Improving online physics classes using Gamified and Mastery-based Online Physics (GMOP) instruction
This is an action research where the proponent designed a gamified and mastery-based online Physics (GMOP) instruction to address the negative perception of students on the conduct of online classes, increase their motivation in Physics and consequently effect an improvement in their performance. Th...
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| Main Author: | |
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| Format: | text |
| Language: | English |
| Published: |
Animo Repository
2022
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| Subjects: | |
| Online Access: | https://animorepository.dlsu.edu.ph/etdd_scied/12 https://animorepository.dlsu.edu.ph/cgi/viewcontent.cgi?article=1011&context=etdd_scied |
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| Institution: | De La Salle University |
| Language: | English |
| Summary: | This is an action research where the proponent designed a gamified and mastery-based online Physics (GMOP) instruction to address the negative perception of students on the conduct of online classes, increase their motivation in Physics and consequently effect an improvement in their performance. The instruction utilized the principle of mastery learning, individualized instruction and gamification. The intervention was implemented in 2 cycles and the effect of the instruction to the student perception of online classes, motivation and performance in Physics was examined. Their lived experiences were also obtained and analyzed in terms of the elements expected from an online course design. The quantitative and qualitative data were gathered using both the researcher-developed and adapted survey instruments, semi-structured interviews, reflection journals, and scores in the assessment tasks. The quantitative results were analyzed using paired sample t-test while the qualitative data were probed using a thematic coding analysis. The data corroborated that after the GMOP instruction, there was a significant increase in the students’ motivation and performance in Physics as well as a significant change in the perception of students regarding the conduct of online classes. Furthermore, the thematic coding analysis showed that the modality displayed evidence of effective diagnostic, careful sequencing, monitoring of learning, flexibility and additional support. By and large, this study showed that it is possible to create an online Physics instruction that has the capability to influence positively the student perception of online classes, increase their motivation, and improve their performance in Physics. |
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