Grade 8 students’ level of conceptual change through the use of virtual and physical manipulation
This study probes the effectiveness of two teaching techniques namely: Virtual Manipulation (VM) and Physical Manipulation (PM) in producing conceptual change. The respondents consisted of 64 Grade 8 students divided into two sections. The instrument used for the study is the Determining and Interpr...
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| Format: | text |
| Language: | English |
| Published: |
Animo Repository
2019
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| Subjects: | |
| Online Access: | https://animorepository.dlsu.edu.ph/etd_masteral/6300 https://animorepository.dlsu.edu.ph/context/etd_masteral/article/13374/viewcontent/GRADE_8_STUDENTS__LEVEL_OF_CONCEPTUAL_CHANGE_2.pdf |
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| Institution: | De La Salle University |
| Language: | English |
| Summary: | This study probes the effectiveness of two teaching techniques namely: Virtual Manipulation (VM) and Physical Manipulation (PM) in producing conceptual change. The respondents consisted of 64 Grade 8 students divided into two sections. The instrument used for the study is the Determining and Interpreting Resistive Electric Circuit Concept Test (DIRECT), a 29-item multiple choice question that identified 4 learning areas in basic electricity: physical aspect of DC electric circuit, energy, current, and potential difference. This standardized test was used for the both groups of the study. The effectiveness of the teaching technique was determined by the Gain Score of both group for the posttest and pretest using the Gain Score statistical treatment. Item analysis was conducted on the pretest and posttest to check the students’ conceptual change. Conceptual change was categorized based on the nature of their answer during pretest and posttest. There are four identified nature of the answer, wrong to wrong (negative conceptual change), wrong to correct (positive conceptual change), correct to correct (no conceptual change) and correct to wrong (negative conceptual change). Based from the item analysis, both groups possessed a positive change, however in different learning areas. VM group gained a positive conceptual change in 9 out of 11 objectives in DIRECT and most of these objectives focus on physical aspect of the circuit. PM group also gained a positive conceptual change in 9 out of 11 objectives that focuses on energy, current, and potential difference learning area in DIRECT. |
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