The effect of context-based teaching approach on the achievement and attitude of physics students

• Main Author: VILLA, MARVICE JOYCE
• Format: text
• Published: Archīum Ateneo 2018
• Subjects: Physics > Study and teaching (Secondary); Active learning; Experiential learning; Teaching > Methodology; High school students > Attitudes; Academic achievement > Testing.
• Online Access: https://archium.ateneo.edu/theses-dissertations/210; http://rizalls.lib.admu.edu.ph/#section=resource&resourceid=1558877819&currentIndex=0&view=fullDetailsDetailsTab
• Institution: Ateneo De Manila University

This study used a quasi-experimental design to determine the effect of context-based teaching approach on students academic achievement in Physics and on their attitude towards the subject. There were two groups involved in this study: (1) the traditional group and (2) context-based approach group. The pretest scores, grades in Physics 8, OLSAT scores and pre-attitudinal survey responses were used in matching the two groups. The lessons included in this study were about uniformly accelerated motion, projectile motion, momentum, impulse, and collision. The posttest scores were the basis for determining the academic achievement of the students after the instructions. The attitudinal survey was given again to both groups to determine the change in the attitude of the students after the intervention. The independent samples t-test was used to determine any significant difference between the posttest scores and normalized gain scores of the two groups, and the paired t-test was used to analyze the posttest scores within the group. The results revealed that both groups academic achievement improved significantly. However, the posttest scores and mean normalized gain scores of the context-based approach group was significantly higher than the traditional group. Moreover, the analyses on the post-attitudinal survey responses revealed that the context-based approach groups attitude shifted to an expert-like attitude while the control groups attitude shifted to anovice-like attitude. The results of this study imply that the academic achievement of the students can be improved through the use of context-based approach and the attitude of the students can be positively developed using this approach. However, the study revealed that the academic achievement and attitude of the students towards Physics were not highly correlated.