethnicity and science education in the middle grades. Journal of Research in Science Teaching, 32(3), 243–258. Cook, T. D. & Campbell, S. (1979). Quasi experimentation: Design and analysis issues for field settings. New York: Rand McNally. Coolican, H. (1994). Research methods in psychology (2nd ed.). London: Hodder and Sloughlon Education. Davis, D. & Sorrell, J. (1995). Mastery learning in public schools. PSY 702. Conditions of learning. Valdosta, GA: Valdosta State University. Deci, E. L. (1971). Effects of externally mediated rewards on intrinsic motivation. Journal of Personality and Social Psychology, 18, 105–115. Deci, E. L. & Ryan, R. M. (1985). Intrinsic motivation and self determination in human behaviour. New York: Plenum. Deci, E. L. & Ryan, R. M. (2008). Facilitating optimal motivation and psychological well being across life domains. Canadian Psychology, 49, 14–23. Dembo, M. H. (1994). Applying education psychology. White Plains, NY: Longman. Fraenkel, J. R. & Wallen, N. E. (2000). How to design and evaluate research in education. New York: McGraw-Hill. Gall, M. D., Borg, W. R. & Gall, J. P. (1996). Educational research. An introduction (6th ed.). New York: Longman.
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Department of Curriculum, Instruction & Educational Management, Egerton University, P.O. Box 536Egerton, Kenya E-mail:
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